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\n \n\n \n \n \n \n \n \n A Comprehensive View of the Biases of Toxicity and Sentiment Analysis Methods Towards Utterances with African American English Expressions.\n \n \n \n \n\n\n \n Resende, G. H.; Nery, L. F.; Benevenuto, F.; Zannettou, S.; and Figueiredo, F.\n\n\n \n\n\n\n . 2024.\n Publisher: arXiv Version Number: 1\n\n\n\n
\n\n\n\n \n \n $\"A$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{resende_comprehensive_2024,\n\ttitle = {A {Comprehensive} {View} of the {Biases} of {Toxicity} and {Sentiment} {Analysis} {Methods} {Towards} {Utterances} with {African} {American} {English} {Expressions}},\n\tcopyright = {Creative Commons Attribution 4.0 International},\n\turl = {https://arxiv.org/abs/2401.12720},\n\tdoi = {10.48550/ARXIV.2401.12720},\n\tabstract = {Language is a dynamic aspect of our culture that changes when expressed in different technologies/communities. Online social networks have enabled the diffusion and evolution of different dialects, including African American English (AAE). However, this increased usage is not without barriers. One particular barrier is how sentiment (Vader, TextBlob, and Flair) and toxicity (Google's Perspective and the open-source Detoxify) methods present biases towards utterances with AAE expressions. Consider Google's Perspective to understand bias. Here, an utterance such as ``All n*ggers deserve to die respectfully. The police murder us.'' it reaches a higher toxicity than ``African-Americans deserve to die respectfully. The police murder us.''. This score difference likely arises because the tool cannot understand the re-appropriation of the term ``n*gger''. One explanation for this bias is that AI models are trained on limited datasets, and using such a term in training data is more likely to appear in a toxic utterance. While this may be plausible, the tool will make mistakes regardless. Here, we study bias on two Web-based (YouTube and Twitter) datasets and two spoken English datasets. Our analysis shows how most models present biases towards AAE in most settings. We isolate the impact of AAE expression usage via linguistic control features from the Linguistic Inquiry and Word Count (LIWC) software, grammatical control features extracted via Part-of-Speech (PoS) tagging from Natural Language Processing (NLP) models, and the semantic of utterances by comparing sentence embeddings from recent language models. We present consistent results on how a heavy usage of AAE expressions may cause the speaker to be considered substantially more toxic, even when speaking about nearly the same subject. Our study complements similar analyses focusing on small datasets and/or one method only.},\n\turldate = {2024-02-12},\n\tauthor = {Resende, Guilherme H. and Nery, Luiz F. and Benevenuto, Fabrício and Zannettou, Savvas and Figueiredo, Flavio},\n\tyear = {2024},\n\tnote = {Publisher: arXiv\nVersion Number: 1},\n\tkeywords = {CORAAL, Computer Science, Sentiment Analysis},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Representation of Earlier African American Vernacular English by Charles W. Chesnutt.\n \n \n \n \n\n\n \n Kimbara, I.\n\n\n \n\n\n\n American Speech: A Quarterly of Linguistic Usage,1–30. February 2024.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{kimbara_representation_2024,\n\ttitle = {The {Representation} of {Earlier} {African} {American} {Vernacular} {English} by {Charles} {W}. {Chesnutt}},\n\tissn = {0003-1283, 1527-2133},\n\turl = {https://read.dukeupress.edu/american-speech/article/doi/10.1215/00031283-11014511/385420/The-Representation-of-Earlier-African-American},\n\tdoi = {10.1215/00031283-11014511},\n\tabstract = {This article examines the validity of regional speech represented in the writings of an African American short story writer, essayist, lawyer, and stenographer Charles W. Chesnutt (1858–1932) with a corpus of dialogues extracted from his literary works (approximately 40,000 words). As a touchstone for exploring its accuracy, the Atlas data from Fayetteville, North Carolina, and the surrounding regions in Cape Fear and Pee Dee Valley− a region where the author spent his youth and his stories are set−are compared with the speech of his African American characters. The result reveals that the Atlas records and Chesnutt’s dialogues share many expressions in their regional lexicons ranging from single words to phrases. Considering the difficulty of recording all the synonyms and semantically related words from the same informant during the interview, the overall agreement between the two provides further evidence that as an African American writer who spent his formative years in a rural community in North Carolina, Chesnutt’s literary dialect offers a glimpse of earlier AAVE spoken in the region in the mid-nineteenth century. Furthermore, this article touches on Chesnutt’s racial identity and what led him to enter the literary world as it is pertinent to his linguistic background and the motive behind the use of literary dialect.},\n\tlanguage = {en},\n\turldate = {2024-02-12},\n\tjournal = {American Speech: A Quarterly of Linguistic Usage},\n\tauthor = {Kimbara, Irene},\n\tmonth = feb,\n\tyear = {2024},\n\tkeywords = {Early African American English, Linguistic Atlas},\n\tpages = {1--30},\n}\n\n

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\n \n\n \n \n \n \n \n \n Bias in Automatic Speech Recognition: The Case of African American Language.\n \n \n \n \n\n\n \n Martin, J. L; and Wright, K. E.\n\n\n \n\n\n\n Applied Linguistics, 44(4): 613–630. August 2023.\n \n\n\n\n
\n\n\n\n \n \n $\"Bias$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{martin_bias_2023,\n\ttitle = {Bias in {Automatic} {Speech} {Recognition}: {The} {Case} of {African} {American} {Language}},\n\tvolume = {44},\n\tissn = {0142-6001, 1477-450X},\n\tshorttitle = {Bias in {Automatic} {Speech} {Recognition}},\n\turl = {https://academic.oup.com/applij/article/44/4/613/6901317},\n\tdoi = {10.1093/applin/amac066},\n\tabstract = {Abstract\n            Research on bias in artificial intelligence has grown exponentially in recent years, especially around racial bias. Many modern technologies which impact people’s lives have been shown to have significant racial biases, including automatic speech recognition (ASR) systems. Emerging studies have found that widely-used ASR systems function much more poorly on the speech of Black people. Yet, this work is limited because it lacks a deeper consideration of the sociolinguistic literature on African American Language (AAL). In this paper, then, we seek to integrate AAL research into these endeavors to analyze ways in which ASRs might be biased against the linguistic features of AAL and how the use of biased ASRs could prove harmful to speakers of AAL. Specifically, we (1) provide an overview of the ways in which AAL has been discriminated against in the workforce and healthcare in the past, and (2) explore how introducing biased ASRs in these areas could perpetuate or even deepen linguistic discrimination. We conclude with a number of questions for reflection and future work, offering this document as a resource for cross-disciplinary collaboration.},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2024-02-18},\n\tjournal = {Applied Linguistics},\n\tauthor = {Martin, Joshua L and Wright, Kelly Elizabeth},\n\tmonth = aug,\n\tyear = {2023},\n\tkeywords = {Automatic Speech Recognition, Speech Technology},\n\tpages = {613--630},\n}\n\n

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\n \n\n \n \n \n \n \n \n The English Prosodic Rhythm of African- and Haitian-Americans in South Florida.\n \n \n \n \n\n\n \n Sims, N.\n\n\n \n\n\n\n American Speech: A Quarterly of Linguistic Usage. October 2023.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{sims_english_2023,\n\ttitle = {The {English} {Prosodic} {Rhythm} of {African}- and {Haitian}-{Americans} in {South} {Florida}},\n\tissn = {0003-1283, 1527-2133},\n\turl = {https://read.dukeupress.edu/american-speech/article/doi/10.1215/00031283-10867262/382794/The-English-Prosodic-Rhythm-of-African-and-Haitian},\n\tdoi = {10.1215/00031283-10867262},\n\tabstract = {In the study of prosodic rhythm, English is a typically characterized as a language with high durational variability between syllables, however contact with languages with low durational variability can cause an English variety to have comparatively lowered durational variability. South Florida’s history of contact between English and numerous Caribbean varieties predicts this type of altered prosodic rhythm. This study explores contact effects in the prosodic rhythm of South Florida (SF) African- and Haitian-Americans by comparing their English rhythm to that of SF Cuban-Americans and North Carolina African-Americans. SF African- and Haitian-American rhythms did not significantly differ from each other or from NC African-Americans for any of the four rhythm measures used (i.e., nPVI-v, \\%V, ΔC, and varcoC). Both target groups had significantly higher durational variability than that of Cuban-Americans in three of the four measures. Within the Haitian-American group, participants with higher Haitian Creole usage had significantly more durational variability than those with low Haitian Creole use, contrary to what bilingualism with Haitian Creole predicts. The results suggest prosodic rhythm variation is not necessarily solely due to transfer or substrate effects from other languages, rather there may be social reasons for rhythm variation. durational variability than those who use HC less.},\n\tlanguage = {en},\n\turldate = {2024-02-12},\n\tjournal = {American Speech: A Quarterly of Linguistic Usage},\n\tauthor = {Sims, Nandi},\n\tmonth = oct,\n\tyear = {2023},\n\tkeywords = {Florida, Princeville, North Carolina, Prosody},\n}\n\n

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\n \n\n \n \n \n \n \n \n Housing policy and linguistic profiling: An audit study of three American dialects.\n \n \n \n \n\n\n \n Wright, K. E.\n\n\n \n\n\n\n Language, 99(2): e58–e85. June 2023.\n \n\n\n\n
\n\n\n\n \n \n $\"Housing$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{wright_housing_2023,\n\ttitle = {Housing policy and linguistic profiling: {An} audit study of three {American} dialects},\n\tvolume = {99},\n\tissn = {1535-0665},\n\tshorttitle = {Housing policy and linguistic profiling},\n\turl = {https://muse.jhu.edu/article/900094},\n\tdoi = {10.1353/lan.2023.a900094},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2023-07-04},\n\tjournal = {Language},\n\tauthor = {Wright, Kelly Elizabeth},\n\tmonth = jun,\n\tyear = {2023},\n\tkeywords = {Knoxville, TN, Linguistic Profiling, Perception},\n\tpages = {e58--e85},\n}\n\n

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\n \n\n \n \n \n \n \n \n Surveying the landscape of college teaching about African American Language.\n \n \n \n \n\n\n \n Sedlacek, Q. C.; Charity Hudley, A. H.; and Mallinson, C.\n\n\n \n\n\n\n Linguistics and Education, 77: 101189. October 2023.\n \n\n\n\n
\n\n\n\n \n \n $\"Surveying$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 2 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{sedlacek_surveying_2023,\n\ttitle = {Surveying the landscape of college teaching about {African} {American} {Language}},\n\tvolume = {77},\n\tissn = {08985898},\n\turl = {https://linkinghub.elsevier.com/retrieve/pii/S089858982300044X},\n\tdoi = {10.1016/j.linged.2023.101189},\n\tlanguage = {en},\n\turldate = {2023-07-04},\n\tjournal = {Linguistics and Education},\n\tauthor = {Sedlacek, Quentin C. and Charity Hudley, Anne H. and Mallinson, Christine},\n\tmonth = oct,\n\tyear = {2023},\n\tkeywords = {Survey, Teaching},\n\tpages = {101189},\n}\n\n

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\n \n\n \n \n \n \n \n \n Investigating Morphosyntactic Variation in African American English on Twitter.\n \n \n \n \n\n\n \n Masis, T.; Eggleston, C.; Green, L. J.; Jones, T.; Armstrong, M.; and O'Connor, B.\n\n\n \n\n\n\n . 2023.\n Publisher: University of Massachusetts Amherst\n\n\n\n
\n\n\n\n \n \n $\"Investigating$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{masis_investigating_2023,\n\ttitle = {Investigating {Morphosyntactic} {Variation} in {African} {American} {English} on {Twitter}},\n\tissn = {2834-1007},\n\turl = {https://scholarworks.umass.edu/scil/vol6/iss1/41/},\n\tdoi = {10.7275/ZDG0-0914},\n\turldate = {2023-07-04},\n\tauthor = {Masis, Tessa and Eggleston, Chole and Green, Lisa J. and Jones, Taylor and Armstrong, Meghan and O'Connor, Brendan},\n\tyear = {2023},\n\tnote = {Publisher: University of Massachusetts Amherst},\n\tkeywords = {Morphosyntax, Twitter},\n}\n\n

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\n \n\n \n \n \n \n \n \n Teaching Phonemic and Phonological Awareness to Children Who Speak African American English.\n \n \n \n \n\n\n \n Washington, J. A.; Lee‐James, R.; and Stanford, C. B.\n\n\n \n\n\n\n The Reading Teacher,trtr.2200. April 2023.\n \n\n\n\n
\n\n\n\n \n \n $\"Teaching$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{washington_teaching_2023,\n\ttitle = {Teaching {Phonemic} and {Phonological} {Awareness} to {Children} {Who} {Speak} {African} {American} {English}},\n\tissn = {0034-0561, 1936-2714},\n\turl = {https://ila.onlinelibrary.wiley.com/doi/10.1002/trtr.2200},\n\tdoi = {10.1002/trtr.2200},\n\tlanguage = {en},\n\turldate = {2023-05-01},\n\tjournal = {The Reading Teacher},\n\tauthor = {Washington, Julie A. and Lee‐James, Ryan and Stanford, Carla Burrell},\n\tmonth = apr,\n\tyear = {2023},\n\tkeywords = {Child AAE, Literacy},\n\tpages = {trtr.2200},\n}\n\n

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\n \n\n \n \n \n \n \n \n Grammaticality Judgments of Tense and Agreement by Child Speakers of African American English: Effects of Clinical Status, Surface Form, and Grammatical Structure.\n \n \n \n \n\n\n \n Vaughn, L. E.; Oetting, J. B.; and McDonald, J. L.\n\n\n \n\n\n\n Journal of Speech, Language, and Hearing Research,1–16. April 2023.\n \n\n\n\n
\n\n\n\n \n \n $\"Grammaticality$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{vaughn_grammaticality_2023,\n\ttitle = {Grammaticality {Judgments} of {Tense} and {Agreement} by {Child} {Speakers} of {African} {American} {English}: {Effects} of {Clinical} {Status}, {Surface} {Form}, and {Grammatical} {Structure}},\n\tissn = {1092-4388, 1558-9102},\n\tshorttitle = {Grammaticality {Judgments} of {Tense} and {Agreement} by {Child} {Speakers} of {African} {American} {English}},\n\turl = {http://pubs.asha.org/doi/10.1044/2023_JSLHR-22-00431},\n\tdoi = {10.1044/2023_JSLHR-22-00431},\n\tabstract = {Purpose:\n              \n                We examined the grammaticality judgments of tense and agreement (T/A) structures by children with and without developmental language disorder (DLD) within African American English (AAE). The children's judgments of T/A forms were also compared to their judgments of two control forms and, for some analyses, examined by surface form (i.e., overt, zero) and type of structure (i.e., BE, past tense, verbal –\n                s\n                ).\n              \n            \n            \n              Method:\n              The judgments were from 91 AAE-speaking kindergartners (DLD = 34; typically developing = 57), elicited using items from the Rice/Wexler Test of Early Grammatical Impairment. The data were analyzed twice, once using General American English as the reference and A′ scores and once using AAE as the reference and percentages of acceptability.\n            \n            \n              Results:\n              \n                Although the groups differed using both metrics, the percentages of acceptability tied the DLD T/A deficit to judgments of the overt forms, while also revealing a general DLD weakness judging sentences that are ungrammatical in AAE. Judgments of the overt T/A forms by both groups correlated with their productions of these forms and their language test scores, and both groups showed structure-specific form preferences (“is”: overt {\\textgreater} zero vs. verbal –\n                s\n                : overt = zero).\n              \n            \n            \n              Conclusion:\n              The findings demonstrate the utility of grammaticality judgment tasks for revealing weaknesses in T/A within AAE-speaking children with DLD, while also calling for more studies using AAE as the dialect reference when designing stimuli and coding systems.\n            \n            \n              Supplemental Material:\n              \n                https://doi.org/10.23641/asha.22534588},\n\tlanguage = {en},\n\turldate = {2023-05-01},\n\tjournal = {Journal of Speech, Language, and Hearing Research},\n\tauthor = {Vaughn, Lori E. and Oetting, Janna B. and McDonald, Janet L.},\n\tmonth = apr,\n\tyear = {2023},\n\tkeywords = {Child AAE, Speech Pathology},\n\tpages = {1--16},\n}\n\n

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\n \n\n \n \n \n \n \n \n The globalization of local indexicalities through music: African‐American English and the blues.\n \n \n \n \n\n\n \n De Timmerman, R.; De Cuypere, L.; and Slembrouck, S.\n\n\n \n\n\n\n Journal of Sociolinguistics,josl.12616. March 2023.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{de_timmerman_globalization_2023,\n\ttitle = {The globalization of local indexicalities through music: {African}‐{American} {English} and the blues},\n\tissn = {1360-6441, 1467-9841},\n\tshorttitle = {The globalization of local indexicalities through music},\n\turl = {https://onlinelibrary.wiley.com/doi/10.1111/josl.12616},\n\tdoi = {10.1111/josl.12616},\n\tlanguage = {en},\n\turldate = {2023-04-07},\n\tjournal = {Journal of Sociolinguistics},\n\tauthor = {De Timmerman, Romeo and De Cuypere, Ludovic and Slembrouck, Stef},\n\tmonth = mar,\n\tyear = {2023},\n\tkeywords = {Blues (Music), Crossing},\n\tpages = {josl.12616},\n}\n\n

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\n \n\n \n \n \n \n \n \n “The World Has to Stop Discriminating Against African American Language” (AAL): Exploring the Language Ideologies of AAL-Speaking Students in College Writing.\n \n \n \n \n\n\n \n Hankerson, S.\n\n\n \n\n\n\n Written Communication,074108832211464. February 2023.\n \n\n\n\n
\n\n\n\n \n \n $\"“The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{hankerson_world_2023,\n\ttitle = {“{The} {World} {Has} to {Stop} {Discriminating} {Against} {African} {American} {Language}” ({AAL}): {Exploring} the {Language} {Ideologies} of {AAL}-{Speaking} {Students} in {College} {Writing}},\n\tissn = {0741-0883, 1552-8472},\n\tshorttitle = {“{The} {World} {Has} to {Stop} {Discriminating} {Against} {African} {American} {Language}” ({AAL})},\n\turl = {http://journals.sagepub.com/doi/10.1177/07410883221146484},\n\tdoi = {10.1177/07410883221146484},\n\tabstract = {Drawing on recent decades literature in college writing that theorizes the importance of Critical Language Awareness (CLA) curricula for African American Language (AAL)-speaking students, this article offers empirical evidence on the design and implementation of a college writing curriculum centered on CLA and its influence on African American Language (AAL)–speaking students’ language ideologies with respect to both speech and writing. Qualitative analyses of students’ pre- and-post-Questionnaires and the researcher’s field notes demonstrate that the curriculum helped students view AAL as an independent, natural, and legitimate language and view themselves as critically conscious thinkers and writers—more likely and willing to develop their academic writing skills and the strategies that support employing their native language in writing—for example, code-meshing strategies. This study offers important implications for college writing instruction.},\n\tlanguage = {en},\n\turldate = {2023-03-19},\n\tjournal = {Written Communication},\n\tauthor = {Hankerson, Shenika},\n\tmonth = feb,\n\tyear = {2023},\n\tkeywords = {Critical Language Awareness, Ideologies, Literacy, Writing},\n\tpages = {074108832211464},\n}\n\n

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\n \n\n \n \n \n \n \n \n “You know she didn’t have no country”: Codeswitching and performing sass on RuPaul’s Drag Race.\n \n \n \n \n\n\n \n Kontovas, N.\n\n\n \n\n\n\n Journal of Language and Sexuality, 12(1): 98–134. February 2023.\n \n\n\n\n
\n\n\n\n \n \n $\"“You$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 2 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{kontovas_you_2023,\n\ttitle = {“{You} know she didn’t have no country”: {Codeswitching} and performing sass on \\textit{{RuPaul}’s {Drag} {Race}}},\n\tvolume = {12},\n\tissn = {2211-3770, 2211-3789},\n\tshorttitle = {“{You} know she didn’t have no country”},\n\turl = {http://www.jbe-platform.com/content/journals/10.1075/jls.20001.kon},\n\tdoi = {10.1075/jls.20001.kon},\n\tabstract = {Abstract\n            \n              This study focuses on switches into and out of African American English among contestants of the television series\n\t\t\t\t\tRuPaul’s Drag Race. Following\n              Barrett (1995)\n              , I note that Black contestants who are\n\t\t\t\t\tcomfortable in White Middle-Class American English tend to use it as their primary dialect, switching to AAE in order to develop\n\t\t\t\t\trapport. I suggest that non-Black performers switch into AAE either in order to mitigate the effects of comments which might\n\t\t\t\t\totherwise be interpreted as rude, or to reinforce strength in moments of emotional self-disclosure, and that this is possibly\n\t\t\t\t\treflective of an interpretation on the part of the speaker that forwardness and strength constitute a normal element – ‘sass’ – of\n\t\t\t\t\tBlack women’s speech. Finally, I explore the possible social impact of this phenomenon from the perspective of two common themes\n\t\t\t\t\tin the popular discourse on race: one centered on cultural appropriation, the other on the perception of Black Women’s\n\t\t\t\t\tLanguage.},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2023-03-01},\n\tjournal = {Journal of Language and Sexuality},\n\tauthor = {Kontovas, Nicholas},\n\tmonth = feb,\n\tyear = {2023},\n\tkeywords = {Code Switching, Drag, Language and Gender, Language and Sexuality},\n\tpages = {98--134},\n}\n\n

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\n \n 2022\n \n \n (11)\n \n \n

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\n \n\n \n \n \n \n \n \n Bias in Automatic Speech Recognition: The Case of African American Language.\n \n \n \n \n\n\n \n Martin, J. L; and Wright, K. E.\n\n\n \n\n\n\n Applied Linguistics,amac066. December 2022.\n \n\n\n\n
\n\n\n\n \n \n $\"Bias$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{martin_bias_2022,\n\ttitle = {Bias in {Automatic} {Speech} {Recognition}: {The} {Case} of {African} {American} {Language}},\n\tissn = {0142-6001, 1477-450X},\n\tshorttitle = {Bias in {Automatic} {Speech} {Recognition}},\n\turl = {https://academic.oup.com/applij/advance-article/doi/10.1093/applin/amac066/6901317},\n\tdoi = {10.1093/applin/amac066},\n\tabstract = {Abstract\n            Research on bias in artificial intelligence has grown exponentially in recent years, especially around racial bias. Many modern technologies which impact people’s lives have been shown to have significant racial biases, including automatic speech recognition (ASR) systems. Emerging studies have found that widely-used ASR systems function much more poorly on the speech of Black people. Yet, this work is limited because it lacks a deeper consideration of the sociolinguistic literature on African American Language (AAL). In this paper, then, we seek to integrate AAL research into these endeavors to analyze ways in which ASRs might be biased against the linguistic features of AAL and how the use of biased ASRs could prove harmful to speakers of AAL. Specifically, we (1) provide an overview of the ways in which AAL has been discriminated against in the workforce and healthcare in the past, and (2) explore how introducing biased ASRs in these areas could perpetuate or even deepen linguistic discrimination. We conclude with a number of questions for reflection and future work, offering this document as a resource for cross-disciplinary collaboration.},\n\tlanguage = {en},\n\turldate = {2023-04-07},\n\tjournal = {Applied Linguistics},\n\tauthor = {Martin, Joshua L and Wright, Kelly Elizabeth},\n\tmonth = dec,\n\tyear = {2022},\n\tkeywords = {Automatic Speech Recognition, Speech Technology},\n\tpages = {amac066},\n}\n\n

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\n \n\n \n \n \n \n \n \n Whose gendered voices matter?: Race and gender in the articulation of /s/ in Bakersfield, California.\n \n \n \n \n\n\n \n Calder, J.; and King, S.\n\n\n \n\n\n\n Journal of Sociolinguistics, 26(5): 604–623. November 2022.\n \n\n\n\n
\n\n\n\n \n \n $\"Whose$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 2 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{calder_whose_2022,\n\ttitle = {Whose gendered voices matter?: {Race} and gender in the articulation of /s/ in {Bakersfield}, {California}},\n\tvolume = {26},\n\tissn = {1360-6441, 1467-9841},\n\tshorttitle = {Whose gendered voices matter?},\n\turl = {https://onlinelibrary.wiley.com/doi/10.1111/josl.12584},\n\tdoi = {10.1111/josl.12584},\n\tlanguage = {en},\n\tnumber = {5},\n\turldate = {2023-04-07},\n\tjournal = {Journal of Sociolinguistics},\n\tauthor = {Calder, J. and King, Sharese},\n\tmonth = nov,\n\tyear = {2022},\n\tkeywords = {Bakersfield, California, Consonants, Gender},\n\tpages = {604--623},\n}\n\n

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\n \n\n \n \n \n \n \n \n Range in the Use and Realization of BIN in African American English.\n \n \n \n \n\n\n \n Green, L.; Yu, K. M.; Neal, A.; Whitmal, A.; Powe, T.; and Özyıldız, D.\n\n\n \n\n\n\n Language and Speech, 65(4): 958–1006. December 2022.\n \n\n\n\n
\n\n\n\n \n \n $\"Range$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 4 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{green_range_2022,\n\ttitle = {Range in the {Use} and {Realization} of \\textit{{BIN}} in {African} {American} {English}},\n\tvolume = {65},\n\tissn = {0023-8309, 1756-6053},\n\turl = {http://journals.sagepub.com/doi/10.1177/00238309221111201},\n\tdoi = {10.1177/00238309221111201},\n\tabstract = {This paper jointly considers syntactic, semantic, and phonological/phonetic factors in approaching an understanding of BIN, a remote past marker in African American English that has been described as “stressed.” It brings together data from the Corpus of Regional African American Language (CORAAL) and a production study in a small African American English-speaking community in southwest Louisiana to investigate the use and phonetic realization of BIN constructions. Only 20 instances of BIN constructions were found in CORAAL. This sparsity was not simply due to a dearth of semantic contexts for BIN in the interviews, since 122 instances of semantically equivalent been + temporal adverbial variants were also found. These results raise questions about the extent to which BIN constructions and been + temporal adverbial variants are used in different pragmatic and discourse contexts as well as in different speech styles. The production study elicited BIN and past participle been constructions in controlled syntactic and semantic environments. The phonetic realization of BIN was found to be distributed over the entire utterance rather than localized to BIN. BIN utterances were distinguished from past participle been utterances by having higher ratios of fundamental frequency (F0), intensity, and duration in BIN/ been relative to preceding and following material in the utterance. In both studies, BIN utterances were generally realized with a high F0 peak on BIN and a reduced F0 range in the post- BIN region, with variability in the presence and kinds of F0 movements utterance-initially and utterance-finally, as well as in F0 downtrends in the post- BIN region.},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2023-03-27},\n\tjournal = {Language and Speech},\n\tauthor = {Green, Lisa and Yu, Kristine M. and Neal, Anissa and Whitmal, Ayana and Powe, Tamira and Özyıldız, Deniz},\n\tmonth = dec,\n\tyear = {2022},\n\tkeywords = {Aspect, CORAAL, Louisiana, Syntax},\n\tpages = {958--1006},\n}\n\n

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\n \n\n \n \n \n \n \n Inheritance and innovation in the evolution of rural African American English.\n \n \n \n\n\n \n Bailey, G.; Cukor-Avila, P.; and Salinas, J.\n\n\n \n\n\n\n Cambridge University Press, Cambridge, United Kingdom, 2022.\n OCLC: 1346262050\n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@book{bailey_inheritance_2022,\n\taddress = {Cambridge, United Kingdom},\n\ttitle = {Inheritance and innovation in the evolution of rural {African} {American} {English}},\n\tisbn = {978-1-00-908359-1},\n\tabstract = {This Element uses data from the Springville Project to explore how the functions of the inherited forms invariant be (from English sources) and zero (from creolization) have transformed during the twentieth century. Originally just alternative present tense copula/auxiliary forms, both features developed into aspectual markers - invariant be to mark durativity/habituality and zero to mark nonstativity. The motivation for these innovations were both socio-cultural and linguistic. The Great Migration and its consequences provided a demographic and socio-cultural context within which linguistic innovations could develop and spread. The mismatch between form and function within the present tense copula/auxiliary system and the grammatical ambiguities that affected both invariant be and zero provided linguistic triggers for this reanalysis. When taken together, the evolution of these forms illustrates how restructured linguistic subsystems (and eventually new varieties) emerge out of the interplay between inheritance and innovation},\n\tlanguage = {eng},\n\tpublisher = {Cambridge University Press},\n\tauthor = {Bailey, Guy and Cukor-Avila, Patricia and Salinas, Juan},\n\tyear = {2022},\n\tnote = {OCLC: 1346262050},\n\tkeywords = {Copula, Great Migration, Habitual Be, Rural, Syntax},\n}\n\n

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\n \n\n \n \n \n \n \n \n Variation in global and intonational pitch settings among black and white speakers of Southern American English.\n \n \n \n \n\n\n \n Li, A.; Purse, R.; and Holliday, N.\n\n\n \n\n\n\n The Journal of the Acoustical Society of America, 152(5): 2617–2628. November 2022.\n \n\n\n\n
\n\n\n\n \n \n $\"Variation$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{li_variation_2022,\n\ttitle = {Variation in global and intonational pitch settings among black and white speakers of {Southern} {American} {English}},\n\tvolume = {152},\n\tissn = {0001-4966},\n\turl = {https://asa.scitation.org/doi/10.1121/10.0014906},\n\tdoi = {10.1121/10.0014906},\n\tabstract = {This article revisits classic questions about how pitch varies between groups by examining global and intonational pitch differences between black and white speakers from Memphis, Tennessee, using data from read speech to control for stylistic and segmental variables. Results from both mixed-effects regression modeling and smoothing spline analysis of variance find no difference between black and white men in mean F\n              0\n              and pitch range measures. However, black women produced consistently lower mean F\n              0\n              than white women. These findings suggest that while pitch patterns in black women's speech remain underexplored in the literature, they may play an important role in shaping attitudes and ideological associations concerning black American speakers in general. Moreover, vocal pitch may be a linguistic variable subject to variation, especially in a context of racialized and gendered linguistic standards.},\n\tlanguage = {en},\n\tnumber = {5},\n\turldate = {2023-03-27},\n\tjournal = {The Journal of the Acoustical Society of America},\n\tauthor = {Li, Aini and Purse, Ruaridh and Holliday, Nicole},\n\tmonth = nov,\n\tyear = {2022},\n\tkeywords = {Intonation, Memphis, Tennessee},\n\tpages = {2617--2628},\n}\n\n

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\n \n\n \n \n \n \n \n \n Black Students’ Linguistic Agency: An Evidence-Based Guide for Instructors and Students.\n \n \n \n \n\n\n \n Franz, H.; Hudley, A. H. C.; Rowell, A.; Johnson, S. J.; Tano, M.; and Grue, M. P.\n\n\n \n\n\n\n American Speech, 97(2): 230–247. May 2022.\n \n\n\n\n
\n\n\n\n \n \n $\"Black$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{franz_black_2022,\n\ttitle = {Black {Students}’ {Linguistic} {Agency}: {An} {Evidence}-{Based} {Guide} for {Instructors} and {Students}},\n\tvolume = {97},\n\tissn = {0003-1283, 1527-2133},\n\tshorttitle = {Black {Students}’ {Linguistic} {Agency}},\n\turl = {https://read.dukeupress.edu/american-speech/article/97/2/230/315012/Black-Students-Linguistic-Agency-An-Evidence-Based},\n\tdoi = {10.1215/00031283-9940616},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2023-03-01},\n\tjournal = {American Speech},\n\tauthor = {Franz, Hannah and Hudley, Anne Harper Charity and Rowell, Angela and Johnson, Sierra J. and Tano, Marie and Grue, Michelle Petty},\n\tmonth = may,\n\tyear = {2022},\n\tkeywords = {Education, Teaching},\n\tpages = {230--247},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Status of ain't in Philadelphia African American English.\n \n \n \n \n\n\n \n Fisher, S.\n\n\n \n\n\n\n Language Variation and Change, 34(1): 1–28. March 2022.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{fisher_status_2022,\n\ttitle = {The {Status} of \\textit{ain't} in {Philadelphia} {African} {American} {English}},\n\tvolume = {34},\n\tissn = {0954-3945, 1469-8021},\n\turl = {https://www.cambridge.org/core/product/identifier/S0954394522000060/type/journal_article},\n\tdoi = {10.1017/S0954394522000060},\n\tabstract = {Abstract\n            \n              This paper investigates use of\n              ain't\n              in a corpus of naturalistic speech from forty-two African-American Philadelphians. Use of\n              ain't\n              in past/perfective contexts where it varies with\n              didn't\n              is considered a unique feature of AAE. This use is compared in apparent time to uses of\n              ain't\n              in tense-aspect environments shared with other English varieties. Results show that past/perfective uses of\n              ain't\n              increased during the twentieth century while use in other contexts remained stable, supporting the hypothesis that past/perfective uses resulted from recent change. Generalized linear models for\n              ain't\n              in past/perfective and other contexts show that sociostylistic and linguistic constraints are otherwise the same across contexts. Finally, evidence that a past/perfective use of\n              ain't\n              resulted from either the phonetic reduction of\n              didn't\n              or a shift in meaning from uses of\n              ain't\n              in anterior contexts is examined.},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2023-01-23},\n\tjournal = {Language Variation and Change},\n\tauthor = {Fisher, Sabriya},\n\tmonth = mar,\n\tyear = {2022},\n\tkeywords = {Negation, Philadelphia, Pennsylvania},\n\tpages = {1--28},\n}\n\n

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\n \n\n \n \n \n \n \n Talking college: making space for Black language practices in higher education.\n \n \n \n\n\n \n Charity Hudley, A. H.; Mallinson, C.; and Bucholtz, M.\n\n\n \n\n\n\n Teachers College Press, New York, NY, 2022.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@book{charity_hudley_talking_2022,\n\taddress = {New York, NY},\n\ttitle = {Talking college: making space for {Black} language practices in higher education},\n\tisbn = {978-0-8077-8105-0},\n\tshorttitle = {Talking college},\n\tabstract = {"Talking College shows that language is fundamental to Black and African American culture and that linguistic justice is crucial to advancing racial justice. The text presents a model of how Black students navigate the linguistic expectations of college, with key insights to help faculty and staff create the educational community that Black students deserve"--},\n\tpublisher = {Teachers College Press},\n\tauthor = {Charity Hudley, Anne H. and Mallinson, Christine and Bucholtz, Mary},\n\tyear = {2022},\n\tkeywords = {Black Language, Higher Education, Social justice and education},\n}\n\n

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\n \n\n \n \n \n \n \n \n Managing Sociolinguistic Data with the Corpus of Regional African American Language (CORAAL).\n \n \n \n \n\n\n \n Kendall, T.; and Farrington, C.\n\n\n \n\n\n\n In Berez-Kroeker, A. L.; McDonnell, B.; Koller, E.; and Collister, L. B., editor(s), The Open Handbook of Linguistic Data Management, pages 185–193. The MIT Press, 2022.\n \n\n\n\n
\n\n\n\n \n \n $\"Managing$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{berez-kroeker_managing_2022,\n\ttitle = {Managing {Sociolinguistic} {Data} with the {Corpus} of {Regional} {African} {American} {Language} ({CORAAL})},\n\tisbn = {978-0-262-36607-6},\n\turl = {https://direct.mit.edu/books/book/5244/The-Open-Handbook-of-Linguistic-Data-Management},\n\tlanguage = {en},\n\turldate = {2022-05-20},\n\tbooktitle = {The {Open} {Handbook} of {Linguistic} {Data} {Management}},\n\tpublisher = {The MIT Press},\n\tauthor = {Kendall, Tyler and Farrington, Charlie},\n\teditor = {Berez-Kroeker, Andrea L. and McDonnell, Bradley and Koller, Eve and Collister, Lauren B.},\n\tyear = {2022},\n\tdoi = {10.7551/mitpress/12200.001.0001},\n\tkeywords = {CORAAL, Corpus, Data Management},\n\tpages = {185--193},\n}\n\n

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\n \n\n \n \n \n \n \n \n Language and Dialect of African American Children.\n \n \n \n \n\n\n \n Washington, J. A.; and Seidenberg, M. S.\n\n\n \n\n\n\n In Saiegh-Haddad, E.; Laks, L.; and McBride, C., editor(s), Handbook of Literacy in Diglossia and in Dialectal Contexts, volume 22, pages 11–32. Springer International Publishing, Cham, 2022.\n Series Title: Literacy Studies\n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@incollection{saiegh-haddad_language_2022,\n\taddress = {Cham},\n\ttitle = {Language and {Dialect} of {African} {American} {Children}},\n\tvolume = {22},\n\tisbn = {978-3-030-80071-0 978-3-030-80072-7},\n\turl = {https://link.springer.com/10.1007/978-3-030-80072-7_2},\n\tlanguage = {en},\n\turldate = {2022-05-20},\n\tbooktitle = {Handbook of {Literacy} in {Diglossia} and in {Dialectal} {Contexts}},\n\tpublisher = {Springer International Publishing},\n\tauthor = {Washington, Julie A. and Seidenberg, Mark S.},\n\teditor = {Saiegh-Haddad, Elinor and Laks, Lior and McBride, Catherine},\n\tyear = {2022},\n\tdoi = {10.1007/978-3-030-80072-7_2},\n\tnote = {Series Title: Literacy Studies},\n\tkeywords = {Child AAE, Review Article},\n\tpages = {11--32},\n}\n\n

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\n \n\n \n \n \n \n \n \n A meeting of the minds: Broadening horizons in the study of linguistic discrimination and social justice through sociolinguistic and psycholinguistic approaches.\n \n \n \n \n\n\n \n Weissler, R. E.\n\n\n \n\n\n\n Annual Review of Applied Linguistics,1–7. March 2022.\n \n\n\n\n
\n\n\n\n \n \n $\"A$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{weissler_meeting_2022,\n\ttitle = {A meeting of the minds: {Broadening} horizons in the study of linguistic discrimination and social justice through sociolinguistic and psycholinguistic approaches},\n\tissn = {0267-1905, 1471-6356},\n\tshorttitle = {A meeting of the minds},\n\turl = {https://www.cambridge.org/core/product/identifier/S0267190521000131/type/journal_article},\n\tdoi = {10.1017/S0267190521000131},\n\tabstract = {Abstract 1\n            Understanding social justice as it relates to linguistic discrimination and identity requires consideration of both production and perception. As linguists and cognitive psychologists become more attuned to talking about social justice, the need to discuss linguistic human behaviors through a sociocognitive lens becomes more pertinent than ever. This article offers a sociocognitive approach to linguistic analysis as a means to combat linguistic discrimination in the pursuit of social justice. Having negative ideologies about a particular group of people, especially a minoritized group, influences linguistic prediction and perceptions. Together, sociolinguistic and psychological methodologies are necessary to navigate a world in which people use linguistic knowledge to make decisions and predictions about their interlocutors. I use sociocognitive approaches as vehicles for social justice, centering African American English and Anti-Black Racism. The limited existing sociocognitive linguistic research indicates that listeners may modulate their linguistic expectations during cognitive processing based on speaker identity and stereotypes of speakers. As linguistic discrimination is ever-present in U.S. society, in addition to describing sociocognitive solutions, this article also represents a call to action for researchers to empirically test ideological claims about linguistic varieties that are passively accepted, strengthen replicability, and broaden approaches to the study of minoritized varieties more generally. Hopefully, this article will inspire linguistics researchers to consider all factors, cognitive and social, related to linguistic perception, further contributing to a greater understanding of how to combat linguistic discrimination from a multidimensional frame.\n          , \n            Abstract 2 (For Family and Friends)\n            The everyday person knows a lot about language. As we use language, interact with it, and listen to it we also naturally make judgments about what we hear. Unfortunately, some of these judgments are negative, especially when it comes to Black people's use of language. Not everyone is heard the same way, believe it or not, even if they are using the same words and cadences. Linguists call this “linguistic discrimination,” which means people are judged for what they say based on how they say it. So, what I'm doing as a researcher is suggesting ways in which people who study these phenomena can better understand them by pulling knowledge from multiple areas: another side that knows the social mechanics of how people use language and another that better understands the mental (cognitive) processes of language. I will define linguistic discrimination and give some brief history of linguistics as a field. I hope my work inspires other researchers to incorporate all of the factors at play, cognitive and social, in their work on language, linguistic discrimination, and social justice.},\n\tlanguage = {en},\n\turldate = {2022-03-03},\n\tjournal = {Annual Review of Applied Linguistics},\n\tauthor = {Weissler, Rachel Elizabeth},\n\tmonth = mar,\n\tyear = {2022},\n\tkeywords = {Discrimination, Psycholinguistics, Review Article},\n\tpages = {1--7},\n}\n\n

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\n Abstract 1 Understanding social justice as it relates to linguistic discrimination and identity requires consideration of both production and perception. As linguists and cognitive psychologists become more attuned to talking about social justice, the need to discuss linguistic human behaviors through a sociocognitive lens becomes more pertinent than ever. This article offers a sociocognitive approach to linguistic analysis as a means to combat linguistic discrimination in the pursuit of social justice. Having negative ideologies about a particular group of people, especially a minoritized group, influences linguistic prediction and perceptions. Together, sociolinguistic and psychological methodologies are necessary to navigate a world in which people use linguistic knowledge to make decisions and predictions about their interlocutors. I use sociocognitive approaches as vehicles for social justice, centering African American English and Anti-Black Racism. The limited existing sociocognitive linguistic research indicates that listeners may modulate their linguistic expectations during cognitive processing based on speaker identity and stereotypes of speakers. As linguistic discrimination is ever-present in U.S. society, in addition to describing sociocognitive solutions, this article also represents a call to action for researchers to empirically test ideological claims about linguistic varieties that are passively accepted, strengthen replicability, and broaden approaches to the study of minoritized varieties more generally. Hopefully, this article will inspire linguistics researchers to consider all factors, cognitive and social, related to linguistic perception, further contributing to a greater understanding of how to combat linguistic discrimination from a multidimensional frame. , Abstract 2 (For Family and Friends) The everyday person knows a lot about language. As we use language, interact with it, and listen to it we also naturally make judgments about what we hear. Unfortunately, some of these judgments are negative, especially when it comes to Black people's use of language. Not everyone is heard the same way, believe it or not, even if they are using the same words and cadences. Linguists call this “linguistic discrimination,” which means people are judged for what they say based on how they say it. So, what I'm doing as a researcher is suggesting ways in which people who study these phenomena can better understand them by pulling knowledge from multiple areas: another side that knows the social mechanics of how people use language and another that better understands the mental (cognitive) processes of language. I will define linguistic discrimination and give some brief history of linguistics as a field. I hope my work inspires other researchers to incorporate all of the factors at play, cognitive and social, in their work on language, linguistic discrimination, and social justice.\n

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\n \n 2021\n \n \n (13)\n \n \n

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\n \n\n \n \n \n \n \n \n Sources of variation in the speech of African Americans: Perspectives from sociophonetics.\n \n \n \n \n\n\n \n Farrington, C.; King, S.; and Kohn, M.\n\n\n \n\n\n\n WIREs Cognitive Science, 12(3). May 2021.\n \n\n\n\n
\n\n\n\n \n \n $\"Sources$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@article{farrington_sources_2021,\n\ttitle = {Sources of variation in the speech of {African} {Americans}: {Perspectives} from sociophonetics},\n\tvolume = {12},\n\tissn = {1939-5078, 1939-5086},\n\tshorttitle = {Sources of variation in the speech of {African} {Americans}},\n\turl = {https://onlinelibrary.wiley.com/doi/10.1002/wcs.1550},\n\tdoi = {10.1002/wcs.1550},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2023-08-27},\n\tjournal = {WIREs Cognitive Science},\n\tauthor = {Farrington, Charlie and King, Sharese and Kohn, Mary},\n\tmonth = may,\n\tyear = {2021},\n}\n\n

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\n \n\n \n \n \n \n \n \n “I don’t Think These Devices are Very Culturally Sensitive.”—Impact of Automated Speech Recognition Errors on African Americans.\n \n \n \n \n\n\n \n Mengesha, Z.; Heldreth, C.; Lahav, M.; Sublewski, J.; and Tuennerman, E.\n\n\n \n\n\n\n Frontiers in Artificial Intelligence, 4: 725911. November 2021.\n \n\n\n\n
\n\n\n\n \n \n $\"“I$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{mengesha_i_2021,\n\ttitle = {“{I} don’t {Think} {These} {Devices} are {Very} {Culturally} {Sensitive}.”—{Impact} of {Automated} {Speech} {Recognition} {Errors} on {African} {Americans}},\n\tvolume = {4},\n\tissn = {2624-8212},\n\turl = {https://www.frontiersin.org/articles/10.3389/frai.2021.725911/full},\n\tdoi = {10.3389/frai.2021.725911},\n\tabstract = {Automated speech recognition (ASR) converts language into text and is used across a variety of applications to assist us in everyday life, from powering virtual assistants, natural language conversations, to enabling dictation services. While recent work suggests that there are racial disparities in the performance of ASR systems for speakers of African American Vernacular English, little is known about the psychological and experiential effects of these failures paper provides a detailed examination of the behavioral and psychological consequences of ASR voice errors and the difficulty African American users have with getting their intents recognized. The results demonstrate that ASR failures have a negative, detrimental impact on African American users. Specifically, African Americans feel othered when using technology powered by ASR—errors surface thoughts about identity, namely about race and geographic location—leaving them feeling that the technology was not made for them. As a result, African Americans accommodate their speech to have better success with the technology. We incorporate the insights and lessons learned from sociolinguistics in our suggestions for linguistically responsive ways to build more inclusive voice systems that consider African American users’ needs, attitudes, and speech patterns. Our findings suggest that the use of a diary study can enable researchers to best understand the experiences and needs of communities who are often misunderstood by ASR. We argue this methodological framework could enable researchers who are concerned with fairness in AI to better capture the needs of all speakers who are traditionally misheard by voice-activated, artificially intelligent (voice-AI) digital systems.},\n\turldate = {2023-04-07},\n\tjournal = {Frontiers in Artificial Intelligence},\n\tauthor = {Mengesha, Zion and Heldreth, Courtney and Lahav, Michal and Sublewski, Juliana and Tuennerman, Elyse},\n\tmonth = nov,\n\tyear = {2021},\n\tkeywords = {Automatic Speech Recognition},\n\tpages = {725911},\n}\n\n

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\n \n\n \n \n \n \n \n \n Sociolinguistic labor, linguistic climate, and race(ism) on campus: Black college students’ experiences with language at predominantly white institutions.\n \n \n \n \n\n\n \n Holliday, N. R.; and Squires, L.\n\n\n \n\n\n\n Journal of Sociolinguistics, 25(3): 418–437. June 2021.\n \n\n\n\n
\n\n\n\n \n \n $\"Sociolinguistic$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{holliday_sociolinguistic_2021,\n\ttitle = {Sociolinguistic labor, linguistic climate, and race(ism) on campus: {Black} college students’ experiences with language at predominantly white institutions},\n\tvolume = {25},\n\tissn = {1360-6441, 1467-9841},\n\tshorttitle = {Sociolinguistic labor, linguistic climate, and race(ism) on campus},\n\turl = {https://onlinelibrary.wiley.com/doi/10.1111/josl.12438},\n\tdoi = {10.1111/josl.12438},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2023-04-07},\n\tjournal = {Journal of Sociolinguistics},\n\tauthor = {Holliday, Nicole R. and Squires, Lauren},\n\tmonth = jun,\n\tyear = {2021},\n\tkeywords = {Education, Race},\n\tpages = {418--437},\n}\n\n

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\n \n\n \n \n \n \n \n \n Rethinking race and place: The role of persona in sound change reversal.\n \n \n \n \n\n\n \n King, S.\n\n\n \n\n\n\n Journal of Sociolinguistics, 25(2): 159–178. April 2021.\n \n\n\n\n
\n\n\n\n \n \n $\"Rethinking$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{king_rethinking_2021,\n\ttitle = {Rethinking race and place: {The} role of persona in sound change reversal},\n\tvolume = {25},\n\tissn = {1360-6441, 1467-9841},\n\tshorttitle = {Rethinking race and place},\n\turl = {https://onlinelibrary.wiley.com/doi/10.1111/josl.12454},\n\tdoi = {10.1111/josl.12454},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2023-04-07},\n\tjournal = {Journal of Sociolinguistics},\n\tauthor = {King, Sharese},\n\tmonth = apr,\n\tyear = {2021},\n\tkeywords = {Persona, Place, Race, Rochester, New York, Vowels},\n\tpages = {159--178},\n}\n\n

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\n \n\n \n \n \n \n \n Speaking of race: language, identity, and schooling among African American children.\n \n \n \n\n\n \n Delfino, J. B.\n\n\n \n\n\n\n Rowman & Littlefield, Lanham, 2021.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@book{delfino_speaking_2021,\n\taddress = {Lanham},\n\ttitle = {Speaking of race: language, identity, and schooling among {African} {American} children},\n\tisbn = {978-1-79360-648-8 978-1-79360-650-1},\n\tshorttitle = {Speaking of race},\n\tabstract = {"In Speaking of Race, Jennifer B. Delfino draws on three years of teaching experience and ethnographic research to examine language and racial identity among African American children in a Washington, D.C.-based after school program. It is based on three years of the author's teaching and ethnographic research"--},\n\tpublisher = {Rowman \\& Littlefield},\n\tauthor = {Delfino, Jennifer B.},\n\tyear = {2021},\n\tkeywords = {Education, Identity, Race, Washington DC},\n}\n\n

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\n \n\n \n \n \n \n \n \n Attracting Black students to linguistics through a Black-centered Introduction to Linguistics course.\n \n \n \n \n\n\n \n Calhoun, K.; Charity Hudley, A. H.; Bucholtz, M.; Exford, J.; and Johnson, B.\n\n\n \n\n\n\n Language, 97(1): e12–e38. 2021.\n \n\n\n\n
\n\n\n\n \n \n $\"Attracting$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{calhoun_attracting_2021,\n\ttitle = {Attracting {Black} students to linguistics through a {Black}-centered {Introduction} to {Linguistics} course},\n\tvolume = {97},\n\tissn = {1535-0665},\n\turl = {https://muse.jhu.edu/article/785545},\n\tdoi = {10.1353/lan.2021.0007},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2023-03-01},\n\tjournal = {Language},\n\tauthor = {Calhoun, Kendra and Charity Hudley, Anne H. and Bucholtz, Mary and Exford, Jazmine and Johnson, Brittney},\n\tyear = {2021},\n\tkeywords = {Education, Higher Education, Students},\n\tpages = {e12--e38},\n}\n\n

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\n \n\n \n \n \n \n \n \n Linguistic policies for African American language speakers: Moving from anti-Blackness to pro-Blackness.\n \n \n \n \n\n\n \n Boutte, G. S.; Earick, M. E.; and Jackson, T. O.\n\n\n \n\n\n\n Theory Into Practice, 60(3): 231–241. July 2021.\n \n\n\n\n
\n\n\n\n \n \n $\"Linguistic$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{boutte_linguistic_2021,\n\ttitle = {Linguistic policies for {African} {American} language speakers: {Moving} from anti-{Blackness} to pro-{Blackness}},\n\tvolume = {60},\n\tissn = {0040-5841, 1543-0421},\n\tshorttitle = {Linguistic policies for {African} {American} language speakers},\n\turl = {https://www.tandfonline.com/doi/full/10.1080/00405841.2021.1911576},\n\tdoi = {10.1080/00405841.2021.1911576},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2022-03-21},\n\tjournal = {Theory Into Practice},\n\tauthor = {Boutte, Gloria Swindler and Earick, Mary E. and Jackson, Tambra O.},\n\tmonth = jul,\n\tyear = {2021},\n\tkeywords = {Education},\n\tpages = {231--241},\n}\n\n

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\n \n\n \n \n \n \n \n \n Contextualizing /s/ retraction: Sibilant variation and change in Washington D.C. African American Language.\n \n \n \n \n\n\n \n Gunter, K.; Vaughn, C.; and Kendall, T.\n\n\n \n\n\n\n Language Variation and Change, 33(3): 331–357. October 2021.\n \n\n\n\n
\n\n\n\n \n \n $\"Contextualizing$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{gunter_contextualizing_2021,\n\ttitle = {Contextualizing /s/ retraction: {Sibilant} variation and change in {Washington} {D}.{C}. {African} {American} {Language}},\n\tvolume = {33},\n\tissn = {0954-3945, 1469-8021},\n\tshorttitle = {Contextualizing /s/ retraction},\n\turl = {https://www.cambridge.org/core/product/identifier/S095439452100020X/type/journal_article},\n\tdoi = {10.1017/S095439452100020X},\n\tabstract = {Abstract\n            Recent work has demonstrated an ongoing change across varieties of English in which /s/ retracts before consonants, particularly before /tɹ/ clusters (e.g., Lawrence, 2000; Shapiro, 1995; Stuart-Smith et al., 2019). Much of this work has focused on the social and linguistic distributions of /stɹ/ within single communities, without an examination of the broader sibilant space (e.g., /s/ and /ʃ/). Meanwhile, analyses across multiple corpora have shown that /s/ and /ʃ/ also show within-community variability, beyond /stɹ/ contexts (Stuart-Smith et al., 2019, 2020). Intersecting these approaches, this paper explores sibilant variation and change across /stɹ/, /s/, and /ʃ/ using a corpus of Washington D.C. African American Language (AAL). Results indicate that /stɹ/-retraction is a stable variant in this variety of AAL and /s/ and /ʃ/ show evidence of socially stratified variation and change. Overall, this paper demonstrates the need to examine the sibilant space more holistically when examining changes in /stɹ/.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2022-05-20},\n\tjournal = {Language Variation and Change},\n\tauthor = {Gunter, Kaylynn and Vaughn, Charlotte and Kendall, Tyler},\n\tmonth = oct,\n\tyear = {2021},\n\tkeywords = {CORAAL, Consonants, Washington DC},\n\tpages = {331--357},\n}\n\n

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\n \n\n \n \n \n \n \n \n Perceptions of African American English by Students in Speech-Language Pathology Programs.\n \n \n \n \n\n\n \n Hendricks, A. E.; Watson-Wales, M.; and Reed, P. E.\n\n\n \n\n\n\n American Journal of Speech-Language Pathology, 30(5): 1962–1972. September 2021.\n \n\n\n\n
\n\n\n\n \n \n $\"Perceptions$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 2 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{hendricks_perceptions_2021,\n\ttitle = {Perceptions of {African} {American} {English} by {Students} in {Speech}-{Language} {Pathology} {Programs}},\n\tvolume = {30},\n\tissn = {1058-0360, 1558-9110},\n\turl = {http://pubs.asha.org/doi/10.1044/2021_AJSLP-20-00339},\n\tdoi = {10.1044/2021_AJSLP-20-00339},\n\tabstract = {Purpose\n              Despite the increased awareness that all dialects are valid linguistic forms, perceptions of African American English (AAE) use are often negative in the general population. Students training for careers as speech-language pathologists (SLPs) are required to have coursework relating to cultural and linguistic diversity. However, little is known about the perceptions of AAE among students in SLP programs.\n            \n            \n              Method\n              Seventy-three students from 46 randomly selected university programs in the United States completed an online survey including explicit statements regarding the validity of AAE and a matched-guide task assessing participants' implicit perceptions of AAE. Participants were randomly assigned to one of four audio pairings that differed in terms of the dialect spoken and the formality of the conversational context. Participants rated the speaker on 11 attributes (e.g., literate/illiterate, rich/poor) using the Revised Speech Dialect Attitudinal Scale.\n            \n            \n              Results\n              Participants indicated positive opinions of statements on the validity of AAE. However, across three categories of personal attributes—sociointellectual, aesthetic, and dynamism—participants who heard the Mainstream American English recordings rated the speaker differently than recordings including AAE.\n            \n            \n              Conclusions\n              Students in SLP programs express positive opinions regarding AAE, and yet, they rate speakers who speak AAE lower in personal attributes. The results highlight the importance of expanding training for future SLPs to include not only explicit statements about the value of AAE but also activities addressing implicit perceptions of dialect use. We provide a brief discussion of how the current data can be implemented for such an activity. Lesson plans and materials are provided as supplemental materials.\n            \n            \n              Supplemental Material\n              \n                https://doi.org/10.23641/asha.15241638},\n\tlanguage = {en},\n\tnumber = {5},\n\turldate = {2022-10-17},\n\tjournal = {American Journal of Speech-Language Pathology},\n\tauthor = {Hendricks, Alison Eisel and Watson-Wales, Makayla and Reed, Paul E.},\n\tmonth = sep,\n\tyear = {2021},\n\tkeywords = {Perception, Speech Pathology},\n\tpages = {1962--1972},\n}\n\n

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\n \n\n \n \n \n \n \n \n Perception in Black and White: Effects of Intonational Variables and Filtering Conditions on Sociolinguistic Judgments With Implications for ASR.\n \n \n \n \n\n\n \n Holliday, N. R.\n\n\n \n\n\n\n Frontiers in Artificial Intelligence, 4: 642783. July 2021.\n \n\n\n\n
\n\n\n\n \n \n $\"Perception$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{holliday_perception_2021,\n\ttitle = {Perception in {Black} and {White}: {Effects} of {Intonational} {Variables} and {Filtering} {Conditions} on {Sociolinguistic} {Judgments} {With} {Implications} for {ASR}},\n\tvolume = {4},\n\tissn = {2624-8212},\n\tshorttitle = {Perception in {Black} and {White}},\n\turl = {https://www.frontiersin.org/articles/10.3389/frai.2021.642783/full},\n\tdoi = {10.3389/frai.2021.642783},\n\tabstract = {This study tests the effects of intonational contours and filtering conditions on listener judgments of ethnicity to arrive at a more comprehensive understanding on how prosody influences these judgments, with implications for austomatic speech recognition systems as well as speech synthesis. In a perceptual experiment, 40 American English listeners heard phrase-long clips which were controlled for pitch accent type and focus marking. Each clip contained either two H* (high) or two L+H* (low high) pitch accents and a L-L\\% (falling) boundary tone, and had also previously been labelled for broad or narrow focus. Listeners rated clips in two tasks, one with unmodified stimuli and one with stimuli lowpass filtered at 400 Hz, and were asked to judge whether the speaker was “Black” or “White”. In the filtered condition, tokens with the L+H* pitch accent were more likely to be rated as “Black”, with an interaction such that broad focus enhanced this pattern, supporting earlier findings that listeners may perceive African American Language as having more variation in possible pitch accent meanings. In the unfiltered condition, tokens with the L+H* pitch accent were less likely to be rated as Black, with no effect of focus, likely due to the fact that listeners relied more heavily on available segmental information in this condition. These results enhance our understanding of cues listeners rely on in making social judgments about speakers, especially in ethnic identification and linguistic profiling, by highlighting perceptual differences due to listening environment as well as predicted meaning of specific intonational contours. They also contribute to our understanding of the role of how human listeners interpret meaning within a holistic context, which has implications for the construction of computational systems designed to replicate the properties of natural language. In particular, they have important applicability to speech synthesis and speech recognition programs, which are often limited in their capacities due to the fact that they do not make such holistic sociolinguistic considerations of the meanings of input or output speech.},\n\turldate = {2022-05-20},\n\tjournal = {Frontiers in Artificial Intelligence},\n\tauthor = {Holliday, Nicole R.},\n\tmonth = jul,\n\tyear = {2021},\n\tkeywords = {Intonation, Perception},\n\tpages = {642783},\n}\n\n

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\n This study tests the effects of intonational contours and filtering conditions on listener judgments of ethnicity to arrive at a more comprehensive understanding on how prosody influences these judgments, with implications for austomatic speech recognition systems as well as speech synthesis. In a perceptual experiment, 40 American English listeners heard phrase-long clips which were controlled for pitch accent type and focus marking. Each clip contained either two H* (high) or two L+H* (low high) pitch accents and a L-L% (falling) boundary tone, and had also previously been labelled for broad or narrow focus. Listeners rated clips in two tasks, one with unmodified stimuli and one with stimuli lowpass filtered at 400 Hz, and were asked to judge whether the speaker was “Black” or “White”. In the filtered condition, tokens with the L+H* pitch accent were more likely to be rated as “Black”, with an interaction such that broad focus enhanced this pattern, supporting earlier findings that listeners may perceive African American Language as having more variation in possible pitch accent meanings. In the unfiltered condition, tokens with the L+H* pitch accent were less likely to be rated as Black, with no effect of focus, likely due to the fact that listeners relied more heavily on available segmental information in this condition. These results enhance our understanding of cues listeners rely on in making social judgments about speakers, especially in ethnic identification and linguistic profiling, by highlighting perceptual differences due to listening environment as well as predicted meaning of specific intonational contours. They also contribute to our understanding of the role of how human listeners interpret meaning within a holistic context, which has implications for the construction of computational systems designed to replicate the properties of natural language. In particular, they have important applicability to speech synthesis and speech recognition programs, which are often limited in their capacities due to the fact that they do not make such holistic sociolinguistic considerations of the meanings of input or output speech.\n

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\n \n\n \n \n \n \n \n \n Considering Performance in the Automated and Manual Coding of Sociolinguistic Variables: Lessons From Variable (ING).\n \n \n \n \n\n\n \n Kendall, T.; Vaughn, C.; Farrington, C.; Gunter, K.; McLean, J.; Tacata, C.; and Arnson, S.\n\n\n \n\n\n\n Frontiers in Artificial Intelligence, 4: 648543. April 2021.\n \n\n\n\n
\n\n\n\n \n \n $\"Considering$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{kendall_considering_2021,\n\ttitle = {Considering {Performance} in the {Automated} and {Manual} {Coding} of {Sociolinguistic} {Variables}: {Lessons} {From} {Variable} ({ING})},\n\tvolume = {4},\n\tissn = {2624-8212},\n\tshorttitle = {Considering {Performance} in the {Automated} and {Manual} {Coding} of {Sociolinguistic} {Variables}},\n\turl = {https://www.frontiersin.org/articles/10.3389/frai.2021.648543/full},\n\tdoi = {10.3389/frai.2021.648543},\n\tabstract = {Impressionistic coding of sociolinguistic variables like English (ING), the alternation between pronunciations like\n              talkin'\n              and\n              talking\n              , has been a central part of the analytic workflow in studies of language variation and change for over a half-century. Techniques for automating the measurement and coding for a wide range of sociolinguistic data have been on the rise over recent decades but procedures for coding some features, especially those without clearly defined acoustic correlates like (ING), have lagged behind others, such as vowels and sibilants. This paper explores computational methods for automatically coding variable (ING) in speech recordings, examining the use of automatic speech recognition procedures related to forced alignment (using the Montreal Forced Aligner) as well as supervised machine learning algorithms (linear and radial support vector machines, and random forests). Considering the automated coding of pronunciation variables like (ING) raises broader questions for sociolinguistic methods, such as how much different human analysts agree in their impressionistic codes for such variables and what data might act as the “gold standard” for training and testing of automated procedures. This paper explores several of these considerations in automated, and manual, coding of sociolinguistic variables and provides baseline performance data for automated and manual coding methods. We consider multiple ways of assessing algorithms' performance, including agreement with human coders, as well as the impact on the outcome of an analysis of (ING) that includes linguistic and social factors. Our results show promise for automated coding methods but also highlight that variability in results should be expected even with careful human coded data. All data for our study come from the public Corpus of Regional African American Language and code and derivative datasets (including our hand-coded data) are available with the paper.},\n\turldate = {2022-05-20},\n\tjournal = {Frontiers in Artificial Intelligence},\n\tauthor = {Kendall, Tyler and Vaughn, Charlotte and Farrington, Charlie and Gunter, Kaylynn and McLean, Jaidan and Tacata, Chloe and Arnson, Shelby},\n\tmonth = apr,\n\tyear = {2021},\n\tkeywords = {CORAAL, Consonants, ING},\n\tpages = {648543},\n}\n\n

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\n \n\n \n \n \n \n \n \n Say my name: African American Women’s Language.\n \n \n \n \n\n\n \n Lanehart, S. L.\n\n\n \n\n\n\n Gender and Language, 15(4): 559–568. December 2021.\n \n\n\n\n
\n\n\n\n \n \n $\"Say$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 2 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{lanehart_say_2021,\n\ttitle = {Say my name: {African} {American} {Women}’s {Language}},\n\tvolume = {15},\n\tissn = {1747-633X, 1747-6321},\n\tshorttitle = {Say my name},\n\turl = {https://journal.equinoxpub.com/GL/article/view/21523},\n\tdoi = {10.1558/genl.21523},\n\tabstract = {This essay is a call out and a roll call of Black women scholars – Black Feminists, Critical Race Theorists, Intersectionality Theorists and co-conspirators – doing the work of the elder women and ancestors whose shoulders we stand on. I frame the research on African American Women’s Language around Hull, Bell-Scott and Smith’s (1982) seminal book All the Women Are White, All the Blacks Are Men, But Some of Us Are Brave to shout out not only how language and linguistics researchers got it twisted and need to reckon with truth and say my (language’s) name: African American Women’s Language. And put some respeck on it while you’re at it.},\n\tnumber = {4},\n\turldate = {2022-05-20},\n\tjournal = {Gender and Language},\n\tauthor = {Lanehart, Sonja L.},\n\tmonth = dec,\n\tyear = {2021},\n\tkeywords = {African American women, Intersectionality, Language and Gender},\n\tpages = {559--568},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Struggle is Real Every Single Day.\n \n \n \n \n\n\n \n Lanehart, S.\n\n\n \n\n\n\n American Speech, 96(2): 286–292. May 2021.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{lanehart_struggle_2021,\n\ttitle = {The {Struggle} is {Real} {Every} {Single} {Day}},\n\tvolume = {96},\n\tissn = {0003-1283, 1527-2133},\n\turl = {https://read.dukeupress.edu/american-speech/article/96/2/286/173356/The-Struggle-is-Real-Every-Single-DayDoing-Black},\n\tdoi = {10.1215/00031283-9142460},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2022-05-20},\n\tjournal = {American Speech},\n\tauthor = {Lanehart, Sonja},\n\tmonth = may,\n\tyear = {2021},\n\tkeywords = {Review},\n\tpages = {286--292},\n}\n\n

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\n \n 2020\n \n \n (24)\n \n \n

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\n \n\n \n \n \n \n \n \n Racial disparities in automated speech recognition.\n \n \n \n \n\n\n \n Koenecke, A.; Nam, A.; Lake, E.; Nudell, J.; Quartey, M.; Mengesha, Z.; Toups, C.; Rickford, J. R.; Jurafsky, D.; and Goel, S.\n\n\n \n\n\n\n Proceedings of the National Academy of Sciences, 117(14): 7684–7689. April 2020.\n \n\n\n\n
\n\n\n\n \n \n $\"Racial$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{koenecke_racial_2020,\n\ttitle = {Racial disparities in automated speech recognition},\n\tvolume = {117},\n\tissn = {0027-8424, 1091-6490},\n\turl = {http://www.pnas.org/lookup/doi/10.1073/pnas.1915768117},\n\tdoi = {10.1073/pnas.1915768117},\n\tabstract = {Automated speech recognition (ASR) systems, which use sophisticated machine-learning algorithms to convert spoken language to text, have become increasingly widespread, powering popular virtual assistants, facilitating automated closed captioning, and enabling digital dictation platforms for health care. Over the last several years, the quality of these systems has dramatically improved, due both to advances in deep learning and to the collection of large-scale datasets used to train the systems. There is concern, however, that these tools do not work equally well for all subgroups of the population. Here, we examine the ability of five state-of-the-art ASR systems—developed by Amazon, Apple, Google, IBM, and Microsoft—to transcribe structured interviews conducted with 42 white speakers and 73 black speakers. In total, this corpus spans five US cities and consists of 19.8 h of audio matched on the age and gender of the speaker. We found that all five ASR systems exhibited substantial racial disparities, with an average word error rate (WER) of 0.35 for black speakers compared with 0.19 for white speakers. We trace these disparities to the underlying acoustic models used by the ASR systems as the race gap was equally large on a subset of identical phrases spoken by black and white individuals in our corpus. We conclude by proposing strategies—such as using more diverse training datasets that include African American Vernacular English—to reduce these performance differences and ensure speech recognition technology is inclusive.},\n\tlanguage = {en},\n\tnumber = {14},\n\turldate = {2020-04-23},\n\tjournal = {Proceedings of the National Academy of Sciences},\n\tauthor = {Koenecke, Allison and Nam, Andrew and Lake, Emily and Nudell, Joe and Quartey, Minnie and Mengesha, Zion and Toups, Connor and Rickford, John R. and Jurafsky, Dan and Goel, Sharad},\n\tmonth = apr,\n\tyear = {2020},\n\tkeywords = {Automatic Speech Recognition, CORAAL},\n\tpages = {7684--7689},\n}\n\n

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\n \n\n \n \n \n \n \n \n How do Listeners Form Grammatical Expectations to African American Language?.\n \n \n \n \n\n\n \n Weissler, R. E.; and Brennan, J. R.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 25(2): Article 16. 2020.\n \n\n\n\n
\n\n\n\n \n \n $\"How$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{weissler_how_2020,\n\ttitle = {How do {Listeners} {Form} {Grammatical} {Expectations} to {African} {American} {Language}?},\n\tvolume = {25},\n\turl = {https://repository.upenn.edu/pwpl/vol25/iss2/16/},\n\tabstract = {Ideologies about standard language in the United States often posit Mainstream U.S. English (MUSE) as a morally superior variety (Hill 2008). Previous research has shown that this kind of hierarchical treatment of language varieties leads to negative perceptions of non-standard languages, which in turn makes them stigmatized, and ultimately perpetuates dialect discrimination. This kind of discrimination results in the mistreatment of users of non-standard varieties, which negatively affects the way those speakers can move through the U.S. context (Rickford 1999, Eckert and Rickford 2001, Schilling 2004, Rickford and King 2016). This study investigates how listeners alter their linguistic expectations when hearing speakers of standard and non-standard varieties of English through an Electroencephalography (EEG) experiment. We probe how social information influences syntactic processing to see if and when speakers of a standard dialect, MUSE, form grammatical expectations when processing MUSE and African American Language (AAL). Looking at online processing helps us better understand whether listeners have specific knowledge of the dialect that is not their own (dialect-specific hypothesis), or whether listeners more generally reduce expectations across the board when listening to a dialect or variant that they themselves do not speak (dialect non-specific hypothesis). In order to test the interaction between language variety and auxiliary usage, experimental sentences were constructed in order to reflect a variant that is grammatical in MUSE, a variant that is grammatical uniquely to AAL, and a grammatical variant that is ungrammatical in all varieties of English. The experimental stimuli from a bidialectal Midwestern black speaker of both MUSE and AAL, yielding a within subject 2 (language varieties) by 3 (grammatical features) design. The results do not cleanly favor the dialect-specific nor the dialect non-specific hypothesis. Rather, the evidence points a nuanced version of a mixture of both hypotheses. Through analysis of American English dialects, this work contributes to further understanding of how social information interfaces with online processing, and expectations that may be formed depending on the perceived identity of a voice. The impact of this work is paramount, as perceptions of stigmatized language varieties can lead to dialect discrimination that negatively affects the way those speakers are treated (Rickford 1999, Purnell, Baugh, Idsardi 1999, Eckert and Rickford 2001, Schilling 2004, Rickford and King 2016).},\n\tnumber = {2},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {Weissler, Rachel Elizabeth and Brennan, Jonathan R.},\n\tyear = {2020},\n\tkeywords = {Perception},\n\tpages = {Article 16},\n}\n\n

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\n Ideologies about standard language in the United States often posit Mainstream U.S. English (MUSE) as a morally superior variety (Hill 2008). Previous research has shown that this kind of hierarchical treatment of language varieties leads to negative perceptions of non-standard languages, which in turn makes them stigmatized, and ultimately perpetuates dialect discrimination. This kind of discrimination results in the mistreatment of users of non-standard varieties, which negatively affects the way those speakers can move through the U.S. context (Rickford 1999, Eckert and Rickford 2001, Schilling 2004, Rickford and King 2016). This study investigates how listeners alter their linguistic expectations when hearing speakers of standard and non-standard varieties of English through an Electroencephalography (EEG) experiment. We probe how social information influences syntactic processing to see if and when speakers of a standard dialect, MUSE, form grammatical expectations when processing MUSE and African American Language (AAL). Looking at online processing helps us better understand whether listeners have specific knowledge of the dialect that is not their own (dialect-specific hypothesis), or whether listeners more generally reduce expectations across the board when listening to a dialect or variant that they themselves do not speak (dialect non-specific hypothesis). In order to test the interaction between language variety and auxiliary usage, experimental sentences were constructed in order to reflect a variant that is grammatical in MUSE, a variant that is grammatical uniquely to AAL, and a grammatical variant that is ungrammatical in all varieties of English. The experimental stimuli from a bidialectal Midwestern black speaker of both MUSE and AAL, yielding a within subject 2 (language varieties) by 3 (grammatical features) design. The results do not cleanly favor the dialect-specific nor the dialect non-specific hypothesis. Rather, the evidence points a nuanced version of a mixture of both hypotheses. Through analysis of American English dialects, this work contributes to further understanding of how social information interfaces with online processing, and expectations that may be formed depending on the perceived identity of a voice. The impact of this work is paramount, as perceptions of stigmatized language varieties can lead to dialect discrimination that negatively affects the way those speakers are treated (Rickford 1999, Purnell, Baugh, Idsardi 1999, Eckert and Rickford 2001, Schilling 2004, Rickford and King 2016).\n

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\n \n\n \n \n \n \n \n \n Sociophonetic trends in studies of Southern U.S. English.\n \n \n \n \n\n\n \n Thomas, E. R.\n\n\n \n\n\n\n The Journal of the Acoustical Society of America, 147(1): 529–540. January 2020.\n \n\n\n\n
\n\n\n\n \n \n $\"Sociophonetic$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 4 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{thomas_sociophonetic_2020,\n\ttitle = {Sociophonetic trends in studies of {Southern} {U}.{S}. {English}},\n\tvolume = {147},\n\tissn = {0001-4966},\n\turl = {http://asa.scitation.org/doi/10.1121/10.0000544},\n\tdoi = {10.1121/10.0000544},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-30},\n\tjournal = {The Journal of the Acoustical Society of America},\n\tauthor = {Thomas, Erik R.},\n\tmonth = jan,\n\tyear = {2020},\n\tkeywords = {Southern English, Vowels},\n\tpages = {529--540},\n}\n\n

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\n \n\n \n \n \n \n \n \n Toward “English” Phonetics: Variability in the Pre-consonantal Voicing Effect Across English Dialects and Speakers.\n \n \n \n \n\n\n \n Tanner, J.; Sonderegger, M.; Stuart-Smith, J.; and Fruehwald, J.\n\n\n \n\n\n\n Frontiers in Artificial Intelligence, 3: 38. May 2020.\n \n\n\n\n
\n\n\n\n \n \n $\"Toward$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{tanner_toward_2020,\n\ttitle = {Toward “{English}” {Phonetics}: {Variability} in the {Pre}-consonantal {Voicing} {Effect} {Across} {English} {Dialects} and {Speakers}},\n\tvolume = {3},\n\tissn = {2624-8212},\n\tshorttitle = {Toward “{English}” {Phonetics}},\n\turl = {https://www.frontiersin.org/article/10.3389/frai.2020.00038/full},\n\tdoi = {10.3389/frai.2020.00038},\n\turldate = {2020-06-01},\n\tjournal = {Frontiers in Artificial Intelligence},\n\tauthor = {Tanner, James and Sonderegger, Morgan and Stuart-Smith, Jane and Fruehwald, Josef},\n\tmonth = may,\n\tyear = {2020},\n\tkeywords = {CORAAL, Princeville, North Carolina, Rochester, New York, Vowels, Washington DC},\n\tpages = {38},\n}\n\n

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\n \n\n \n \n \n \n \n \n Mind Your Inflections! Improving NLP for Non-Standard English with Base-Inflection Encoding.\n \n \n \n \n\n\n \n Tan, S.; Joty, S.; Varshney, L. R.; and Kan, M.\n\n\n \n\n\n\n arXiv:2004.14870 [cs]. April 2020.\n arXiv: 2004.14870\n\n\n\n
\n\n\n\n \n \n $\"Mind$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{tan_mind_2020,\n\ttitle = {Mind {Your} {Inflections}! {Improving} {NLP} for {Non}-{Standard} {English} with {Base}-{Inflection} {Encoding}},\n\turl = {http://arxiv.org/abs/2004.14870},\n\tabstract = {Morphological inflection is a process of word formation where base words are modified to express different grammatical categories such as tense, case, voice, person, or number. World Englishes, such as Colloquial Singapore English (CSE) and African American Vernacular English (AAVE), differ from Standard English dialects in inflection use. Although comprehension by human readers is usually unimpaired by non-standard inflection use, NLP systems are not so robust. We introduce a new Base-Inflection Encoding of English text that is achieved by combining linguistic and statistical techniques. Fine-tuning pre-trained NLP models for downstream tasks under this novel encoding achieves robustness to non-standard inflection use while maintaining performance on Standard English examples. Models using this encoding also generalize better to non-standard dialects without explicit training. We suggest metrics to evaluate tokenizers and extensive model-independent analyses demonstrate the efficacy of the encoding when used together with data-driven subword tokenizers.},\n\turldate = {2020-05-05},\n\tjournal = {arXiv:2004.14870 [cs]},\n\tauthor = {Tan, Samson and Joty, Shafiq and Varshney, Lav R. and Kan, Min-Yen},\n\tmonth = apr,\n\tyear = {2020},\n\tnote = {arXiv: 2004.14870},\n\tkeywords = {CORAAL, Computer Science},\n}\n\n

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\n \n\n \n \n \n \n \n \n Where our Fathers are from: Place and Conflict in Sociolinguistic Borrowing.\n \n \n \n \n\n\n \n Sneller, B.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 25(2): Article 14. 2020.\n \n\n\n\n
\n\n\n\n \n \n $\"Where$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{sneller_where_2020,\n\ttitle = {Where our {Fathers} are from: {Place} and {Conflict} in {Sociolinguistic} {Borrowing}},\n\tvolume = {25},\n\turl = {https://repository.upenn.edu/pwpl/vol25/iss2/14/},\n\tabstract = {In this paper, I set sociolinguistic meaning and phonological borrowing within the specific local geography of speakers in a community. The social practices of these speakers collide with ideology in a particular physical space: a single neighborhood park that serves as a neighborhood boundary between Black and white residents in a Philadelphia neighborhood, which in turn emerges in the white speakers’ ideologies as a place that is both maximally local and is the site of contact with the maximally extralocal. I argue that the interleaving of social meanings within the park and the regular interracial conflict within it result in the indexical de-linking of (TH)-fronting from African American English (AAE) and the indexical strengthening of this feature with toughness, enabling white Philadelphia English speakers to adopt this (TH)-fronting as an index of tough via conflict with their AAE speaking neighbors.},\n\tnumber = {2},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {Sneller, Betsy},\n\tyear = {2020},\n\tkeywords = {Appropriation, Philadelphia, Pennsylvania},\n\tpages = {Article 14},\n}\n\n

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\n \n\n \n \n \n \n \n \n Phonological rule spreading across hostile lines: (TH)-fronting in Philadelphia.\n \n \n \n \n\n\n \n Sneller, B.\n\n\n \n\n\n\n Language Variation and Change, 32(1): 25–47. March 2020.\n \n\n\n\n
\n\n\n\n \n \n $\"Phonological$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{sneller_phonological_2020,\n\ttitle = {Phonological rule spreading across hostile lines: ({TH})-fronting in {Philadelphia}},\n\tvolume = {32},\n\tissn = {0954-3945, 1469-8021},\n\tshorttitle = {Phonological rule spreading across hostile lines},\n\turl = {https://www.cambridge.org/core/product/identifier/S0954394519000140/type/journal_article},\n\tdoi = {10.1017/S0954394519000140},\n\tabstract = {Abstract\n            \n              This article examines the transfer of (TH)-fronting, a phonological feature of African American English, into the speech of white speakers from South Philadelphia. While most cases of linguistic diffusion, particularly of African American English, are found in speakers with a positive affiliation with the source dialect (e.g., Bucholtz, 1999; Cutler, 1999; Fix, 2010), here the white adopters of (TH)-fronting exhibit overtly hostile attitudes toward black neighbors. I argue that (TH)-fronting has been adopted as an index of\n              street\n              or\n              masculinity\n              by the white speakers in this study. Furthermore, I demonstrate that the phonological constraints on borrowed (TH)-fronting have been restricted and simplified from the constraints in the source dialect. Finally, I discuss how hostile interactions may play a role in language change, allowing change in dialects not only to proceed in tandem across unexpected boundaries (e.g., Milroy \\& Milroy, 1985), but also to be directly diffused across hostile boundaries.},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-07-23},\n\tjournal = {Language Variation and Change},\n\tauthor = {Sneller, Betsy},\n\tmonth = mar,\n\tyear = {2020},\n\tkeywords = {Crossing, Philadelphia, Pennsylvania},\n\tpages = {25--47},\n}\n\n

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\n \n\n \n \n \n \n \n \n Signing Black in America.\n \n \n \n \n\n\n \n Smith, A.; Wolfram, W.; and Cullinan, D.\n\n\n \n\n\n\n American Speech, 95(2): 253–260. May 2020.\n \n\n\n\n
\n\n\n\n \n \n $\"Signing$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{smith_signing_2020,\n\ttitle = {Signing {Black} in {America}},\n\tvolume = {95},\n\tissn = {0003-1283, 1527-2133},\n\turl = {https://read.dukeupress.edu/american-speech/article/95/2/253/165315/Signing-Black-in-AmericaThe-Story-of-Black},\n\tdoi = {10.1215/00031283-8501401},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-07-22},\n\tjournal = {American Speech},\n\tauthor = {Smith, Alison and Wolfram, Walt and Cullinan, Danica},\n\tmonth = may,\n\tyear = {2020},\n\tkeywords = {Black ASL, Sign Language},\n\tpages = {253--260},\n}\n\n

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\n \n\n \n \n \n \n \n \n Stylistic Variation in AAL: Examining the social meaning of linguistic features in a Seattle community.\n \n \n \n \n\n\n \n Scanlon, M.\n\n\n \n\n\n\n Ph.D. Thesis, University of Washington, Seattle, WA, 2020.\n \n\n\n\n
\n\n\n\n \n \n $\"Stylistic$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@phdthesis{scanlon_stylistic_2020,\n\taddress = {Seattle, WA},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {Stylistic {Variation} in {AAL}: {Examining} the social meaning of linguistic features in a {Seattle} community},\n\turl = {https://digital.lib.washington.edu/researchworks/bitstream/handle/1773/45513/Scanlon_washington_0250E_21116.pdf},\n\tabstract = {Linguistic features associated with African American Language (AAL) may have a large set of ideological and functional meanings beyond ethnic identity. While sociolinguists know a lot, comparatively, about regional and social differences in the use of features associated with AAL, we know less about how features associated with AAL operate in various interactions and situations. This study presents an opportunity to better understand features associated with AAL among speakers from the Pacific Northwest – specifically focusing on one multi-ethnic community of speakers who were raised in Yesler Terrace in Seattle, Washington. It situates phonetic and phonological variation at the intersection of ethnoracial identity, place, and style, analyzes stylistic (within-speaker) uses of linguistic features in interaction, and considers how individuals enact a range of identities using linguistic features associated with AAL in practice. The dissertation includes three analyses for this study: a descriptive analysis of vowel phonology among a sample of YT members, an Audience Design analysis of stylistic shifts in a single speaker, and a Speaker Design analysis of four speakers, looking at shifts in their use of a linguistic variable across the span of their respective interviews. The study contributes to our understanding of ethnicity and vowel variation in the Pacific Northwest, and finds that African American speakers in YT distinguish themselves from their European American peers by drawing on both super-regional features associated with AAL and features that are understood more as broad regional features. It shows that features associated with AAL can be utilized as a resource for meaning-making, outside of merely signaling some aspect of ethnicity. The study finds that /ɑɪ/ reduction in particular is available for YT members across ethnic lines as a linguistic resource, and argues that use of reduced /ɑɪ/ within YT operates, to some extent, independently of its group-associational meaning as an AAL variant. The study asserts that reduced /ɑɪ/, within the context of the YT interviews, can be used to signal particular working-class attitudes and values associated with growing up in Yesler Terrace. It argues more broadly that the use of linguistic features associated with AAL can be influenced by not only the ethnic makeup of a community, but also by community members’ ethnoracial attitudes, community values, and by a conversation’s interactional context. This work suggests that within multi-ethnic communities, the use of features associated with AAL may be more flexible, granular, and unbounded, and the social meaning of variants associated with AAL may be tied to locally salient values and identities.},\n\tschool = {University of Washington},\n\tauthor = {Scanlon, Michael},\n\tyear = {2020},\n\tkeywords = {Identity, Seattle, Washington, Vowels},\n}\n\n

\n

\n\n\n

\n Linguistic features associated with African American Language (AAL) may have a large set of ideological and functional meanings beyond ethnic identity. While sociolinguists know a lot, comparatively, about regional and social differences in the use of features associated with AAL, we know less about how features associated with AAL operate in various interactions and situations. This study presents an opportunity to better understand features associated with AAL among speakers from the Pacific Northwest – specifically focusing on one multi-ethnic community of speakers who were raised in Yesler Terrace in Seattle, Washington. It situates phonetic and phonological variation at the intersection of ethnoracial identity, place, and style, analyzes stylistic (within-speaker) uses of linguistic features in interaction, and considers how individuals enact a range of identities using linguistic features associated with AAL in practice. The dissertation includes three analyses for this study: a descriptive analysis of vowel phonology among a sample of YT members, an Audience Design analysis of stylistic shifts in a single speaker, and a Speaker Design analysis of four speakers, looking at shifts in their use of a linguistic variable across the span of their respective interviews. The study contributes to our understanding of ethnicity and vowel variation in the Pacific Northwest, and finds that African American speakers in YT distinguish themselves from their European American peers by drawing on both super-regional features associated with AAL and features that are understood more as broad regional features. It shows that features associated with AAL can be utilized as a resource for meaning-making, outside of merely signaling some aspect of ethnicity. The study finds that /ɑɪ/ reduction in particular is available for YT members across ethnic lines as a linguistic resource, and argues that use of reduced /ɑɪ/ within YT operates, to some extent, independently of its group-associational meaning as an AAL variant. The study asserts that reduced /ɑɪ/, within the context of the YT interviews, can be used to signal particular working-class attitudes and values associated with growing up in Yesler Terrace. It argues more broadly that the use of linguistic features associated with AAL can be influenced by not only the ethnic makeup of a community, but also by community members’ ethnoracial attitudes, community values, and by a conversation’s interactional context. This work suggests that within multi-ethnic communities, the use of features associated with AAL may be more flexible, granular, and unbounded, and the social meaning of variants associated with AAL may be tied to locally salient values and identities.\n

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\n \n\n \n \n \n \n \n \n FuzzE: Fuzzy Fairness Evaluation of Offensive Language Classifiers on African-American English.\n \n \n \n \n\n\n \n Rios, A.\n\n\n \n\n\n\n Proceedings of the AAAI Conference on Artificial Intelligence, 34(01): 881–889. April 2020.\n \n\n\n\n
\n\n\n\n \n \n $\"FuzzE:$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{rios_fuzze_2020,\n\ttitle = {{FuzzE}: {Fuzzy} {Fairness} {Evaluation} of {Offensive} {Language} {Classifiers} on {African}-{American} {English}},\n\tvolume = {34},\n\tissn = {2374-3468, 2159-5399},\n\tshorttitle = {{FuzzE}},\n\turl = {https://aaai.org/ojs/index.php/AAAI/article/view/5434},\n\tdoi = {10.1609/aaai.v34i01.5434},\n\tabstract = {Hate speech and offensive language are rampant on social media. Machine learning has provided a way to moderate foul language at scale. However, much of the current research focuses on overall performance. Models may perform poorly on text written in a minority dialectal language. For instance, a hate speech classifier may produce more false positives on tweets written in African-American Vernacular English (AAVE). To measure these problems, we need text written in both AAVE and Standard American English (SAE). Unfortunately, it is challenging to curate data for all linguistic styles in a timely manner—especially when we are constrained to specific problems, social media platforms, or by limited resources. In this paper, we answer the question, “How can we evaluate the performance of classifiers across minority dialectal languages when they are not present within a particular dataset?” Specifically, we propose an automated fairness fuzzing tool called FuzzE to quantify the fairness of text classifiers applied to AAVE text using a dataset that only contains text written in SAE. Overall, we find that the fairness estimates returned by our technique moderately correlates with the use of real ground-truth AAVE text. Warning: Offensive language is displayed in this manuscript.},\n\tnumber = {01},\n\turldate = {2020-08-10},\n\tjournal = {Proceedings of the AAAI Conference on Artificial Intelligence},\n\tauthor = {Rios, Anthony},\n\tmonth = apr,\n\tyear = {2020},\n\tkeywords = {Computer Science, Twitter},\n\tpages = {881--889},\n}\n\n

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\n \n\n \n \n \n \n \n \n Modeling dynamic trajectories of front vowels in the American South.\n \n \n \n \n\n\n \n Renwick, M. E. L.; and Stanley, J. A.\n\n\n \n\n\n\n The Journal of the Acoustical Society of America, 147(1): 579–595. January 2020.\n \n\n\n\n
\n\n\n\n \n \n $\"Modeling$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 4 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{renwick_modeling_2020,\n\ttitle = {Modeling dynamic trajectories of front vowels in the {American} {South}},\n\tvolume = {147},\n\tissn = {0001-4966},\n\turl = {http://asa.scitation.org/doi/10.1121/10.0000549},\n\tdoi = {10.1121/10.0000549},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-05-02},\n\tjournal = {The Journal of the Acoustical Society of America},\n\tauthor = {Renwick, Margaret E. L. and Stanley, Joseph A.},\n\tmonth = jan,\n\tyear = {2020},\n\tkeywords = {LAGS, Regional Variation, Southern English, Southern States, Vowels},\n\tpages = {579--595},\n}\n\n

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\n \n\n \n \n \n \n \n \n Don’t Get It Twisted—Hear my Voice: Understanding AAE: A national survey of school-based SLPs indicates a need for more training on African American English—both its viability as a linguistic system and its deep cultural value.\n \n \n \n \n\n\n \n Latimer-Hearn, D.\n\n\n \n\n\n\n The ASHA Leader, 25(1): 54–59. January 2020.\n \n\n\n\n
\n\n\n\n \n \n $\"Don’t$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{latimer-hearn_dont_2020,\n\ttitle = {Don’t {Get} {It} {Twisted}—{Hear} my {Voice}: {Understanding} {AAE}: {A} national survey of school-based {SLPs} indicates a need for more training on {African} {American} {English}—both its viability as a linguistic system and its deep cultural value.},\n\tvolume = {25},\n\tissn = {1085-9586},\n\tshorttitle = {Don’t {Get} {It} {Twisted}—{Hear} my {Voice}},\n\turl = {http://pubs.asha.org/doi/10.1044/leader.FTR2.25012020.54},\n\tdoi = {10.1044/leader.FTR2.25012020.54},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-08-10},\n\tjournal = {The ASHA Leader},\n\tauthor = {Latimer-Hearn, Dionna},\n\tmonth = jan,\n\tyear = {2020},\n\tkeywords = {Code Switching, Communication Disorders, Speech Pathology},\n\tpages = {54--59},\n}\n\n

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\n \n\n \n \n \n \n \n African American Language: Language development from Infancy to Adulthood.\n \n \n \n\n\n \n Kohn, M. E.; Wolfram, W.; Farrington, C.; Renn, J.; and Van Hofwegen, J.\n\n\n \n\n\n\n Cambridge University Press, 2020.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@book{kohn_african_2020,\n\ttitle = {African {American} {Language}: {Language} development from {Infancy} to {Adulthood}},\n\tabstract = {From birth to early adulthood, all aspects of a child's life undergo enormous development and change, and language is no exception. This book documents the results of a pioneering longitudinal linguistic survey, which followed a cohort of sixty-seven African American children over the first twenty years of life, to examine language development through childhood. It offers the first opportunity to hear what it sounds like to grow up linguistically for a cohort of African American speakers, and provides fascinating insights into key linguistics issues, such as how physical growth influences pronunciation, how social factors influence language change, and the extent to which individuals modify their language use over time. By providing a lens into some of the most foundational questions about coming of age in African American Language, this study has implications for a wide range of disciplines, from speech pathology and education, to research on language acquisition and sociolinguistics.},\n\tpublisher = {Cambridge University Press},\n\tauthor = {Kohn, Mary Elizabeth and Wolfram, Walt and Farrington, Charlie and Renn, Jennifer and Van Hofwegen, Janneke},\n\tyear = {2020},\n\tkeywords = {Dialect Density Measure, Frank Porter Graham Project, North Carolina},\n}\n\n

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\n \n\n \n \n \n \n \n \n From African American Vernacular English to African American Language: Rethinking the Study of Race and Language in African Americans’ Speech.\n \n \n \n \n\n\n \n King, S.\n\n\n \n\n\n\n Annual Review of Linguistics, 6(1): 285–300. January 2020.\n \n\n\n\n
\n\n\n\n \n \n $\"From$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 4 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@article{king_african_2020,\n\ttitle = {From {African} {American} {Vernacular} {English} to {African} {American} {Language}: {Rethinking} the {Study} of {Race} and {Language} in {African} {Americans}’ {Speech}},\n\tvolume = {6},\n\tissn = {2333-9683, 2333-9691},\n\tshorttitle = {From {African} {American} {Vernacular} {English} to {African} {American} {Language}},\n\turl = {https://www.annualreviews.org/doi/10.1146/annurev-linguistics-011619-030556},\n\tdoi = {10.1146/annurev-linguistics-011619-030556},\n\tabstract = {African American Vernacular English (AAVE), one of the most studied dialects in American English, has undergone several changes in its label across the years. Its most recent designation, African American Language (AAL), reflects a change in approaches to studying race and language in the field. Drawing on observations from related fields like linguistic anthropology and critical race theory, I discuss different conceptualizations of the relationship between race and language and argue in favor of an approach that both recognizes and prioritizes the study of variation within the dialect. This approach will enable researchers to advance theory in language variation and change while also contributing to larger sociopolitical objectives to diversify narratives of blackness.},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-30},\n\tjournal = {Annual Review of Linguistics},\n\tauthor = {King, Sharese},\n\tmonth = jan,\n\tyear = {2020},\n\tpages = {285--300},\n}\n\n

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\n \n\n \n \n \n \n \n \n Cross-Language Transfer Learning, Continuous Learning, and Domain Adaptation for End-to-End Automatic Speech Recognition.\n \n \n \n \n\n\n \n Huang, J.; Kuchaiev, O.; O'Neill, P.; Lavrukhin, V.; Li, J.; Flores, A.; Kucsko, G.; and Ginsburg, B.\n\n\n \n\n\n\n arXiv:2005.04290 [eess]. May 2020.\n arXiv: 2005.04290\n\n\n\n
\n\n\n\n \n \n $\"Cross-Language$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{huang_cross-language_2020,\n\ttitle = {Cross-{Language} {Transfer} {Learning}, {Continuous} {Learning}, and {Domain} {Adaptation} for {End}-to-{End} {Automatic} {Speech} {Recognition}},\n\turl = {http://arxiv.org/abs/2005.04290},\n\tabstract = {In this paper, we demonstrate the efficacy of transfer learning and continuous learning for various automatic speech recognition (ASR) tasks. We start with a pre-trained English ASR model and show that transfer learning can be effectively and easily performed on: (1) different English accents, (2) different languages (German, Spanish and Russian) and (3) application-specific domains. Our experiments demonstrate that in all three cases, transfer learning from a good base model has higher accuracy than a model trained from scratch. It is preferred to fine-tune large models than small pre-trained models, even if the dataset for fine-tuning is small. Moreover, transfer learning significantly speeds up convergence for both very small and very large target datasets.},\n\turldate = {2020-05-20},\n\tjournal = {arXiv:2005.04290 [eess]},\n\tauthor = {Huang, Jocelyn and Kuchaiev, Oleksii and O'Neill, Patrick and Lavrukhin, Vitaly and Li, Jason and Flores, Adriana and Kucsko, Georg and Ginsburg, Boris},\n\tmonth = may,\n\tyear = {2020},\n\tnote = {arXiv: 2005.04290},\n\tkeywords = {CORAAL, Machine Learning},\n}\n\n

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\n \n\n \n \n \n \n \n \n Sociophonetic voice onset time variation in Mississippi English.\n \n \n \n \n\n\n \n Herd, W.\n\n\n \n\n\n\n The Journal of the Acoustical Society of America, 147(1): 596–605. January 2020.\n \n\n\n\n
\n\n\n\n \n \n $\"Sociophonetic$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{herd_sociophonetic_2020,\n\ttitle = {Sociophonetic voice onset time variation in {Mississippi} {English}},\n\tvolume = {147},\n\tissn = {0001-4966},\n\turl = {http://asa.scitation.org/doi/10.1121/10.0000545},\n\tdoi = {10.1121/10.0000545},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-05-02},\n\tjournal = {The Journal of the Acoustical Society of America},\n\tauthor = {Herd, Wendy},\n\tmonth = jan,\n\tyear = {2020},\n\tkeywords = {Consonants, Mississippi},\n\tpages = {596--605},\n}\n\n

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\n \n\n \n \n \n \n \n \n Survey of assessment and intervention practices for students who speak African American English.\n \n \n \n \n\n\n \n Hendricks, A. E.; and Diehm, E. A.\n\n\n \n\n\n\n Journal of Communication Disorders, 83: 105967. January 2020.\n \n\n\n\n
\n\n\n\n \n \n $\"Survey$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{hendricks_survey_2020,\n\ttitle = {Survey of assessment and intervention practices for students who speak {African} {American} {English}},\n\tvolume = {83},\n\tissn = {00219924},\n\turl = {https://linkinghub.elsevier.com/retrieve/pii/S0021992419300061},\n\tdoi = {10.1016/j.jcomdis.2019.105967},\n\tabstract = {Speech-Language Pathologists (SLPs) working with students from culturally and linguistically diverse backgrounds are encouraged to be “familiar with nondiscriminatory testing and dynamic assessment procedures” (ASHA, 2003). Little is known, however, about the extent to which SLPs implement these methods into their clinical practice. The current study explores the assessment and intervention practices used by SLPs in two states in the US for students who speak African American English (AAE), including the types and frequency of clinical practices. 247 SLPs completed an online survey regarding clinical practices for students who speak AAE as well as a questionnaire regarding their knowledge of the linguistic features of AAE. Half of SLPs reported using modified or alternative assessment practices the majority of the time or some of the time for students who speak AAE; however, SLPs reported using modified or alternative treatment practices less often. Modified scoring of standardized assessments and selecting different intervention strategies were the most commonly reported clinical practices. Knowledge of linguistic features of AAE was a significant predictor of the frequency with which SLPs report implementing modified or alternative assessment and intervention practices and SLPs with the highest levels of knowledge of AAE utilize different clinical practices than those with lower levels of knowledge of AAE. Additional information is needed about the most effective clinical practices for students who speak AAE and the barriers SLPs face to implementing nondiscriminatory clinical practices.},\n\tlanguage = {en},\n\turldate = {2020-08-10},\n\tjournal = {Journal of Communication Disorders},\n\tauthor = {Hendricks, Alison Eisel and Diehm, Emily A.},\n\tmonth = jan,\n\tyear = {2020},\n\tkeywords = {Assessments, Communication Disorders, Review Article, Speech Pathology},\n\tpages = {105967},\n}\n\n

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\n \n\n \n \n \n \n \n \n Diagnostic Evaluation of Language Variation (DELV-Norm Referenced).\n \n \n \n \n\n\n \n Hastings, K.; Rogulina, A.; and Asklar, D.\n\n\n \n\n\n\n In Volkmar, F. R., editor(s), Encyclopedia of Autism Spectrum Disorders, pages 1–6. Springer New York, New York, NY, 2020.\n \n\n\n\n
\n\n\n\n \n \n $\"Diagnostic$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@incollection{volkmar_diagnostic_2020,\n\taddress = {New York, NY},\n\ttitle = {Diagnostic {Evaluation} of {Language} {Variation} ({DELV}-{Norm} {Referenced})},\n\tisbn = {978-1-4614-6435-8},\n\turl = {http://link.springer.com/10.1007/978-1-4614-6435-8_102525-1},\n\tlanguage = {en},\n\turldate = {2020-07-02},\n\tbooktitle = {Encyclopedia of {Autism} {Spectrum} {Disorders}},\n\tpublisher = {Springer New York},\n\tauthor = {Hastings, Kathleen and Rogulina, Anna and Asklar, Danielle},\n\teditor = {Volkmar, Fred R.},\n\tyear = {2020},\n\tdoi = {10.1007/978-1-4614-6435-8_102525-1},\n\tpages = {1--6},\n}\n\n

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\n \n\n \n \n \n \n \n \n An Informed Lens on African American English: By reconceptualizing our approach to African American English, we can avoid misidentification of speech-language disorders, steer students to services that truly benefit them, and sustain cultural-linguistic identity.\n \n \n \n \n\n\n \n Hamilton, M.\n\n\n \n\n\n\n The ASHA Leader, 25(1): 46–53. January 2020.\n \n\n\n\n
\n\n\n\n \n \n $\"An$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{hamilton_informed_2020,\n\ttitle = {An {Informed} {Lens} on {African} {American} {English}: {By} reconceptualizing our approach to {African} {American} {English}, we can avoid misidentification of speech-language disorders, steer students to services that truly benefit them, and sustain cultural-linguistic identity.},\n\tvolume = {25},\n\tissn = {1085-9586},\n\tshorttitle = {An {Informed} {Lens} on {African} {American} {English}},\n\turl = {http://pubs.asha.org/doi/10.1044/leader.FTR1.25012020.46},\n\tdoi = {10.1044/leader.FTR1.25012020.46},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-08-10},\n\tjournal = {The ASHA Leader},\n\tauthor = {Hamilton, Megan-Brette},\n\tmonth = jan,\n\tyear = {2020},\n\tkeywords = {Communication Disorders, Speech Pathology},\n\tpages = {46--53},\n}\n\n

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\n \n\n \n \n \n \n \n \n “I ain't sorry”: African American English as a strategic resource in Beyoncé’s performative persona.\n \n \n \n \n\n\n \n Eberhardt, M.; and Vdoviak-Markow, M.\n\n\n \n\n\n\n Language & Communication, 72: 68–78. May 2020.\n \n\n\n\n
\n\n\n\n \n \n $\"“I$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 2 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{eberhardt_i_2020,\n\ttitle = {“{I} ain't sorry”: {African} {American} {English} as a strategic resource in {Beyoncé}’s performative persona},\n\tvolume = {72},\n\tissn = {02715309},\n\tshorttitle = {“{I} ain't sorry”},\n\turl = {https://linkinghub.elsevier.com/retrieve/pii/S027153092030029X},\n\tdoi = {10.1016/j.langcom.2020.03.003},\n\tabstract = {In this paper, we examine the role language plays in the development of the performative persona of musical artist Beyoncé, as she moves from female pop star to Black Feminist icon. Examining Beyoncé's five solo albums, we present a variationist analysis of a single feature, zero copula, and its use over the course of her career. We argue that this feature is an important symbolic resource for the assertion of an unapologetically Black and feminist persona. As Beyoncé has moved steadily away from popular expectations for representations of Black womanhood, language is a central tool that she uses strategically in the evolution of a newly transgressive persona.},\n\tlanguage = {en},\n\turldate = {2020-08-10},\n\tjournal = {Language \\& Communication},\n\tauthor = {Eberhardt, Maeve and Vdoviak-Markow, Madeline},\n\tmonth = may,\n\tyear = {2020},\n\tkeywords = {Identity, Performance, Persona, Syntax},\n\tpages = {68--78},\n}\n\n

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\n \n\n \n \n \n \n \n \n “Place” in the Small Stories of African American Elders: A Narrative Case Study.\n \n \n \n \n\n\n \n De Medeiros, K.; and Etter-Lewis, G.\n\n\n \n\n\n\n The Gerontologist, 60(5): 821–830. July 2020.\n \n\n\n\n
\n\n\n\n \n \n $\"“Place”$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{de_medeiros_place_2020,\n\ttitle = {“{Place}” in the {Small} {Stories} of {African} {American} {Elders}: {A} {Narrative} {Case} {Study}},\n\tvolume = {60},\n\tissn = {0016-9013, 1758-5341},\n\tshorttitle = {“{Place}” in the {Small} {Stories} of {African} {American} {Elders}},\n\turl = {https://academic.oup.com/gerontologist/article/60/5/821/5557852},\n\tdoi = {10.1093/geront/gnz122},\n\tabstract = {Abstract\n            \n              Background and Objectives\n              Although there is a rich literature on place and home within gerontology, few studies have considered how place acts as identity markers for older African Americans. Since narratives and stories represent ways of expressing self and identity through ordered talk, they offer an interesting way to consider how people age biographically such as through links between place and self.\n            \n            \n              Research Design and Methods\n              We analyzed small stories (i.e., stories that can appear as snippets of talk immersed within a larger narrative) from five African Americans (three women, two men, ages 78–93 years) to better understand “place” in the context of their lives.\n            \n            \n              Results\n              Overall, place in participants’ small stories was linked to the African American oral tradition and, for some, the Great Migration (1915–1970) from south to north. Place identity in the small stories therefore went beyond fond reminisce and instead became a type of resistance to dominant narratives of place.\n            \n            \n              Discussion and Implications\n              Studying small stories can therefore be an important tool in better understanding deeply personal experiences of place for under-represented elders.},\n\tlanguage = {en},\n\tnumber = {5},\n\turldate = {2020-07-22},\n\tjournal = {The Gerontologist},\n\tauthor = {De Medeiros, Kate and Etter-Lewis, Gwendolyn},\n\teditor = {Bowers, Barbara J},\n\tmonth = jul,\n\tyear = {2020},\n\tkeywords = {Gerontology, Narratives, Place},\n\tpages = {821--830},\n}\n\n

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\n \n\n \n \n \n \n \n \n Questioning Questions: The Illusion of Variation in African American English Polar Question Intonation.\n \n \n \n \n\n\n \n Conner, T.\n\n\n \n\n\n\n In 10th International Conference on Speech Prosody 2020, pages 220–224, May 2020. ISCA\n \n\n\n\n
\n\n\n\n \n \n $\"Questioning$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@inproceedings{conner_questioning_2020,\n\ttitle = {Questioning {Questions}: {The} {Illusion} of {Variation} in {African} {American} {English} {Polar} {Question} {Intonation}},\n\tshorttitle = {Questioning {Questions}},\n\turl = {http://www.isca-speech.org/archive/SpeechProsody_2020/abstracts/264.html},\n\tdoi = {10.21437/SpeechProsody.2020-45},\n\tlanguage = {en},\n\turldate = {2020-08-10},\n\tbooktitle = {10th {International} {Conference} on {Speech} {Prosody} 2020},\n\tpublisher = {ISCA},\n\tauthor = {Conner, Tracy},\n\tmonth = may,\n\tyear = {2020},\n\tkeywords = {Intonation, Mississippi, Questions},\n\tpages = {220--224},\n}\n\n

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\n \n\n \n \n \n \n \n Toward Racial Justice in Linguistics: Interdisciplinary Insights into Theorizing Race in the Discipline and Diversifying the Profession.\n \n \n \n\n\n \n Charity Hudley, A. H.; Mallinson, C.; and Bucholtz, M.\n\n\n \n\n\n\n Language. 2020.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@article{charity_hudley_toward_2020,\n\ttitle = {Toward {Racial} {Justice} in {Linguistics}: {Interdisciplinary} {Insights} into {Theorizing} {Race} in the {Discipline} and {Diversifying} the {Profession}},\n\tjournal = {Language},\n\tauthor = {Charity Hudley, Anne H. and Mallinson, Christine and Bucholtz, Mary},\n\tyear = {2020},\n}\n\n

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\n \n\n \n \n \n \n \n \n Dismantling anti-black linguistic racism in English language arts classrooms: Toward an anti-racist black language pedagogy.\n \n \n \n \n\n\n \n Baker-Bell, A.\n\n\n \n\n\n\n Theory Into Practice, 59(1): 8–21. January 2020.\n \n\n\n\n
\n\n\n\n \n \n $\"Dismantling$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 9 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{baker-bell_dismantling_2020,\n\ttitle = {Dismantling anti-black linguistic racism in {English} language arts classrooms: {Toward} an anti-racist black language pedagogy},\n\tvolume = {59},\n\tissn = {0040-5841, 1543-0421},\n\tshorttitle = {Dismantling anti-black linguistic racism in {English} language arts classrooms},\n\turl = {https://www.tandfonline.com/doi/full/10.1080/00405841.2019.1665415},\n\tdoi = {10.1080/00405841.2019.1665415},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-06-26},\n\tjournal = {Theory Into Practice},\n\tauthor = {Baker-Bell, April},\n\tmonth = jan,\n\tyear = {2020},\n\tkeywords = {Education},\n\tpages = {8--21},\n}\n\n

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\n \n 2019\n \n \n (33)\n \n \n

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\n \n\n \n \n \n \n \n \n Grammatical Reanalysis and the Multiple N-Words in African American English.\n \n \n \n \n\n\n \n Jones, T.; and Hall, C.\n\n\n \n\n\n\n American Speech, 94(4): 478–512. November 2019.\n \n\n\n\n
\n\n\n\n \n \n $\"Grammatical$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{jones_grammatical_2019,\n\ttitle = {Grammatical {Reanalysis} and the {Multiple} {N}-{Words} in {African} {American} {English}},\n\tvolume = {94},\n\tissn = {0003-1283, 1527-2133},\n\turl = {https://read.dukeupress.edu/american-speech/article/94/4/478/139032/Grammatical-Reanalysis-and-the-Multiple-NWords-in},\n\tdoi = {10.1215/00031283-7611213},\n\tabstract = {African American Vernacular English (AAVE) is developing a class of previously undescribed function words, facilitated by the semantic generalization of the word nigga. The authors demonstrate that nigga is unspecified for race, gender, or humanness. They argue that there are multiple n-words, fulfilling different grammatical and social functions. Using a variety of sources, they show that there are new pronouns in AAVE based on nigga—moreover, they pattern with pronouns, not imposters, with respect to binding, agreement, and theta-role assignment. Vocatives and honorics are also explored. The article concludes with a discussion of the origin of these forms and their relevance both to linguistic controversy and to societal controversy around the taboo word and the stigmatized dialect.},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2024-02-18},\n\tjournal = {American Speech},\n\tauthor = {Jones, Taylor and Hall, Christopher},\n\tmonth = nov,\n\tyear = {2019},\n\tkeywords = {N},\n\tpages = {478--512},\n}\n\n

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\n \n\n \n \n \n \n \n \n Testifying while black: An experimental study of court reporter accuracy in transcription of African American English.\n \n \n \n \n\n\n \n Jones, T.; Kalbfeld, J. R.; Hancock, R.; and Clark, R.\n\n\n \n\n\n\n Language, 95(2): e216–e252. 2019.\n \n\n\n\n
\n\n\n\n \n \n $\"Testifying$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{jones_testifying_2019,\n\ttitle = {Testifying while black: {An} experimental study of court reporter accuracy in transcription of {African} {American} {English}},\n\tvolume = {95},\n\tissn = {1535-0665},\n\tshorttitle = {Testifying while black},\n\turl = {https://muse.jhu.edu/article/727848},\n\tdoi = {10.1353/lan.2019.0042},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2024-02-18},\n\tjournal = {Language},\n\tauthor = {Jones, Taylor and Kalbfeld, Jessica Rose and Hancock, Ryan and Clark, Robin},\n\tyear = {2019},\n\tkeywords = {Perception},\n\tpages = {e216--e252},\n}\n\n

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\n \n\n \n \n \n \n \n \n Testifying while black: An experimental study of court reporter accuracy in transcription of African American English.\n \n \n \n \n\n\n \n Jones, T.; Kalbfeld, J. R.; Hancock, R.; and Clark, R.\n\n\n \n\n\n\n Language, 95(2): e216–e252. 2019.\n \n\n\n\n
\n\n\n\n \n \n $\"Testifying$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@article{jones_testifying_2019-1,\n\ttitle = {Testifying while black: {An} experimental study of court reporter accuracy in transcription of {African} {American} {English}},\n\tvolume = {95},\n\tissn = {1535-0665},\n\tshorttitle = {Testifying while black},\n\turl = {https://muse.jhu.edu/article/727848},\n\tdoi = {10.1353/lan.2019.0042},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2024-02-18},\n\tjournal = {Language},\n\tauthor = {Jones, Taylor and Kalbfeld, Jessica Rose and Hancock, Ryan and Clark, Robin},\n\tyear = {2019},\n\tpages = {e216--e252},\n}\n\n

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\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Grammatical Reanalysis and the Multiple N-Words in African American English.\n \n \n \n \n\n\n \n Jones, T.; and Hall, C.\n\n\n \n\n\n\n American Speech, 94(4): 478–512. November 2019.\n \n\n\n\n
\n\n\n\n \n \n $\"Grammatical$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{jones_grammatical_2019-1,\n\ttitle = {Grammatical {Reanalysis} and the {Multiple} {N}-{Words} in {African} {American} {English}},\n\tvolume = {94},\n\tissn = {0003-1283, 1527-2133},\n\turl = {https://read.dukeupress.edu/american-speech/article/94/4/478/139032/Grammatical-Reanalysis-and-the-Multiple-NWords-in},\n\tdoi = {10.1215/00031283-7611213},\n\tabstract = {African American Vernacular English (AAVE) is developing a class of previously undescribed function words, facilitated by the semantic generalization of the word nigga. The authors demonstrate that nigga is unspecified for race, gender, or humanness. They argue that there are multiple n-words, fulfilling different grammatical and social functions. Using a variety of sources, they show that there are new pronouns in AAVE based on nigga—moreover, they pattern with pronouns, not imposters, with respect to binding, agreement, and theta-role assignment. Vocatives and honorics are also explored. The article concludes with a discussion of the origin of these forms and their relevance both to linguistic controversy and to societal controversy around the taboo word and the stigmatized dialect.},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2024-02-12},\n\tjournal = {American Speech},\n\tauthor = {Jones, Taylor and Hall, Christopher},\n\tmonth = nov,\n\tyear = {2019},\n\tkeywords = {N-word},\n\tpages = {478--512},\n}\n\n

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\n \n\n \n \n \n \n \n \n Toward Understanding The N-Words.\n \n \n \n \n\n\n \n Grieser, J. A.\n\n\n \n\n\n\n American Speech, 94(4): 409–419. November 2019.\n \n\n\n\n
\n\n\n\n \n \n $\"Toward$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{grieser_toward_2019,\n\ttitle = {Toward {Understanding} {The} {N}-{Words}},\n\tvolume = {94},\n\tissn = {0003-1283, 1527-2133},\n\turl = {https://read.dukeupress.edu/american-speech/article/94/4/409/143970/Toward-Understanding-The-NWords},\n\tdoi = {10.1215/00031283-7991448},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2024-02-12},\n\tjournal = {American Speech},\n\tauthor = {Grieser, Jessica A.},\n\tmonth = nov,\n\tyear = {2019},\n\tkeywords = {N-word},\n\tpages = {409--419},\n}\n\n

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\n \n\n \n \n \n \n \n \n Has nigga Been Reappropriated as a Term of Endearment?.\n \n \n \n \n\n\n \n Smith, H. L.\n\n\n \n\n\n\n American Speech, 94(4): 420–477. November 2019.\n \n\n\n\n
\n\n\n\n \n \n $\"Has$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{smith_has_2019,\n\ttitle = {Has nigga {Been} {Reappropriated} as a {Term} of {Endearment}?},\n\tvolume = {94},\n\tissn = {0003-1283, 1527-2133},\n\turl = {https://read.dukeupress.edu/american-speech/article/94/4/420/139031/Has-nigga-Been-Reappropriated-as-a-Term-of},\n\tdoi = {10.1215/00031283-7706537},\n\tabstract = {It is commonly believed that nigga has been reappropriated as a term of endearment. Perhaps this perception persists incorrectly because public conversations on this word are often dominated by nonlinguists. In contrast, linguists lack comparative studies of nigga’s historical and modern-day use. Addressing this misperception requires a multilayered approach, employed here. This study begins with a qualitative inquiry into the historical, linguistic, and social factors that have fueled the current perception of the nigger/nigga two-word dichotomy and of how nigga was used by blacks in the nineteenth and early twentieth centuries. The second part is a quantitative study that examines the current apportionment of nigga by speaker race and gender, and linguistic context, as observed in computer-mediated conversations. Multivariate analysis reveals differences among black and white speakers, males and females, and in various linguistic contexts. Comparative analysis uncovers that many of nigga’s current meanings, referents, and uses have existed since at least the nineteenth century and that any changes to the meanings occurred gradually and not through abrupt reanalysis. This fnding lends no support to the reappropriation hypothesis. And crucially, the data show that the epitomized example of reappropriation, my nigga, does not function primarily as a genuine term of endearment but as a masculinizing marker of social identity.},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2024-02-12},\n\tjournal = {American Speech},\n\tauthor = {Smith, Hiram L.},\n\tmonth = nov,\n\tyear = {2019},\n\tkeywords = {N-word},\n\tpages = {420--477},\n}\n\n

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\n \n\n \n \n \n \n \n \n African‐American English.\n \n \n \n \n\n\n \n Wolfram, W.\n\n\n \n\n\n\n In Nelson, C. L.; Proshina, Z. G.; and Davis, D. R., editor(s), The Handbook of World Englishes, pages 314–330. Wiley, 1 edition, November 2019.\n \n\n\n\n
\n\n\n\n \n \n $\"African‐American$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@incollection{nelson_africanamerican_2019,\n\tedition = {1},\n\ttitle = {African‐{American} {English}},\n\tisbn = {978-1-119-16421-0 978-1-119-14728-2},\n\turl = {https://onlinelibrary.wiley.com/doi/abs/10.1002/9781119147282.ch18},\n\tlanguage = {en},\n\turldate = {2020-04-29},\n\tbooktitle = {The {Handbook} of {World} {Englishes}},\n\tpublisher = {Wiley},\n\tauthor = {Wolfram, Walt},\n\teditor = {Nelson, Cecil L. and Proshina, Zoya G. and Davis, Daniel R.},\n\tmonth = nov,\n\tyear = {2019},\n\tdoi = {10.1002/9781119147282.ch18},\n\tpages = {314--330},\n}\n\n

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\n \n\n \n \n \n \n \n \n Where Sociolinguistics and Speech Science Meet.\n \n \n \n \n\n\n \n Wassink, A. B.\n\n\n \n\n\n\n In Blake, R.; and Buchstaller, I., editor(s), The Routledge Companion to the Work of John R. Rickford, pages 207–220. Routledge, 1 edition, September 2019.\n \n\n\n\n
\n\n\n\n \n \n $\"Where$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@incollection{blake_where_2019,\n\tedition = {1},\n\ttitle = {Where {Sociolinguistics} and {Speech} {Science} {Meet}},\n\tisbn = {978-0-429-42788-6},\n\turl = {https://www.taylorfrancis.com/books/9780429765339/chapters/10.4324/9780429427886-22},\n\tlanguage = {en},\n\turldate = {2020-07-21},\n\tbooktitle = {The {Routledge} {Companion} to the {Work} of {John} {R}. {Rickford}},\n\tpublisher = {Routledge},\n\tauthor = {Wassink, Alicia Beckford},\n\teditor = {Blake, Renée and Buchstaller, Isabelle},\n\tmonth = sep,\n\tyear = {2019},\n\tdoi = {10.4324/9780429427886-22},\n\tpages = {207--220},\n}\n\n

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\n \n\n \n \n \n \n \n \n Rickford's List of African American English Grammatical Features: An Update.\n \n \n \n \n\n\n \n Spears, A. K.\n\n\n \n\n\n\n In Blake, R.; and Buchstaller, I., editor(s), The Routledge Companion to the Work of John R. Rickford, pages 79–89. Routledge, 1 edition, September 2019.\n \n\n\n\n
\n\n\n\n \n \n $\"Rickford's$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 2 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@incollection{blake_rickfords_2019,\n\tedition = {1},\n\ttitle = {Rickford's {List} of {African} {American} {English} {Grammatical} {Features}: {An} {Update}},\n\tisbn = {978-0-429-42788-6},\n\turl = {https://www.taylorfrancis.com/books/9780429765339},\n\tabstract = {This chapter updates and expands Rickford’s (1999a) list of African American Vernacular English grammatical features, dealing solely with preverbal markers (also called auxiliaries) of tense, mood, and aspect. One of these forms, approximative habitual durative copula invariant be, has not been discussed previously in the literature. In all, four different markers having the invariant form of be are treated. Additional grammatical elements treated are unstressed bin, stressed BIN, resultative disapproval marker be done, future perfect be done, habitual perfect be done, the habitual frequentative marker stressed STAY, and the three additional disapproval markers—the come of indignation, gone, and gone-come. An overarching concern is what these markers tell us about the history of AAE with respect to creole languages and its relationship to other United States varieties of English.},\n\tlanguage = {en},\n\turldate = {2020-07-23},\n\tbooktitle = {The {Routledge} {Companion} to the {Work} of {John} {R}. {Rickford}},\n\tpublisher = {Routledge},\n\tauthor = {Spears, Arthur K.},\n\teditor = {Blake, Renée and Buchstaller, Isabelle},\n\tmonth = sep,\n\tyear = {2019},\n\tdoi = {10.4324/9780429427886},\n\tkeywords = {Edited Volume, Syntax},\n\tpages = {79--89},\n}\n\n

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\n \n\n \n \n \n \n \n \n Chapter 10. ‘[T]his is all answer soon’: African American vernacular letters from the eighteenth and nineteenth centuries.\n \n \n \n \n\n\n \n Siebers, L.\n\n\n \n\n\n\n In Hickey, R., editor(s), Advances in Historical Sociolinguistics, volume 10. John Benjamins Publishing Company, Amsterdam, November 2019.\n \n\n\n\n
\n\n\n\n \n \n $\"Chapter$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@incollection{hickey_chapter_2019,\n\taddress = {Amsterdam},\n\ttitle = {Chapter 10. ‘[{T}]his is all answer soon’: {African} {American} vernacular letters from the eighteenth and nineteenth centuries},\n\tvolume = {10},\n\tisbn = {978-90-272-0447-9},\n\tshorttitle = {Chapter 10. ‘[{T}]his is all answer soon’},\n\turl = {https://benjamins.com/catalog/ahs.10.10sie},\n\tlanguage = {en},\n\turldate = {2020-07-22},\n\tbooktitle = {Advances in {Historical} {Sociolinguistics}},\n\tpublisher = {John Benjamins Publishing Company},\n\tauthor = {Siebers, Lucia},\n\teditor = {Hickey, Raymond},\n\tmonth = nov,\n\tyear = {2019},\n\tdoi = {10.1075/ahs.10.10sie},\n\tkeywords = {Corpus of Older African American Letters, Early African American English},\n}\n\n

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\n \n\n \n \n \n \n \n \n Variation, Versatility and Change in Sociolinguistics and Creole Studies.\n \n \n \n \n\n\n \n Rickford, J. R.\n\n\n \n\n\n\n Cambridge University Press, 1 edition, January 2019.\n \n\n\n\n
\n\n\n\n \n \n $\"Variation,$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@book{rickford_variation_2019,\n\tedition = {1},\n\ttitle = {Variation, {Versatility} and {Change} in {Sociolinguistics} and {Creole} {Studies}},\n\tisbn = {978-1-316-09114-2 978-1-107-08613-5 978-1-107-45055-4},\n\turl = {https://www.cambridge.org/core/product/identifier/9781316091142/type/book},\n\turldate = {2020-04-30},\n\tpublisher = {Cambridge University Press},\n\tauthor = {Rickford, John Russell},\n\tmonth = jan,\n\tyear = {2019},\n\tdoi = {10.1017/9781316091142},\n}\n\n

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\n \n\n \n \n \n \n \n \n Shaping “Connected” versus “Disconnected” Identities in Narrative Discourse in D.C. African American Language.\n \n \n \n \n\n\n \n Quartey, M.; and Schilling, N.\n\n\n \n\n\n\n American Speech, 94(1): 131–147. February 2019.\n \n\n\n\n
\n\n\n\n \n \n $\"Shaping$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{quartey_shaping_2019,\n\ttitle = {Shaping “{Connected}” versus “{Disconnected}” {Identities} in {Narrative} {Discourse} in {D}.{C}. {African} {American} {Language}},\n\tvolume = {94},\n\tissn = {0003-1283, 1527-2133},\n\turl = {https://read.dukeupress.edu/american-speech/article/94/1/131/136135/Shaping-Connected-versus-Disconnected-Identities},\n\tdoi = {10.1215/00031283-7322000},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-12},\n\tjournal = {American Speech},\n\tauthor = {Quartey, Minnie and Schilling, Natalie},\n\tmonth = feb,\n\tyear = {2019},\n\tkeywords = {CORAAL, Identity},\n\tpages = {131--147},\n}\n\n

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\n \n\n \n \n \n \n \n \n Specific Language Impairment in African American English and Southern White English: Measures of Tense and Agreement With Dialect-Informed Probes and Strategic Scoring.\n \n \n \n \n\n\n \n Oetting, J. B.; Berry, J. R.; Gregory, K. D.; Rivière, A. M.; and McDonald, J.\n\n\n \n\n\n\n Journal of Speech, Language, and Hearing Research, 62(9): 3443–3461. September 2019.\n \n\n\n\n
\n\n\n\n \n \n $\"Specific$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{oetting_specific_2019,\n\ttitle = {Specific {Language} {Impairment} in {African} {American} {English} and {Southern} {White} {English}: {Measures} of {Tense} and {Agreement} {With} {Dialect}-{Informed} {Probes} and {Strategic} {Scoring}},\n\tvolume = {62},\n\tissn = {1092-4388, 1558-9102},\n\tshorttitle = {Specific {Language} {Impairment} in {African} {American} {English} and {Southern} {White} {English}},\n\turl = {http://pubs.asha.org/doi/10.1044/2019_JSLHR-L-19-0089},\n\tdoi = {10.1044/2019_JSLHR-L-19-0089},\n\tabstract = {Purpose\n              In African American English and Southern White English, we examined whether children with specific language impairment (SLI) overtly mark tense and agreement structures at lower percentages than typically developing (TD) controls, while also examining the effects of dialect, structure, and scoring approach.\n            \n            \n              Method\n              One hundred six kindergartners completed 4 dialect-informed probes targeting 8 tense and agreement structures. The 3 scoring approaches varied in the treatment of nonmainstream English forms and responses coded as Other (i.e., those not obligating the target structure). The unmodified approach counted as correct only mainstream overt forms out of all responses, the modified approach counted as correct all mainstream and nonmainstream overt forms and zero forms out of all responses, and the strategic approach counted as correct all mainstream and nonmainstream overt forms out of all responses except those coded as Other.\n            \n            \n              Results\n              With the probes combined and separated, the unmodified and strategic scoring approaches showed lower percentages of overt marking by the SLI groups than by the TD groups; this was not always the case for the modified scoring approach. With strategic scoring and dialect-specific cut scores, classification accuracy (SLI vs. TD) was highest for the 8 individual structures considered together, the past tense probe, and the past tense probe irregular items. Dialect and structure effects and dialect differences in classification accuracy also existed.\n            \n            \n              Conclusions\n              African American English– and Southern White English–speaking kindergartners with SLI overtly mark tense and agreement at lower percentages than same dialect–speaking TD controls. Strategic scoring of dialect-informed probes targeting tense and agreement should be pursued in research and clinical practice.},\n\tlanguage = {en},\n\tnumber = {9},\n\turldate = {2020-04-30},\n\tjournal = {Journal of Speech, Language, and Hearing Research},\n\tauthor = {Oetting, Janna B. and Berry, Jessica R. and Gregory, Kyomi D. and Rivière, Andrew M. and McDonald, Janet},\n\tmonth = sep,\n\tyear = {2019},\n\tkeywords = {Child AAE, Louisiana, Rural, Syntax},\n\tpages = {3443--3461},\n}\n\n

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\n \n\n \n \n \n \n \n \n Interview with John R. Rickford.\n \n \n \n \n\n\n \n Mengesha, Z.\n\n\n \n\n\n\n Journal of English Linguistics, 47(4): 335–356. December 2019.\n \n\n\n\n
\n\n\n\n \n \n $\"Interview$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{mengesha_interview_2019,\n\ttitle = {Interview with {John} {R}. {Rickford}},\n\tvolume = {47},\n\tissn = {0075-4242, 1552-5457},\n\turl = {http://journals.sagepub.com/doi/10.1177/0075424219875496},\n\tdoi = {10.1177/0075424219875496},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2020-04-30},\n\tjournal = {Journal of English Linguistics},\n\tauthor = {Mengesha, Zion},\n\tmonth = dec,\n\tyear = {2019},\n\tkeywords = {Interview},\n\tpages = {335--356},\n}\n\n

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\n \n\n \n \n \n \n \n \n Corpus-Based Sociophonetic Approaches to Postvocalic R-Lessness in African American Language.\n \n \n \n \n\n\n \n McLarty, J.; Jones, T.; and Hall, C.\n\n\n \n\n\n\n American Speech, 94(1): 91–109. February 2019.\n \n\n\n\n
\n\n\n\n \n \n $\"Corpus-Based$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 3 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{mclarty_corpus-based_2019,\n\ttitle = {Corpus-{Based} {Sociophonetic} {Approaches} to {Postvocalic} {R}-{Lessness} in {African} {American} {Language}},\n\tvolume = {94},\n\tissn = {0003-1283, 1527-2133},\n\turl = {https://read.dukeupress.edu/american-speech/article/94/1/91/137034/CorpusBased-Sociophonetic-Approaches-to},\n\tdoi = {10.1215/00031283-7362239},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-12},\n\tjournal = {American Speech},\n\tauthor = {McLarty, Jason and Jones, Taylor and Hall, Christopher},\n\tmonth = feb,\n\tyear = {2019},\n\tkeywords = {CORAAL, Consonants, Washington DC},\n\tpages = {91--109},\n}\n\n

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\n \n\n \n \n \n \n \n \n Prosodic Prominence Perception, Regional Background, Ethnicity and Experience: Naive Perception of African American English and European American English.\n \n \n \n \n\n\n \n McLarty, J.\n\n\n \n\n\n\n Ph.D. Thesis, University of Oregon, Eugene, oR, 2019.\n \n\n\n\n
\n\n\n\n \n \n $\"Prosodic$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@phdthesis{mclarty_prosodic_2019,\n\taddress = {Eugene, oR},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {Prosodic {Prominence} {Perception}, {Regional} {Background}, {Ethnicity} and {Experience}: {Naive} {Perception} of {African} {American} {English} and {European} {American} {English}},\n\turl = {https://scholarsbank.uoregon.edu/xmlui/handle/1794/25258},\n\tabstract = {Although much work has investigated various aspects of African American English (AAE), prosodic features of AAE have remained relatively underexamined (e.g. McLarty 2018; Thomas 2015). Studies have, however, identified prosodic differences between AAE and European American English (EAE) varieties, with AAE speakers found to have generally more dynamic prosody than EAE speakers. Despite these findings, the extent to which listeners perceive these differences remains unclear, as well as which specific phonetic features, alone or in concert, contribute to the differences. To address this gap in knowledge, this dissertation project utilized the Rapid Prosodic Transcription (RPT) task developed by Cole et al. (2010, 2017) to determine how much sensitivity listeners have to prominence variation in conversational speech excerpts from male and female African Americans and European Americans from North Carolina. Crucially, participants are drawn from three different listener groups, who represent a range of experience with AAE and EAE speech: African American listeners from North Carolina, European American listeners from North Carolina, and European American listeners from Oregon. In addition to examining listeners in terms of their regional background and ethnicity, listeners’ own self-reports about their experience with AAE are used to further explore the role of experience in prominence perception. Results indicate that African American voices are heard as having significantly more prominences in their speech than the European American speakers, a finding in line with prior literature on production-based differences. Further, findings identify some differences between the listener groups, but also show that the listeners generally attend to linguistic factors in similar ways for these voices despite different regional backgrounds, ethnicities and self-reported experiences with AAE. The methodological approach and findings in this dissertation provide a a new avenue for sociolinguistic research on prosody, while also providing insights on the relationship between production and perception.},\n\tschool = {University of Oregon},\n\tauthor = {McLarty, Jason},\n\tyear = {2019},\n\tkeywords = {Intonation, North Carolina, Prominence, Prosody},\n}\n\n

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\n Although much work has investigated various aspects of African American English (AAE), prosodic features of AAE have remained relatively underexamined (e.g. McLarty 2018; Thomas 2015). Studies have, however, identified prosodic differences between AAE and European American English (EAE) varieties, with AAE speakers found to have generally more dynamic prosody than EAE speakers. Despite these findings, the extent to which listeners perceive these differences remains unclear, as well as which specific phonetic features, alone or in concert, contribute to the differences. To address this gap in knowledge, this dissertation project utilized the Rapid Prosodic Transcription (RPT) task developed by Cole et al. (2010, 2017) to determine how much sensitivity listeners have to prominence variation in conversational speech excerpts from male and female African Americans and European Americans from North Carolina. Crucially, participants are drawn from three different listener groups, who represent a range of experience with AAE and EAE speech: African American listeners from North Carolina, European American listeners from North Carolina, and European American listeners from Oregon. In addition to examining listeners in terms of their regional background and ethnicity, listeners’ own self-reports about their experience with AAE are used to further explore the role of experience in prominence perception. Results indicate that African American voices are heard as having significantly more prominences in their speech than the European American speakers, a finding in line with prior literature on production-based differences. Further, findings identify some differences between the listener groups, but also show that the listeners generally attend to linguistic factors in similar ways for these voices despite different regional backgrounds, ethnicities and self-reported experiences with AAE. The methodological approach and findings in this dissertation provide a a new avenue for sociolinguistic research on prosody, while also providing insights on the relationship between production and perception.\n

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\n \n\n \n \n \n \n \n \n Chapter 11. Morphosyntactic features in earlier African American English: A qualitative assessment of semi-literate letters.\n \n \n \n \n\n\n \n Kautzsch, A.\n\n\n \n\n\n\n In Hickey, R., editor(s), Advances in Historical Sociolinguistics, volume 10. John Benjamins Publishing Company, Amsterdam, November 2019.\n \n\n\n\n
\n\n\n\n \n \n $\"Chapter$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{hickey_chapter_2019,\n\taddress = {Amsterdam},\n\ttitle = {Chapter 11. {Morphosyntactic} features in earlier {African} {American} {English}: {A} qualitative assessment of semi-literate letters},\n\tvolume = {10},\n\tisbn = {978-90-272-0447-9},\n\tshorttitle = {Chapter 11. {Morphosyntactic} features in earlier {African} {American} {English}},\n\turl = {https://benjamins.com/catalog/ahs.10.11kau},\n\tlanguage = {en},\n\turldate = {2020-07-23},\n\tbooktitle = {Advances in {Historical} {Sociolinguistics}},\n\tpublisher = {John Benjamins Publishing Company},\n\tauthor = {Kautzsch, Alexander},\n\teditor = {Hickey, Raymond},\n\tmonth = nov,\n\tyear = {2019},\n\tdoi = {10.1075/ahs.10.11kau},\n\tkeywords = {Early African American English, Morphosyntax, Writing},\n}\n\n

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\n \n\n \n \n \n \n \n Sociocultural influences on fundamental frequency in vowels: The case of African American English.\n \n \n \n\n\n \n Holt, Y.; Jacewicz, E.; and Fox, R. A.\n\n\n \n\n\n\n In Calhoun, S.; Escudero, P.; Tabain, M.; and Warren, P., editor(s), Proceedings of the 19th International Congress of Phonetic Sciences, pages 874–878, Canberra, Australia, 2019. Australasian Speech Science and Technology Association Inc.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@inproceedings{holt_sociocultural_2019,\n\taddress = {Canberra, Australia},\n\ttitle = {Sociocultural influences on fundamental frequency in vowels: {The} case of {African} {American} {English}},\n\tbooktitle = {Proceedings of the 19th {International} {Congress} of {Phonetic} {Sciences}},\n\tpublisher = {Australasian Speech Science and Technology Association Inc.},\n\tauthor = {Holt, Yolanda and Jacewicz, Ewa and Fox, Robert A.},\n\teditor = {Calhoun, Sasha and Escudero, Paola and Tabain, Marija and Warren, Paul},\n\tyear = {2019},\n\tpages = {874--878},\n}\n\n

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\n \n\n \n \n \n \n \n \n Variation, race, and multiracial identity in linguistic research.\n \n \n \n \n\n\n \n Holliday, N. R.\n\n\n \n\n\n\n Wiley Interdisciplinary Reviews: Cognitive Science, 10(1): e1480. January 2019.\n \n\n\n\n
\n\n\n\n \n \n $\"Variation,$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{holliday_variation_2019,\n\ttitle = {Variation, race, and multiracial identity in linguistic research},\n\tvolume = {10},\n\tissn = {19395078},\n\turl = {http://doi.wiley.com/10.1002/wcs.1480},\n\tdoi = {10.1002/wcs.1480},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-30},\n\tjournal = {Wiley Interdisciplinary Reviews: Cognitive Science},\n\tauthor = {Holliday, Nicole R.},\n\tmonth = jan,\n\tyear = {2019},\n\tkeywords = {Race},\n\tpages = {e1480},\n}\n\n

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\n \n\n \n \n \n \n \n \n Multiracial identity and racial complexity in sociolinguistic variation.\n \n \n \n \n\n\n \n Holliday, N. R.\n\n\n \n\n\n\n Language and Linguistics Compass, 13(8). August 2019.\n \n\n\n\n
\n\n\n\n \n \n $\"Multiracial$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@article{holliday_multiracial_2019,\n\ttitle = {Multiracial identity and racial complexity in sociolinguistic variation},\n\tvolume = {13},\n\tissn = {1749-818X, 1749-818X},\n\turl = {https://onlinelibrary.wiley.com/doi/abs/10.1111/lnc3.12345},\n\tdoi = {10.1111/lnc3.12345},\n\tabstract = {What is the relationship between ethnolinguistic communities and ways of speaking? Who is an authentic speaker of an ethnolinguistic variety? In a time where scholarly and public conceptualizations of race and ethnicity are variable and rapidly changing, potential effects on both self‐identification and ways of speaking present an area ripe for study. However, linguistics and allied fields have often overlooked individuals and communities that do not neatly conform to well‐defined racial categories. As multiracially identified individuals are one of the fastest growing demographic groups in the United States, researchers will necessarily need to address the way that traditional methodologies have excluded individuals and groups who fall outside of these racial and ethnic categories. This presents a unique challenge for sociolinguistics in particular, since we are interested in how people draw on linguistic variation to perform aspects of their identities, including their races and ethnicities. This article examines the ways in which race and ethnicity have been traditionally conceptualized in linguistics and allied fields and draws on research from other social sciences to see how they have begun to study individuals who fall outside of traditionally preexisting social categories. The article also briefly discusses the results of one of the first major sociolinguistic studies on multiracially identified participants, which found substantial effects of self‐conceptualization and self‐identification on linguistic behavior of these participants, a result which informs how future work should consider individuals who identify as two or more races. Finally, it will address future directions for research at the intersection of personal identity, race, and language.},\n\tlanguage = {en},\n\tnumber = {8},\n\turldate = {2020-04-30},\n\tjournal = {Language and Linguistics Compass},\n\tauthor = {Holliday, Nicole R.},\n\tmonth = aug,\n\tyear = {2019},\n}\n\n

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\n \n\n \n \n \n \n \n \n Variation in Question Intonation in the Corpus of Regional African American Language.\n \n \n \n \n\n\n \n Holliday, N. R.\n\n\n \n\n\n\n American Speech, 94(1): 110–130. February 2019.\n \n\n\n\n
\n\n\n\n \n \n $\"Variation$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{holliday_variation_2019-1,\n\ttitle = {Variation in {Question} {Intonation} in the {Corpus} of {Regional} {African} {American} {Language}},\n\tvolume = {94},\n\tissn = {0003-1283, 1527-2133},\n\turl = {https://read.dukeupress.edu/american-speech/article/94/1/110/135989/Variation-in-Question-Intonation-in-the-Corpus-of},\n\tdoi = {10.1215/00031283-7308038},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-12},\n\tjournal = {American Speech},\n\tauthor = {Holliday, Nicole R.},\n\tmonth = feb,\n\tyear = {2019},\n\tkeywords = {CORAAL, Intonation, Washington DC},\n\tpages = {110--130},\n}\n\n

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\n \n\n \n \n \n \n \n The Non-Aspectual Meaning of African American English 'Aspect' Markers.\n \n \n \n\n\n \n Harris, A. N.\n\n\n \n\n\n\n Ph.D. Thesis, Yale University, New Haven, CT, 2019.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@phdthesis{harris_non-aspectual_2019,\n\taddress = {New Haven, CT},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {The {Non}-{Aspectual} {Meaning} of {African} {American} {English} '{Aspect}' {Markers}},\n\tabstract = {This dissertation contributes to the existing treatments of African-American English (AAE) by providing a new formal semantic account of the meanings of the AAE particles ‘preverbal’ done and ‘invariant’ be. The work presented here sheds much-needed light on both the semantic and distributional patterns of AAE sentences containing preverbal done and invariant be with respect to their unmarked counterparts. Preverbal done and invariant be are often understood as elements within a class of uninflected preverbal material unique to AAE. This class also includes perfect been, focused remote perfect BIN, and irrealis be done. Though they differ in the meanings assigned to each member, previous studies— from the early observations of Labov (1972) and Rickford (1975) to more recent investigations by Green (1993, 1998, 2000), Edwards (1991, 2001) Dayton (1996) and Terry (2004, 2006, 2010)—treat all members of this class as contributing the highly-specified aspectual information that form the complex set of overt aspectual distinctions that are seen as the dialect’s distinguishing feature par excellence. This dissertation pivots from traditional views to cast the behaviors and contributions of two of these elements— done and be— in a new light.\nContra existing analyses, I present evidence that preverbal done and invariant be do not primarily index aspectual information. I argue that these two elements are discourse- oriented particles whose semantic contributions index speaker’s evidence, expectations. and evaluations concerning the propositions in which they appear. While perfective -ed and progressive -ing carry the majority of the aspectual load, done's and be's non-aspectual meanings provide evidence in favor of the broader cross-linguistic hypothesis that discourse properties— like relevancy, speaker-expectation and evidential strength — can affect the temporal and aspectual interpretations of sentences.\nBecause I make a departure from purely-aspectual analyses, Chapter 2 is designed to present those familiar with the behavior of AAE done and be with the theoretical concepts of evidentiality (Section 2.2), mirativity and noncongruence (Section 2.3), and Kratzerian modality (Section 2.4) that I rely on to specific done and be’s specific discourse functions.\nChapter 3 puts forth a non-aspectual treatment of done, which carries a specialized version of the perfect’s relevance presupposition— current diametric relevance— but none of the perfect’s aspectual features. Done is shown to be a particle used to express the speaker’s sentiment that a proposition does not align with the speaker’s expectations, desires, or plans— a property I am calling ‘noncongruence’.\nChapter 4 presents evidence for the status of be as an epistemic-evidential marker against the traditional understandings of be as directly indexing habitual aspect. Chapter 4 shows that be carries an evidential presupposition which requires the speaker to have some partial perceptual evidence on which to base their generalizations about normal states of affairs. This chapter provides semantic analyses of be, be +N-ing, and the constructions with which they alternate: predicate instantiation with the null copula. Present Progressive, and the Simple Present.\nWith the minimally distinct semantic entries for each formal alternative from Chapter 4, we can easily capture the significant overlap in the distributions of be +V-ing, the Present Progressive, and the Simple Present. Chapter 5 explains how these formal variants divide up the pragmatic labor of expressing propositions that are true of the present interval. Within a Neo-Gricean framework and building off Deo’s work on the progressive- imperfective contrast (2015), I sketch the formal competition between be and non-be forms in both the verbal and nonverbal domains, accounting for be's habitual (Green 2000) and emphatic readings (Labov 1998, Alim 2004) as conversational implicatures.\nIn Chapter 6,1 summarize the benefits of this new analysis— wider empirical coverage of existing distributional patterns observed in the sociolinguistic literature, as well as predictable and conditioned uses of AAE-specific forms over their unmarked alternatives. It also presents additional avenues for further inquiry.\nThis dissertation illuminates the need for detailed explorations of the contexts conditioning the use of forms in nonstandard varieties in order to determine how these formal alternatives fit together within the grammatical system. In contrast to claims that AAE is a dialect marked by robust levels of free variation, this dissertation shows that in the case of preverbal done and invariant be, AAE speakers systematically use these elements to cue the presence of significant evaluative and evidential information presupposed by the speaker. Sentences without these markers leave it to the discretion of the hearer to retrieve this kind of information from the context if it is present at all.\nThis dissertation contributes to the larger exploration of how the truth-conditions of a sentence and its conditions interact. African-American English is particularly useful to this enterprise because AAE bears on the surface a distinct set of aspectually-sensitive particles whose speaker-oriented presuppositions affect the interpretation of a sentence’s aspectual properties in predictable ways.},\n\tlanguage = {eng},\n\tschool = {Yale University},\n\tauthor = {Harris, Alysia Nicole},\n\tyear = {2019},\n\tkeywords = {Aspect, Syntax},\n}\n\n

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\n This dissertation contributes to the existing treatments of African-American English (AAE) by providing a new formal semantic account of the meanings of the AAE particles ‘preverbal’ done and ‘invariant’ be. The work presented here sheds much-needed light on both the semantic and distributional patterns of AAE sentences containing preverbal done and invariant be with respect to their unmarked counterparts. Preverbal done and invariant be are often understood as elements within a class of uninflected preverbal material unique to AAE. This class also includes perfect been, focused remote perfect BIN, and irrealis be done. Though they differ in the meanings assigned to each member, previous studies— from the early observations of Labov (1972) and Rickford (1975) to more recent investigations by Green (1993, 1998, 2000), Edwards (1991, 2001) Dayton (1996) and Terry (2004, 2006, 2010)—treat all members of this class as contributing the highly-specified aspectual information that form the complex set of overt aspectual distinctions that are seen as the dialect’s distinguishing feature par excellence. This dissertation pivots from traditional views to cast the behaviors and contributions of two of these elements— done and be— in a new light. Contra existing analyses, I present evidence that preverbal done and invariant be do not primarily index aspectual information. I argue that these two elements are discourse- oriented particles whose semantic contributions index speaker’s evidence, expectations. and evaluations concerning the propositions in which they appear. While perfective -ed and progressive -ing carry the majority of the aspectual load, done's and be's non-aspectual meanings provide evidence in favor of the broader cross-linguistic hypothesis that discourse properties— like relevancy, speaker-expectation and evidential strength — can affect the temporal and aspectual interpretations of sentences. Because I make a departure from purely-aspectual analyses, Chapter 2 is designed to present those familiar with the behavior of AAE done and be with the theoretical concepts of evidentiality (Section 2.2), mirativity and noncongruence (Section 2.3), and Kratzerian modality (Section 2.4) that I rely on to specific done and be’s specific discourse functions. Chapter 3 puts forth a non-aspectual treatment of done, which carries a specialized version of the perfect’s relevance presupposition— current diametric relevance— but none of the perfect’s aspectual features. Done is shown to be a particle used to express the speaker’s sentiment that a proposition does not align with the speaker’s expectations, desires, or plans— a property I am calling ‘noncongruence’. Chapter 4 presents evidence for the status of be as an epistemic-evidential marker against the traditional understandings of be as directly indexing habitual aspect. Chapter 4 shows that be carries an evidential presupposition which requires the speaker to have some partial perceptual evidence on which to base their generalizations about normal states of affairs. This chapter provides semantic analyses of be, be +N-ing, and the constructions with which they alternate: predicate instantiation with the null copula. Present Progressive, and the Simple Present. With the minimally distinct semantic entries for each formal alternative from Chapter 4, we can easily capture the significant overlap in the distributions of be +V-ing, the Present Progressive, and the Simple Present. Chapter 5 explains how these formal variants divide up the pragmatic labor of expressing propositions that are true of the present interval. Within a Neo-Gricean framework and building off Deo’s work on the progressive- imperfective contrast (2015), I sketch the formal competition between be and non-be forms in both the verbal and nonverbal domains, accounting for be's habitual (Green 2000) and emphatic readings (Labov 1998, Alim 2004) as conversational implicatures. In Chapter 6,1 summarize the benefits of this new analysis— wider empirical coverage of existing distributional patterns observed in the sociolinguistic literature, as well as predictable and conditioned uses of AAE-specific forms over their unmarked alternatives. It also presents additional avenues for further inquiry. This dissertation illuminates the need for detailed explorations of the contexts conditioning the use of forms in nonstandard varieties in order to determine how these formal alternatives fit together within the grammatical system. In contrast to claims that AAE is a dialect marked by robust levels of free variation, this dissertation shows that in the case of preverbal done and invariant be, AAE speakers systematically use these elements to cue the presence of significant evaluative and evidential information presupposed by the speaker. Sentences without these markers leave it to the discretion of the hearer to retrieve this kind of information from the context if it is present at all. This dissertation contributes to the larger exploration of how the truth-conditions of a sentence and its conditions interact. African-American English is particularly useful to this enterprise because AAE bears on the surface a distinct set of aspectually-sensitive particles whose speaker-oriented presuppositions affect the interpretation of a sentence’s aspectual properties in predictable ways.\n

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\n \n\n \n \n \n \n \n \n Investigating Topic-Based Style Shifting in the Classic Sociolinguistic Interview.\n \n \n \n \n\n\n \n Grieser, J. A.\n\n\n \n\n\n\n American Speech, 94(1): 54–71. February 2019.\n \n\n\n\n
\n\n\n\n \n \n $\"Investigating$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{grieser_investigating_2019,\n\ttitle = {Investigating {Topic}-{Based} {Style} {Shifting} in the {Classic} {Sociolinguistic} {Interview}},\n\tvolume = {94},\n\tissn = {0003-1283, 1527-2133},\n\turl = {https://read.dukeupress.edu/american-speech/article/94/1/54/136137/Investigating-TopicBased-Style-Shifting-in-the},\n\tdoi = {10.1215/00031283-7322011},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-12},\n\tjournal = {American Speech},\n\tauthor = {Grieser, Jessica A.},\n\tmonth = feb,\n\tyear = {2019},\n\tkeywords = {CORAAL, Style Shifting, Washington DC},\n\tpages = {54--71},\n}\n\n

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\n \n\n \n \n \n \n \n \n Toward Understanding The N-Words.\n \n \n \n \n\n\n \n Grieser, J. A.\n\n\n \n\n\n\n American Speech, 94(4): 409–419. November 2019.\n \n\n\n\n
\n\n\n\n \n \n $\"Toward$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@article{grieser_toward_2019,\n\ttitle = {Toward {Understanding} {The} {N}-{Words}},\n\tvolume = {94},\n\tissn = {0003-1283, 1527-2133},\n\turl = {https://read.dukeupress.edu/american-speech/article/94/4/409/143970/Toward-Understanding-The-NWords},\n\tdoi = {10.1215/00031283-7991448},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2020-04-12},\n\tjournal = {American Speech},\n\tauthor = {Grieser, Jessica A.},\n\tmonth = nov,\n\tyear = {2019},\n\tpages = {409--419},\n}\n\n

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\n \n\n \n \n \n \n \n \n Viewing Ex-Slave Narratives from a Different Angle.\n \n \n \n \n\n\n \n Green, L.; and Whitmal, A.\n\n\n \n\n\n\n In Blake, R.; and Buchstaller, I., editor(s), The Routledge Companion to the Work of John R. Rickford, pages 100–114. Routledge, 1 edition, September 2019.\n \n\n\n\n
\n\n\n\n \n \n $\"Viewing$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 2 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@incollection{blake_viewing_2019,\n\tedition = {1},\n\ttitle = {Viewing {Ex}-{Slave} {Narratives} from a {Different} {Angle}},\n\tisbn = {978-0-429-42788-6},\n\turl = {https://www.taylorfrancis.com/books/9780429765339/chapters/10.4324/9780429427886-12},\n\tabstract = {This article explores the various insights that ex-slave narratives can provide about discourse strategies, which ex-slaves used to talk about events in the past. Transcripts and audio files of the narratives of ex-slaves were used to evaluate the discourse effects of done and say. The two done constructions that were reviewed were the resultant state/perfect done and narrative done. They both indicate that an event is in its resultant state; however, narrative done has the additional function of indicating that the resultant state started to hold before some subsequent event. The narrators use null subject pronouns preceding forms of the verb say. Null or covert 3rd person subject pronouns were preferred to null 1st and 2nd person pronouns throughout the narratives. The ex-slave recordings provide excellent data, which can help to shed light on discourse structure and rhetorical strategies.},\n\tlanguage = {en},\n\turldate = {2020-07-20},\n\tbooktitle = {The {Routledge} {Companion} to the {Work} of {John} {R}. {Rickford}},\n\tpublisher = {Routledge},\n\tauthor = {Green, Lisa and Whitmal, Ayana},\n\teditor = {Blake, Renée and Buchstaller, Isabelle},\n\tmonth = sep,\n\tyear = {2019},\n\tdoi = {10.4324/9780429427886-12},\n\tkeywords = {Edited Volume, Ex-Slave Recordings},\n\tpages = {100--114},\n}\n\n

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\n \n\n \n \n \n \n \n All Zeros Are Not Equal in African American English.\n \n \n \n\n\n \n Green, L. J.\n\n\n \n\n\n\n In Lightfoot, D.; and Havenhill, J., editor(s), Variable properties in language: their nature and acquisition, of Georgetown University Round Table on Languages and Linguistics series, pages 183–194. Georgetown University Press, Washington, DC, 2019.\n Meeting Name: Georgetown University Round Table on Languages and Linguistics\n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@incollection{lightfoot_all_2019,\n\taddress = {Washington, DC},\n\tseries = {Georgetown {University} {Round} {Table} on {Languages} and {Linguistics} series},\n\ttitle = {All {Zeros} {Are} {Not} {Equal} in {African} {American} {English}},\n\tisbn = {978-1-62616-664-6 978-1-62616-663-9},\n\tbooktitle = {Variable properties in language: their nature and acquisition},\n\tpublisher = {Georgetown University Press},\n\tauthor = {Green, Lisa J.},\n\teditor = {Lightfoot, David and Havenhill, Jonathan},\n\tyear = {2019},\n\tnote = {Meeting Name: Georgetown University Round Table on Languages and Linguistics},\n\tkeywords = {Edited Volume},\n\tpages = {183--194},\n}\n\n

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\n \n\n \n \n \n \n \n \n Regional Variation in West and East Coast African-American English Prosody and Rap Flows.\n \n \n \n \n\n\n \n Gilbers, S.; Hoeksema, N.; de Bot, K.; and Lowie, W.\n\n\n \n\n\n\n Language and Speech,002383091988147. November 2019.\n \n\n\n\n
\n\n\n\n \n \n $\"Regional$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{gilbers_regional_2019,\n\ttitle = {Regional {Variation} in {West} and {East} {Coast} {African}-{American} {English} {Prosody} and {Rap} {Flows}},\n\tissn = {0023-8309, 1756-6053},\n\turl = {http://journals.sagepub.com/doi/10.1177/0023830919881479},\n\tdoi = {10.1177/0023830919881479},\n\tabstract = {Regional variation in African-American English (AAE) is especially salient to its speakers involved with hip-hop culture, as hip-hop assigns great importance to regional identity and regional accents are a key means of expressing regional identity. However, little is known about AAE regional variation regarding prosodic rhythm and melody. In hip-hop music, regional variation can also be observed, with different regions’ rap performances being characterized by distinct “flows” (i.e., rhythmic and melodic delivery), an observation which has not been quantitatively investigated yet. This study concerns regional variation in AAE speech and rap, specifically regarding the United States’ East and West Coasts. It investigates how East Coast and West Coast AAE prosody are distinct, how East Coast and West Coast rap flows differ, and whether the two domains follow a similar pattern: more rhythmic and melodic variation on the West Coast compared to the East Coast for both speech and rap. To this end, free speech and rap recordings of 16 prominent African-American members of the East Coast and West Coast hip-hop communities were phonetically analyzed regarding rhythm (e.g., syllable isochrony and musical timing) and melody (i.e., pitch fluctuation) using a combination of existing and novel methodological approaches. The results mostly confirm the hypotheses that East Coast AAE speech and rap are less rhythmically diverse and more monotone than West Coast AAE speech and rap, respectively. They also show that regional variation in AAE prosody and rap flows pattern in similar ways, suggesting a connection between rhythm and melody in language and music.},\n\tlanguage = {en},\n\turldate = {2020-07-22},\n\tjournal = {Language and Speech},\n\tauthor = {Gilbers, Steven and Hoeksema, Nienke and de Bot, Kees and Lowie, Wander},\n\tmonth = nov,\n\tyear = {2019},\n\tkeywords = {Hip Hop, Prosody},\n\tpages = {002383091988147},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Status Of (ING) in African American Language.\n \n \n \n \n\n\n \n Forrest, J.; and Wolfram, W.\n\n\n \n\n\n\n American Speech, 94(1): 72–90. February 2019.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{forrest_status_2019,\n\ttitle = {The {Status} {Of} ({ING}) in {African} {American} {Language}},\n\tvolume = {94},\n\tissn = {0003-1283, 1527-2133},\n\turl = {https://read.dukeupress.edu/american-speech/article/94/1/72/135988/The-Status-Of-ING-in-African-American-LanguageA},\n\tdoi = {10.1215/00031283-7308049},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-12},\n\tjournal = {American Speech},\n\tauthor = {Forrest, Jon and Wolfram, Walt},\n\tmonth = feb,\n\tyear = {2019},\n\tkeywords = {CORAAL, Detroit Dialect Study, Detroit, Michigan, Washington DC},\n\tpages = {72--90},\n}\n\n

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\n \n\n \n \n \n \n \n \n Contextualizing The Corpus of Regional African American Language, D.C.:.\n \n \n \n \n\n\n \n Farrington, C.; and Schilling, N.\n\n\n \n\n\n\n American Speech, 94(1): 21–35. February 2019.\n \n\n\n\n
\n\n\n\n \n \n $\"Contextualizing$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{farrington_contextualizing_2019,\n\ttitle = {Contextualizing {The} {Corpus} of {Regional} {African} {American} {Language}, {D}.{C}.:},\n\tvolume = {94},\n\tissn = {0003-1283, 1527-2133},\n\tshorttitle = {Contextualizing {The} {Corpus} of {Regional} {African} {American} {Language}, {D}.{C}.},\n\turl = {https://read.dukeupress.edu/american-speech/article/94/1/21/135987/Contextualizing-The-Corpus-of-Regional-African},\n\tdoi = {10.1215/00031283-7308060},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-12},\n\tjournal = {American Speech},\n\tauthor = {Farrington, Charlie and Schilling, Natalie},\n\tmonth = feb,\n\tyear = {2019},\n\tkeywords = {CORAAL},\n\tpages = {21--35},\n}\n\n

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\n \n\n \n \n \n \n \n \n Language Variation and the Great Migration: Regionality and African American Language.\n \n \n \n \n\n\n \n Farrington, C. R.\n\n\n \n\n\n\n Ph.D. Thesis, University of Oregon, Eugene, OR, June 2019.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@phdthesis{farrington_language_2019,\n\taddress = {Eugene, OR},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {Language {Variation} and the {Great} {Migration}: {Regionality} and {African} {American} {Language}},\n\turl = {https://search.proquest.com/openview/d4b7d75dd4e72e646ebe43a8a6396ed6/},\n\tschool = {University of Oregon},\n\tauthor = {Farrington, Charles R.},\n\tmonth = jun,\n\tyear = {2019},\n\tkeywords = {CORAAL, Memphis, Tennessee, Princeville, North Carolina, Rochester, New York, Washington DC},\n}\n\n

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\n \n\n \n \n \n \n \n \n Exploring Grammatical Variation in the Corpus of Regional African American Language.\n \n \n \n \n\n\n \n Cukor-Avila, P.; and Balcazar, A.\n\n\n \n\n\n\n American Speech, 94(1): 36–53. February 2019.\n \n\n\n\n
\n\n\n\n \n \n $\"Exploring$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{cukor-avila_exploring_2019,\n\ttitle = {Exploring {Grammatical} {Variation} in the {Corpus} of {Regional} {African} {American} {Language}},\n\tvolume = {94},\n\tissn = {0003-1283, 1527-2133},\n\turl = {https://read.dukeupress.edu/american-speech/article/94/1/36/136136/Exploring-Grammatical-Variation-in-the-Corpus-of},\n\tdoi = {10.1215/00031283-7321989},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-12},\n\tjournal = {American Speech},\n\tauthor = {Cukor-Avila, Patricia and Balcazar, Ashley},\n\tmonth = feb,\n\tyear = {2019},\n\tkeywords = {CORAAL},\n\tpages = {36--53},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Routledge Companion to the Work of John R. Rickford.\n \n \n \n \n\n\n \n Blake, R.; and Buchstaller, I.,\n editors.\n \n\n\n \n\n\n\n Routledge, 1 edition, September 2019.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@book{blake_routledge_2019,\n\tedition = {1},\n\ttitle = {The {Routledge} {Companion} to the {Work} of {John} {R}. {Rickford}},\n\tisbn = {978-0-429-42788-6},\n\turl = {https://www.taylorfrancis.com/books/9780429765339},\n\tlanguage = {en},\n\turldate = {2020-07-23},\n\tpublisher = {Routledge},\n\teditor = {Blake, Renée and Buchstaller, Isabelle},\n\tmonth = sep,\n\tyear = {2019},\n\tdoi = {10.4324/9780429427886},\n\tkeywords = {Edited Volume},\n}\n\n

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\n \n\n \n \n \n \n \n The influence of regional dialect variation on race categorization.\n \n \n \n\n\n \n Bent, T.; and Holt, Y.\n\n\n \n\n\n\n In Calhoun, S.; Escudero, P.; Tabain, M.; and Warren, P., editor(s), Proceedings of the 19th International Congress of Phonetic Sciences, pages 1198–1202, Canberra, Australia, 2019. Australasian Speech Science and Technology Association Inc.\n \n\n\n\n
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@inproceedings{bent_influence_2019,\n\taddress = {Canberra, Australia},\n\ttitle = {The influence of regional dialect variation on race categorization},\n\tbooktitle = {Proceedings of the 19th {International} {Congress} of {Phonetic} {Sciences}},\n\tpublisher = {Australasian Speech Science and Technology Association Inc.},\n\tauthor = {Bent, Tessa and Holt, Yolanda},\n\teditor = {Calhoun, Sasha and Escudero, Paola and Tabain, Marija and Warren, Paul},\n\tyear = {2019},\n\tpages = {1198--1202},\n}\n\n

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\n \n\n \n \n \n \n \n \n Changing Ethnolinguistic Perceptions In The South.\n \n \n \n \n\n\n \n Wolfram, W.\n\n\n \n\n\n\n American Speech, 93(3-4): 344–373. August 2018.\n \n\n\n\n
\n\n\n\n \n \n $\"Changing$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 2 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{wolfram_changing_2018,\n\ttitle = {Changing {Ethnolinguistic} {Perceptions} {In} {The} {South}},\n\tvolume = {93},\n\tissn = {0003-1283, 1527-2133},\n\turl = {https://read.dukeupress.edu/american-speech/article/93/3-4/344/136130/Changing-Ethnolinguistic-Perceptions-In-The-South},\n\tdoi = {10.1215/00031283-7271228},\n\tlanguage = {en},\n\tnumber = {3-4},\n\turldate = {2020-07-23},\n\tjournal = {American Speech},\n\tauthor = {Wolfram, Walt},\n\tmonth = aug,\n\tyear = {2018},\n\tkeywords = {Perception, Southern States},\n\tpages = {344--373},\n}\n\n

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\n \n\n \n \n \n \n \n Sounding Black: Labeling and Perceptions of African American Voices on Southern College Campuses.\n \n \n \n\n\n \n Weldon, T. L.\n\n\n \n\n\n\n In Reaser, J.; Wilbanks, E.; Wojcik, K.; and Wolfram, W., editor(s), Language variety in the new South: contemporary perspectives on change and variation, pages 175–202. The University of North Carolina Press, Chapel Hill, 2018.\n \n\n\n\n
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@incollection{reaser_sounding_2018,\n\taddress = {Chapel Hill},\n\ttitle = {Sounding {Black}: {Labeling} and {Perceptions} of {African} {American} {Voices} on {Southern} {College} {Campuses}},\n\tisbn = {978-1-4696-3879-9 978-1-4696-3880-5},\n\tbooktitle = {Language variety in the new {South}: contemporary perspectives on change and variation},\n\tpublisher = {The University of North Carolina Press},\n\tauthor = {Weldon, Tracey L.},\n\teditor = {Reaser, Jeffrey and Wilbanks, Eric and Wojcik, Karissa and Wolfram, Walt},\n\tyear = {2018},\n\tkeywords = {English language, Language, Linguistic change, Southern States, Spanish language},\n\tpages = {175--202},\n}\n\n

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\n \n\n \n \n \n \n \n \n A usage-based account for the historical reflexes of ain’t in AAE.\n \n \n \n \n\n\n \n Smith, K. A.\n\n\n \n\n\n\n In Smith, K. A.; and Nordquist, D., editor(s), Studies in Language Companion Series, volume 192, pages 155–173. John Benjamins Publishing Company, Amsterdam, February 2018.\n \n\n\n\n
\n\n\n\n \n \n $\"A$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{smith_usage-based_2018,\n\taddress = {Amsterdam},\n\ttitle = {A usage-based account for the historical reflexes of ain’t in {AAE}},\n\tvolume = {192},\n\tisbn = {978-90-272-0022-8 978-90-272-6448-0},\n\turl = {https://benjamins.com/catalog/slcs.192.07smi},\n\tlanguage = {en},\n\turldate = {2020-07-24},\n\tbooktitle = {Studies in {Language} {Companion} {Series}},\n\tpublisher = {John Benjamins Publishing Company},\n\tauthor = {Smith, K. Aaron},\n\teditor = {Smith, K. Aaron and Nordquist, Dawn},\n\tmonth = feb,\n\tyear = {2018},\n\tdoi = {10.1075/slcs.192.07smi},\n\tkeywords = {Early African American English, Negation, Syntax, Usage Based},\n\tpages = {155--173},\n}\n\n

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\n \n\n \n \n \n \n \n Black dialect activates violent stereotypes.\n \n \n \n\n\n \n Rosen, R.; Casasanto, L. S.; Singh, A.; and Casasanto, D.\n\n\n \n\n\n\n In CogSci 2018 Proceedings, pages 972, Madison, WI, 2018. \n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@inproceedings{rosen_black_2018,\n\taddress = {Madison, WI},\n\ttitle = {Black dialect activates violent stereotypes},\n\tabstract = {After viewing Black males faces, US participants are typically faster to categorize weapons and slower to categorize tools than after viewing White male faces, revealing the activation of implicit stereotypes linking Black males with violent crime. Here we tested whether hearing Black male voices speaking in African American Vernacular English (AAVE) activates these same threat-related stereotypes. In a national US sample, participants were faster to categorize weapons compared to tools after hearing race-neutral names spoken in AAVE than after hearing them spoken in Standard American English (SAE). Like Black faces, Black voices can activate violent stereotypes, affecting visual discrimination of objects.},\n\tbooktitle = {{CogSci} 2018 {Proceedings}},\n\tauthor = {Rosen, Rebecca and Casasanto, Laura Staum and Singh, Amritpal and Casasanto, Daniel},\n\tyear = {2018},\n\tpages = {972},\n}\n\n

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\n \n\n \n \n \n \n \n \n Crafting a more integrated, specific, and community-sensitive approach to applied sociolinguistics.\n \n \n \n \n\n\n \n Rickford, J. R.\n\n\n \n\n\n\n Language in Society, 47(3): 364–368. June 2018.\n \n\n\n\n
\n\n\n\n \n \n $\"Crafting$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@article{rickford_crafting_2018,\n\ttitle = {Crafting a more integrated, specific, and community-sensitive approach to applied sociolinguistics},\n\tvolume = {47},\n\tissn = {0047-4045, 1469-8013},\n\turl = {https://www.cambridge.org/core/product/identifier/S0047404518000301/type/journal_article},\n\tdoi = {10.1017/S0047404518000301},\n\tabstract = {A sociolinguist's first reaction to Lewis’ critique of Labov's thirty-five-year-old\n              principle of error correction\n              (PEC) would likely be defensive or dismissive. While never formulated as the full-fledged ‘theory of social change’ Lewis portrays it to be, the PEC has indeed offered a valuable ‘theoretical starting place for diverse social-change efforts’ (Lewis, this issue, p. 326) by (socio)linguists over the years, repeatedly allowing us to use our technical training to provide more accurate diagnoses of language-related social issues than nonlinguists could, and thereby paving the way for their successful (re)solution. An early example is the 1985 trial of Paul Prinzivalli (see Labov 1988), who was rightfully found\n              not\n              guilty of making telephone bomb threats against Pan Am Airlines on the basis of Labov's careful phonetic evidence that his speech did not match the caller's recorded Boston accent. A more recent example is that of Voigt et al. (2017), whose computational analysis of police body-camera footage from 981 stops of Black and White drivers in Oakland, CA revealed that officers showed significantly more verbal respect to White than to Black drivers. This research is now being used to improve police training and police-community interactions in Oakland. In both cases, we could argue that, as in medicine, without an accurate diagnosis, a successful solution would elude us. And we might add that community beneficiaries of the (socio)linguist's on-the-ground ‘error correction and knowledge dissemination’ (Lewis, this issue, p. 339) might value this more than the critical race theorist's lofty theorizing.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-04-30},\n\tjournal = {Language in Society},\n\tauthor = {Rickford, John R.},\n\tmonth = jun,\n\tyear = {2018},\n\tpages = {364--368},\n}\n\n

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\n \n\n \n \n \n \n \n Language variety in the new South: contemporary perspectives on change and variation.\n \n \n \n\n\n \n Reaser, J.; Wilbanks, E.; Wojcik, K.; and Wolfram, W.,\n editors.\n \n\n\n \n\n\n\n The University of North Carolina Press, Chapel Hill, 2018.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@book{reaser_language_2018,\n\taddress = {Chapel Hill},\n\ttitle = {Language variety in the new {South}: contemporary perspectives on change and variation},\n\tisbn = {978-1-4696-3879-9 978-1-4696-3880-5},\n\tshorttitle = {Language variety in the new {South}},\n\tpublisher = {The University of North Carolina Press},\n\teditor = {Reaser, Jeffrey and Wilbanks, Eric and Wojcik, Karissa and Wolfram, Walt},\n\tyear = {2018},\n\tkeywords = {Edited Volume, Southern States},\n}\n\n

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\n \n\n \n \n \n \n \n The interaction between phonological and lexical variation in word recall in African American English.\n \n \n \n\n\n \n Mengesha, Z.; and Zellou, G.\n\n\n \n\n\n\n In CogSci 2018 Proceedings, pages 2109–2114, Madison, WI, 2018. \n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@inproceedings{mengesha_interaction_2018,\n\taddress = {Madison, WI},\n\ttitle = {The interaction between phonological and lexical variation in word recall in {African} {American} {English}},\n\tabstract = {Phonological characteristics of a voice, such as th-stopping (pronouncing them as “dem”) associated with African American English (AAE), provide indexical sociolinguistic information about the speaker. Word usage also signals this social dialect, i.e. usage of crib to mean house. The current study examines the effect of these sociolinguistic characteristics on word recall, as well as the interaction between the phonological and the lexical levels of variation. In a modified word recognition task, listeners displayed more accurate veridical word recall of AAE lexical items and voices. Furthermore, there was an interaction between phonological and lexical variation: listeners were even more accurate at recognizing AAE-specific lexical items heard in an AAE voice. This study adds to a growing body of work finding that sociolinguistic information influences word memory.},\n\tbooktitle = {{CogSci} 2018 {Proceedings}},\n\tauthor = {Mengesha, Zion and Zellou, Georgia},\n\tyear = {2018},\n\tkeywords = {California, Perception, Word Recognition},\n\tpages = {2109--2114},\n}\n\n

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\n \n\n \n \n \n \n \n \n African American Language and European American English Intonation Variation Over Time in The American South.\n \n \n \n \n\n\n \n McLarty, J.\n\n\n \n\n\n\n American Speech, 93(1): 32–78. February 2018.\n \n\n\n\n
\n\n\n\n \n \n $\"African$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{mclarty_african_2018,\n\ttitle = {African {American} {Language} and {European} {American} {English} {Intonation} {Variation} {Over} {Time} in {The} {American} {South}},\n\tvolume = {93},\n\tissn = {0003-1283, 1527-2133},\n\turl = {https://read.dukeupress.edu/american-speech/article/93/1/32/134810/African-American-Language-and-European-American},\n\tdoi = {10.1215/00031283-6904032},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-12},\n\tjournal = {American Speech},\n\tauthor = {McLarty, Jason},\n\tmonth = feb,\n\tyear = {2018},\n\tkeywords = {Intonation, Raleigh, North Carolina},\n\tpages = {32--78},\n}\n\n

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\n \n\n \n \n \n \n \n \n Patterns of the Mainstream Sound Change in a Liminal Region: Low Back Merger in Washington DC.\n \n \n \n \n\n\n \n Lee, S.\n\n\n \n\n\n\n Journal of English Linguistics, 46(4): 267–292. December 2018.\n \n\n\n\n
\n\n\n\n \n \n $\"Patterns$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{lee_patterns_2018,\n\ttitle = {Patterns of the {Mainstream} {Sound} {Change} in a {Liminal} {Region}: {Low} {Back} {Merger} in {Washington} {DC}},\n\tvolume = {46},\n\tissn = {0075-4242, 1552-5457},\n\tshorttitle = {Patterns of the {Mainstream} {Sound} {Change} in a {Liminal} {Region}},\n\turl = {http://journals.sagepub.com/doi/10.1177/0075424218788923},\n\tdoi = {10.1177/0075424218788923},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2020-04-16},\n\tjournal = {Journal of English Linguistics},\n\tauthor = {Lee, Sinae},\n\tmonth = dec,\n\tyear = {2018},\n\tkeywords = {Vowels, Washington DC},\n\tpages = {267--292},\n}\n\n

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\n \n\n \n \n \n \n \n \n Discourse on Southeast’s bad reputation: Positioning of African Americans in Washington, D.C.\n \n \n \n \n\n\n \n Lee, S.\n\n\n \n\n\n\n Discourse & Society, 29(4): 420–435. July 2018.\n \n\n\n\n
\n\n\n\n \n \n $\"Discourse$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{lee_discourse_2018,\n\ttitle = {Discourse on {Southeast}’s bad reputation: {Positioning} of {African} {Americans} in {Washington}, {D}.{C}.},\n\tvolume = {29},\n\tissn = {0957-9265, 1460-3624},\n\tshorttitle = {Discourse on {Southeast}’s bad reputation},\n\turl = {http://journals.sagepub.com/doi/10.1177/0957926518778901},\n\tdoi = {10.1177/0957926518778901},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2020-07-23},\n\tjournal = {Discourse \\& Society},\n\tauthor = {Lee, Sinae},\n\tmonth = jul,\n\tyear = {2018},\n\tkeywords = {Discourse analysis, Washington DC},\n\tpages = {420--435},\n}\n\n

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\n \n\n \n \n \n \n \n Black Is, Black Isn't: Perceptions of Language and Blackness.\n \n \n \n\n\n \n Lanehart, S. L.; and Malik, A. M.\n\n\n \n\n\n\n In Reaser, J.; Wilbanks, E.; Wojcik, K.; and Wolfram, W., editor(s), Language variety in the new South: contemporary perspectives on change and variation, pages 203–222. The University of North Carolina Press, Chapel Hill, 2018.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@incollection{reaser_black_2018,\n\taddress = {Chapel Hill},\n\ttitle = {Black {Is}, {Black} {Isn}'t: {Perceptions} of {Language} and {Blackness}},\n\tisbn = {978-1-4696-3879-9 978-1-4696-3880-5},\n\tbooktitle = {Language variety in the new {South}: contemporary perspectives on change and variation},\n\tpublisher = {The University of North Carolina Press},\n\tauthor = {Lanehart, Sonja L. and Malik, Ayesha M.},\n\teditor = {Reaser, Jeffrey and Wilbanks, Eric and Wojcik, Karissa and Wolfram, Walt},\n\tyear = {2018},\n\tpages = {203--222},\n}\n\n

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\n \n\n \n \n \n \n \n \n The role of the Avant Garde in linguistic diffusion.\n \n \n \n \n\n\n \n Labov, W.\n\n\n \n\n\n\n Language Variation and Change, 30(1): 1–21. March 2018.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{labov_role_2018,\n\ttitle = {The role of the {Avant} {Garde} in linguistic diffusion},\n\tvolume = {30},\n\tissn = {0954-3945, 1469-8021},\n\turl = {https://www.cambridge.org/core/product/identifier/S0954394518000042/type/journal_article},\n\tdoi = {10.1017/S0954394518000042},\n\tabstract = {Abstract\n            \n              The spread of the new quotative\n              be like\n              throughout the English-speaking world is a change from above for each community that receives it. Diffusion of this form into Philadelphia is traced through the yearly interviews of the Philadelphia Neighborhood Corpus, beginning with young adults in 1979 and spreading to adolescents in 1990, a generation later. The first users of\n              be like\n              form the\n              Avant Garde,\n              young adults with extensive awareness of linguistic patterns within and without the city. The use of this quotative in Philadelphia is favored by constraints that are found elsewhere, particularly to introduce inner speech that is not intended to be heard by others and to cite exemplars of a range of utterances. Not previously reported is a strong tendency to be favored for quotations with initial exclamations, prototypically expressions of surprise and alarm such as “Oh” and “Oh my god!”.},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-14},\n\tjournal = {Language Variation and Change},\n\tauthor = {Labov, William},\n\tmonth = mar,\n\tyear = {2018},\n\tkeywords = {Philadelphia, Pennsylvania, Quotatives},\n\tpages = {1--21},\n}\n\n

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\n \n\n \n \n \n \n \n \n Corpus of Regional African American Language.\n \n \n \n \n\n\n \n Kendall, T.; and Farrington, C.\n\n\n \n\n\n\n April 2018.\n \n\n\n\n
\n\n\n\n \n \n $\"Corpus$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 3 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@misc{kendall_corpus_2018,\n\ttitle = {Corpus of {Regional} {African} {American} {Language}},\n\turl = {https://oraal.uoregon.edu/coraal},\n\tpublisher = {The Online Resources of African American Language. Eugene, OR: University of Oregon.},\n\tauthor = {Kendall, Tyler and Farrington, Charlie},\n\tmonth = apr,\n\tyear = {2018},\n\tkeywords = {CORAAL},\n}\n\n

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\n \n\n \n \n \n \n \n (De)Segregation: The impact of de facto and de jure segregation on African American English in the New South.\n \n \n \n\n\n \n Kohn, M. E.\n\n\n \n\n\n\n In Reaser, J.; Wilbanks, E.; Wojcik, K.; and Wolfram, W., editor(s), Language variety in the new South: contemporary perspectives on change and variation, pages 223–240. The University of North Carolina Press, Chapel Hill, 2018.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{reaser_segregation_2018,\n\taddress = {Chapel Hill},\n\ttitle = {({De}){Segregation}: {The} impact of de facto and de jure segregation on {African} {American} {English} in the {New} {South}},\n\tisbn = {978-1-4696-3879-9 978-1-4696-3880-5},\n\tbooktitle = {Language variety in the new {South}: contemporary perspectives on change and variation},\n\tpublisher = {The University of North Carolina Press},\n\tauthor = {Kohn, Mary Elizabeth},\n\teditor = {Reaser, Jeffrey and Wilbanks, Eric and Wojcik, Karissa and Wolfram, Walt},\n\tyear = {2018},\n\tkeywords = {North Carolina, Segregation, Southern States},\n\tpages = {223--240},\n}\n\n

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\n \n\n \n \n \n \n \n Exploring social and linguistic diversity across African Americans from Rochester, New York.\n \n \n \n\n\n \n King, S.\n\n\n \n\n\n\n Ph.D. Thesis, Stanford University, Palo Alto, CA, 2018.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@phdthesis{king_exploring_2018,\n\taddress = {Palo Alto, CA},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {Exploring social and linguistic diversity across {African} {Americans} from {Rochester}, {New} {York}},\n\tschool = {Stanford University},\n\tauthor = {King, Sharese},\n\tyear = {2018},\n\tkeywords = {Identity, Rochester, New York, Vowels},\n}\n\n

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\n \n\n \n \n \n \n \n \n F0 declination and reset in read speech of African American and White American women.\n \n \n \n \n\n\n \n Holt, Y. F.; and Rangarathnam, B.\n\n\n \n\n\n\n Speech Communication, 97: 43–50. March 2018.\n \n\n\n\n
\n\n\n\n \n \n $\"F0$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{holt_f0_2018,\n\ttitle = {F0 declination and reset in read speech of {African} {American} and {White} {American} women},\n\tvolume = {97},\n\tissn = {01676393},\n\turl = {https://linkinghub.elsevier.com/retrieve/pii/S0167639317302625},\n\tdoi = {10.1016/j.specom.2018.01.001},\n\tlanguage = {en},\n\turldate = {2020-04-29},\n\tjournal = {Speech Communication},\n\tauthor = {Holt, Yolanda Feimster and Rangarathnam, Balaji},\n\tmonth = mar,\n\tyear = {2018},\n\tkeywords = {Reading},\n\tpages = {43--50},\n}\n\n

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\n \n\n \n \n \n \n \n \n African American women's speech: Vowel inherent spectral change.\n \n \n \n \n\n\n \n Holt, Y. F.; and Ellis\n\n\n \n\n\n\n Acoustical Science and Technology, 39(2): 160–162. 2018.\n \n\n\n\n
\n\n\n\n \n \n $\"African$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{holt_african_2018,\n\ttitle = {African {American} women's speech: {Vowel} inherent spectral change},\n\tvolume = {39},\n\tissn = {1346-3969, 1347-5177},\n\tshorttitle = {African {American} women's speech},\n\turl = {https://www.jstage.jst.go.jp/article/ast/39/2/39_E1750/_article},\n\tdoi = {10.1250/ast.39.160},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-04-29},\n\tjournal = {Acoustical Science and Technology},\n\tauthor = {Holt, Yolanda Feimster and Ellis, Jr., Charles},\n\tyear = {2018},\n\tkeywords = {North Carolina, Vowels},\n\tpages = {160--162},\n}\n\n

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\n \n\n \n \n \n \n \n \n Mechanisms of Vowel Variation in African American English.\n \n \n \n \n\n\n \n Holt, Y. F.\n\n\n \n\n\n\n Journal of Speech, Language, and Hearing Research, 61(2): 197–209. February 2018.\n \n\n\n\n
\n\n\n\n \n \n $\"Mechanisms$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{holt_mechanisms_2018,\n\ttitle = {Mechanisms of {Vowel} {Variation} in {African} {American} {English}},\n\tvolume = {61},\n\tissn = {1092-4388, 1558-9102},\n\turl = {http://pubs.asha.org/doi/10.1044/2017_JSLHR-S-16-0375},\n\tdoi = {10.1044/2017_JSLHR-S-16-0375},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-04-29},\n\tjournal = {Journal of Speech, Language, and Hearing Research},\n\tauthor = {Holt, Yolanda Feimster},\n\tmonth = feb,\n\tyear = {2018},\n\tkeywords = {North Carolina, Vowels},\n\tpages = {197--209},\n}\n\n

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\n \n\n \n \n \n \n \n \n How Black Does Obama Sound Now?: Testing Listener Judgments of Intonation in Incrementally Manipulated Speech.\n \n \n \n \n\n\n \n Holliday, N. R.; and Villarreal, D.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 24(2): Article 8. 2018.\n \n\n\n\n
\n\n\n\n \n \n $\"How$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{holliday_how_2018,\n\ttitle = {How {Black} {Does} {Obama} {Sound} {Now}?: {Testing} {Listener} {Judgments} of {Intonation} in {Incrementally} {Manipulated} {Speech}},\n\tvolume = {24},\n\turl = {https://repository.upenn.edu/pwpl/vol24/iss2/8/},\n\tabstract = {Recent research in perceptual sociolinguistics has investigated a host of variables—primarily segmental—to assess the extent to which social meanings are constructed in perception similarly to the way they are constructed in ongoing production. Despite production research in sociolinguistics that has demonstrated how speakers use intonational variation to index various ethnic identities and social stances (Burdin 2015, Holliday 2016, Reed 2016), there has been a general lack of perceptual research on the social meanings of intonational variables. At the same time, research in perceptual sociolinguistics has not confronted the issue of whether social meanings are incremental—that is, does a more phonetically extreme token of a socially marked variable correspond to a stronger social meaning? We address these gaps in research by testing listener judgments of manipulations of Barack Obama's utterances in one interview. In this perceptual task, critical stimuli were declarative Intonational Phrases with H* and/or L+H* pitch accents (Beckman et al. 2007) that were manipulated to four manipulation steps, with successively more extreme F0 maxima and minima with each step. Ninety-three American English listeners rated 80 critical stimuli and 40 filler stimuli (excerpted from the same interview of Obama) on the question, "How Black does Obama sound here?", using a slider bar. A mixed-effects regression model was conducted for listener ratings of blackness by assessing the interaction of Phrase Type (H* only vs. L+H*) and Manipulation Step. Listeners perceived stimuli with at least one L+H* token as sounding more black than those without, but only for phrases with more phonetically extreme realizations of the L+H* contour. These results demonstrate that listeners are sensitive to stepwise manipulations of the F0 contour, indicating that incrementality affects social meanings of intonational variables and providing a promising new direction for studies on listener judgments of ethnicity.},\n\tnumber = {2},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {Holliday, Nicole R. and Villarreal, Daniel},\n\tyear = {2018},\n\tkeywords = {Perception},\n\tpages = {Article 8},\n}\n\n

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\n Recent research in perceptual sociolinguistics has investigated a host of variables—primarily segmental—to assess the extent to which social meanings are constructed in perception similarly to the way they are constructed in ongoing production. Despite production research in sociolinguistics that has demonstrated how speakers use intonational variation to index various ethnic identities and social stances (Burdin 2015, Holliday 2016, Reed 2016), there has been a general lack of perceptual research on the social meanings of intonational variables. At the same time, research in perceptual sociolinguistics has not confronted the issue of whether social meanings are incremental—that is, does a more phonetically extreme token of a socially marked variable correspond to a stronger social meaning? We address these gaps in research by testing listener judgments of manipulations of Barack Obama's utterances in one interview. In this perceptual task, critical stimuli were declarative Intonational Phrases with H* and/or L+H* pitch accents (Beckman et al. 2007) that were manipulated to four manipulation steps, with successively more extreme F0 maxima and minima with each step. Ninety-three American English listeners rated 80 critical stimuli and 40 filler stimuli (excerpted from the same interview of Obama) on the question, \"How Black does Obama sound here?\", using a slider bar. A mixed-effects regression model was conducted for listener ratings of blackness by assessing the interaction of Phrase Type (H* only vs. L+H*) and Manipulation Step. Listeners perceived stimuli with at least one L+H* token as sounding more black than those without, but only for phrases with more phonetically extreme realizations of the L+H* contour. These results demonstrate that listeners are sensitive to stepwise manipulations of the F0 contour, indicating that incrementality affects social meanings of intonational variables and providing a promising new direction for studies on listener judgments of ethnicity.\n

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\n \n\n \n \n \n \n \n \n Deletion, Omission, Reduction: Redefining the Language We Use to Talk About African American English.\n \n \n \n \n\n\n \n Hamilton, M.; Mont, E. V.; and McLain, C.\n\n\n \n\n\n\n Perspectives of the ASHA Special Interest Groups, 3(1): 107–117. January 2018.\n \n\n\n\n
\n\n\n\n \n \n $\"Deletion,$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{hamilton_deletion_2018,\n\ttitle = {Deletion, {Omission}, {Reduction}: {Redefining} the {Language} {We} {Use} to {Talk} {About} {African} {American} {English}},\n\tvolume = {3},\n\tissn = {2381-4764, 2381-473X},\n\tshorttitle = {Deletion, {Omission}, {Reduction}},\n\turl = {http://pubs.asha.org/doi/10.1044/persp3.SIG1.107},\n\tdoi = {10.1044/persp3.SIG1.107},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-07-20},\n\tjournal = {Perspectives of the ASHA Special Interest Groups},\n\tauthor = {Hamilton, Megan-Brette and Mont, Eusabia V. and McLain, Cameron},\n\tmonth = jan,\n\tyear = {2018},\n\tkeywords = {Speech Pathology},\n\tpages = {107--117},\n}\n\n

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\n \n\n \n \n \n \n \n Variation and change in past tense negation in African American English.\n \n \n \n\n\n \n Fisher, S.\n\n\n \n\n\n\n Ph.D. Thesis, University of Pennsylvania, Philadelphia, PA, 2018.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@phdthesis{fisher_variation_2018,\n\taddress = {Philadelphia, PA},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {Variation and change in past tense negation in {African} {American} {English}},\n\tschool = {University of Pennsylvania},\n\tauthor = {Fisher, Sabriya},\n\tyear = {2018},\n\tkeywords = {Negation, Philadelphia, Pennsylvania},\n}\n\n

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\n \n\n \n \n \n \n \n \n Change Over Time in the Grammar of African American English.\n \n \n \n \n\n\n \n Fisher, S.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 24(2): Article 5. 2018.\n \n\n\n\n
\n\n\n\n \n \n $\"Change$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 2 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{fisher_change_2018,\n\ttitle = {Change {Over} {Time} in the {Grammar} of {African} {American} {English}},\n\tvolume = {24},\n\turl = {https://repository.upenn.edu/pwpl/vol24/iss2/5/},\n\tabstract = {This paper investigates the use of 'ain't' in past tense contexts in African American English (AAE) using a corpus of recorded speech collected in Philadelphia in the early 1980s. A study of 42 speakers' rates of use of 'ain't' in past tense contexts finds increase toward 'ain't' in both real and apparent time. This increase is stronger among speakers born and raised in Philadelphia compared to those who migrated there from the South, supporting previous work linking innovation in AAE to linguistic segregation in the urban North during the Great Migration. Finally, this paper uses data from the morphological form of verbs following 'ain't' in past and perfect contexts to argue that the use of 'ain't' for 'didn't' resulted from the reanalysis of present perfect constructions containing 'ain't'.},\n\tnumber = {2},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {Fisher, Sabriya},\n\tyear = {2018},\n\tkeywords = {Negation, Philadelphia, Pennsylvania},\n\tpages = {Article 5},\n}\n\n

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\n \n\n \n \n \n \n \n \n Incomplete neutralization in African American English: The case of final consonant voicing.\n \n \n \n \n\n\n \n Farrington, C.\n\n\n \n\n\n\n Language Variation and Change, 30(3): 361–383. October 2018.\n \n\n\n\n
\n\n\n\n \n \n $\"Incomplete$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{farrington_incomplete_2018,\n\ttitle = {Incomplete neutralization in {African} {American} {English}: {The} case of final consonant voicing},\n\tvolume = {30},\n\tissn = {0954-3945, 1469-8021},\n\tshorttitle = {Incomplete neutralization in {African} {American} {English}},\n\turl = {https://www.cambridge.org/core/product/identifier/S0954394518000145/type/journal_article},\n\tdoi = {10.1017/S0954394518000145},\n\tabstract = {Abstract\n            In many varieties of African American English (AAE), glottal stop replacement and deletion of word-final /t/ and /d/ results in consonant neutralization, while the underlying voicing distinction may be maintained by other cues, such as vowel duration. Here, I examine the relationship between vowel duration, final glottal stop replacement, and deletion of word-final /t, d/ to determine whether the phonological contrast of consonant voicing is maintained through duration of the preceding vowel. Data come from conversational interviews of AAE speakers in North Carolina, Tennessee, and Washington, DC. Results indicate that glottalization and deletion of word-final /t/ and /d/ are widespread across the speakers in the analysis. Additionally, the duration of vowels is significantly longer before underlying /d/ than /t/ for consonant neutralized contexts, thus showing that duration, normally a secondary cue to final voicing, may be becoming a primary cue in AAE.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-04-12},\n\tjournal = {Language Variation and Change},\n\tauthor = {Farrington, Charlie},\n\tmonth = oct,\n\tyear = {2018},\n\tkeywords = {CORAAL, Durham, North Carolina, Frank Porter Graham Project, Memphis, Tennessee, Washington DC},\n\tpages = {361--383},\n}\n\n

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\n \n\n \n \n \n \n \n Reionality and final fricative deletion in African American Language.\n \n \n \n\n\n \n Farrington, C.\n\n\n \n\n\n\n 2018.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@misc{farrington_reionality_2018,\n\taddress = {New York University},\n\ttype = {Paper},\n\ttitle = {Reionality and final fricative deletion in {African} {American} {Language}},\n\tauthor = {Farrington, Charlie},\n\tyear = {2018},\n\tkeywords = {Consonants, Memphis, Tennessee},\n}\n\n

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\n \n\n \n \n \n \n \n We Must Go Home Again: Interdisciplinary Models of Progressive Partnerships to Promote Linguistic Justice in the New South.\n \n \n \n\n\n \n Charity Hudley, A. H.; and Mallinson, C.\n\n\n \n\n\n\n In Reaser, J.; Wilbanks, E.; Wojcik, K.; and Wolfram, W., editor(s), Language variety in the new South: contemporary perspectives on change and variation, pages 344–357. The University of North Carolina Press, Chapel Hill, 2018.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@incollection{reaser_we_2018,\n\taddress = {Chapel Hill},\n\ttitle = {We {Must} {Go} {Home} {Again}: {Interdisciplinary} {Models} of {Progressive} {Partnerships} to {Promote} {Linguistic} {Justice} in the {New} {South}},\n\tisbn = {978-1-4696-3879-9 978-1-4696-3880-5},\n\tbooktitle = {Language variety in the new {South}: contemporary perspectives on change and variation},\n\tpublisher = {The University of North Carolina Press},\n\tauthor = {Charity Hudley, Anne H. and Mallinson, Christine},\n\teditor = {Reaser, Jeffrey and Wilbanks, Eric and Wojcik, Karissa and Wolfram, Walt},\n\tyear = {2018},\n\tkeywords = {Education, Southern States},\n\tpages = {344--357},\n}\n\n

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\n \n\n \n \n \n \n \n \n Engaging and Supporting Underrepresented Undergraduate Students in Linguistic Research and Across the University.\n \n \n \n \n\n\n \n Charity Hudley, A. H.\n\n\n \n\n\n\n Journal of English Linguistics, 46(3): 199–214. September 2018.\n \n\n\n\n
\n\n\n\n \n \n $\"Engaging$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{charity_hudley_engaging_2018,\n\ttitle = {Engaging and {Supporting} {Underrepresented} {Undergraduate} {Students} in {Linguistic} {Research} and {Across} the {University}},\n\tvolume = {46},\n\tissn = {0075-4242, 1552-5457},\n\turl = {http://journals.sagepub.com/doi/10.1177/0075424218783445},\n\tdoi = {10.1177/0075424218783445},\n\tabstract = {This article describes my prior work as co-founder and director of the William \\& Mary Scholars Undergraduate Research Experience (WMSURE), a cross-departmental and cross-school program at the College of William \\& Mary, designed to support underrepresented undergraduate students in research. I focus first on how this program paved the way for more underrepresented students to major in and do research in linguistics at the College of William \\& Mary in a way that work done just within the linguistics program could not have done alone. I also describe how, as a result of my research focus on culturally and linguistically diverse students, my role as director of WMSURE expanded into work with admissions and development to recruit students who were interested in linguistics as well as to raise funds to support their research. I detail how a linguistic lens on social justice has provided the platform for spearheading this endeavor to promote the success of underrepresented students and thereby foster broader inclusion and equity efforts at William \\& Mary and across the university as a whole, providing a model for other linguists to promote similar endeavors elsewhere.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-04-16},\n\tjournal = {Journal of English Linguistics},\n\tauthor = {Charity Hudley, Anne H.},\n\tmonth = sep,\n\tyear = {2018},\n\tkeywords = {Education},\n\tpages = {199--214},\n}\n\n

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\n \n\n \n \n \n \n \n \n Rising Above the Standard: Variation in L+H* contour use across 5 varieties of American English.\n \n \n \n \n\n\n \n Burdin, R. S.; Holliday, N.; and Reed, P.\n\n\n \n\n\n\n In 9th International Conference on Speech Prosody 2018, pages 354–358, June 2018. ISCA\n \n\n\n\n
\n\n\n\n \n \n $\"Rising$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@inproceedings{burdin_rising_2018,\n\ttitle = {Rising {Above} the {Standard}: {Variation} in {L}+{H}* contour use across 5 varieties of {American} {English}},\n\tshorttitle = {Rising {Above} the {Standard}},\n\turl = {http://www.isca-speech.org/archive/SpeechProsody_2018/abstracts/20.html},\n\tdoi = {10.21437/SpeechProsody.2018-72},\n\tabstract = {This study examines the rate and quality of L+H* contours in five varieties of American English. Reading passage data from 30 female participants (10 Jewish English (JE), 10 African American English (AAE) and 10 Appalachian English (ApEng)) was coded using MAE-ToBI conventions. Mixed-effects modeling was used to compare the number of instances of L+H* and H*/!H* contours, and peak contour height, slope, and peak offset of the L+H* contours. ApEng speakers use the highest number of L+H* contours in their speech. JE speakers use fewer L+H* contours than ApEng speakers, but more than the AAE speakers. The phonetic implementation of the contour was also examined. ApE and JE speakers have higher peaks, wider rise spans, and steeper rises than AAE speakers, in parallel with the results for rate of use of L+H*. When compared to data for white speakers of Southern and Midland English (data from [1] ), the three groups of interest all use a higher proportion of L+H* contours. These results represent an important theoretical contribution by demonstrating that suprasegmental features are ethnolinguistically and regionally conditioned by rate of use and different realizations, in a manner similar to what has been previously observed for segmental phonological features.},\n\tlanguage = {en},\n\turldate = {2020-04-29},\n\tbooktitle = {9th {International} {Conference} on {Speech} {Prosody} 2018},\n\tpublisher = {ISCA},\n\tauthor = {Burdin, Rachel Steindel and Holliday, Nicole and Reed, Paul},\n\tmonth = jun,\n\tyear = {2018},\n\tkeywords = {Appalachia, Intonation, Prosody, Washington DC},\n\tpages = {354--358},\n}\n\n

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\n \n\n \n \n \n \n \n \n Boston Dialect Features in the Black/African American Community.\n \n \n \n \n\n\n \n Browne, C.; and Stanford, J.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 24(2): Article 4. 2018.\n \n\n\n\n
\n\n\n\n \n \n $\"Boston$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{browne_boston_2018,\n\ttitle = {Boston {Dialect} {Features} in the {Black}/{African} {American} {Community}},\n\tvolume = {24},\n\turl = {https://repository.upenn.edu/pwpl/vol24/iss2/4/},\n\tabstract = {Although dialectologists have studied Eastern New England (ENE) for generations, the dialect features of the Black/African American community are still understudied (Nagy and Irwin 2010:250). In this study, we conducted field interviews with 28 African American/Caribbean American (AA/CA) residents of Greater Boston. We compared our results with prior ENE fieldwork in nearby South Boston, a predominantly White community traditionally known for its strong "Boston accent." Results suggest that some ENE regional features are shared by both communities (MARY/MARRY/MERRY distinction, NORTH/FORCE distinction, nasal split short-a). However, other features show significant differences: the AA/CA speakers had non-fronted START/PALM, unmerged lot/thought (for older speakers), and rapidly receding r-lessness. This suggests that traditional notions about what constitutes a "Boston accent" need to be reconsidered in a more inclusive and nuanced way, following the dynamic social and ethnic patterns of the Boston area.},\n\tnumber = {2},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {Browne, Charlene and Stanford, James},\n\tyear = {2018},\n\tkeywords = {Boston, Massachusetts, Vowels},\n\tpages = {Article 4},\n}\n\n

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\n \n\n \n \n \n \n \n \n Acoustic cues to linguistic profiling? Machine learning of phonetic features of African American English.\n \n \n \n \n\n\n \n Arjmandi, M. K.; Dilley, L.; and Wagner, S.\n\n\n \n\n\n\n The Journal of the Acoustical Society of America, 143(3): 1969–1969. March 2018.\n \n\n\n\n
\n\n\n\n \n \n $\"Acoustic$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 2 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{arjmandi_acoustic_2018,\n\ttitle = {Acoustic cues to linguistic profiling? {Machine} learning of phonetic features of {African} {American} {English}},\n\tvolume = {143},\n\tissn = {0001-4966},\n\tshorttitle = {Acoustic cues to linguistic profiling?},\n\turl = {http://asa.scitation.org/doi/10.1121/1.5036486},\n\tdoi = {10.1121/1.5036486},\n\tabstract = {Listeners can readily differentiate words spoken in an African American English (AAE) dialect from a Standard American English (SAE) dialect, even in absence of distinctive morphosyntactic features. However, it is still unclear what acoustic-phonetic cues listeners utilize to rapidly distinguish AAE from SAE. This study investigates the informativeness of various acoustic-phonetic cues to the characterization of AAE dialect. V and VC sequences (with C = /n/, /m/, /l/, /r/) from speech of 7 female speakers (4 SAE and 3 AAE), recorded during sociolinguistic interviews, were randomly selected and acoustically analyzed, controlling for coarticulatory context. Acoustic cues of F1, F2, F3, F4 formant trajectories, formant bandwidth, pitch variation, duration, intensity, and voice quality measures (e.g., harmonic-to-noise ratio, jitter, shimmer, and spectral slope) were measured in these segments to identify the extent of their contribution to separating AAE and SAE. The results from machine learning modeling of acoustic cues demonstrate that speech within an AAE dialect entails distinct acoustic characteristics and voice quality compared to SAE speech. These separate acoustic patterns between AAE and SAE dialect indicate the need for including dialect-specific acoustic cues both in automatic speech recognition applications and clinical assessments of speech-language disorders.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-04-29},\n\tjournal = {The Journal of the Acoustical Society of America},\n\tauthor = {Arjmandi, Meisam K. and Dilley, Laura and Wagner, Suzanne},\n\tmonth = mar,\n\tyear = {2018},\n\tkeywords = {Lansing, MI, Machine Learning},\n\tpages = {1969--1969},\n}\n\n

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\n \n 2017\n \n \n (17)\n \n \n

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\n \n\n \n \n \n \n \n \n Analyzing dialect variation in historical speech corpora.\n \n \n \n \n\n\n \n Renwick, M. E. L.; and Olsen, R. M.\n\n\n \n\n\n\n The Journal of the Acoustical Society of America, 142(1): 406–421. July 2017.\n \n\n\n\n
\n\n\n\n \n \n $\"Analyzing$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{renwick_analyzing_2017,\n\ttitle = {Analyzing dialect variation in historical speech corpora},\n\tvolume = {142},\n\tissn = {0001-4966},\n\turl = {http://asa.scitation.org/doi/10.1121/1.4991009},\n\tdoi = {10.1121/1.4991009},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2023-03-27},\n\tjournal = {The Journal of the Acoustical Society of America},\n\tauthor = {Renwick, Margaret E. L. and Olsen, Rachel M.},\n\tmonth = jul,\n\tyear = {2017},\n\tkeywords = {LAGS},\n\tpages = {406--421},\n}\n\n

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\n \n\n \n \n \n \n \n \n Linguistic commonality in English of the African diaspora: Evidence from lesser-known varieties of English.\n \n \n \n \n\n\n \n Wolfram, W.; and Myrick, C.\n\n\n \n\n\n\n In Cutler, C.; Vrzić, Z.; and Angermeyer, P., editor(s), Creole Language Library, volume 53, pages 145–176. John Benjamins Publishing Company, Amsterdam, July 2017.\n \n\n\n\n
\n\n\n\n \n \n $\"Linguistic$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{cutler_linguistic_2017,\n\taddress = {Amsterdam},\n\ttitle = {Linguistic commonality in {English} of the {African} diaspora: {Evidence} from lesser-known varieties of {English}},\n\tvolume = {53},\n\tisbn = {978-90-272-5277-7 978-90-272-6544-9},\n\tshorttitle = {Linguistic commonality in {English} of the {African} diaspora},\n\turl = {https://benjamins.com/catalog/cll.53.07wol},\n\tlanguage = {en},\n\turldate = {2020-04-30},\n\tbooktitle = {Creole {Language} {Library}},\n\tpublisher = {John Benjamins Publishing Company},\n\tauthor = {Wolfram, Walt and Myrick, Caroline},\n\teditor = {Cutler, Cecelia and Vrzić, Zvjezdana and Angermeyer, Philipp},\n\tmonth = jul,\n\tyear = {2017},\n\tdoi = {10.1075/cll.53.07wol},\n\tkeywords = {Bahama Islands, Saba, Syntax, Vowels},\n\tpages = {145--176},\n}\n\n

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\n \n\n \n \n \n \n \n \n Some observations on the sources of AAVE structure: Re-examining the creole connection.\n \n \n \n \n\n\n \n Winford, D.\n\n\n \n\n\n\n In Cutler, C.; Vrzić, Z.; and Angermeyer, P., editor(s), Creole Language Library, volume 53, pages 203–224. John Benjamins Publishing Company, Amsterdam, July 2017.\n \n\n\n\n
\n\n\n\n \n \n $\"Some$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{cutler_observations_2017,\n\taddress = {Amsterdam},\n\ttitle = {Some observations on the sources of {AAVE} structure: {Re}-examining the creole connection},\n\tvolume = {53},\n\tisbn = {978-90-272-5277-7 978-90-272-6544-9},\n\tshorttitle = {Some observations on the sources of {AAVE} structure},\n\turl = {https://benjamins.com/catalog/cll.53.09win},\n\tabstract = {There now seems to be agreement that the grammar of African American Vernacular English (AAVE) has its primary sources in settler varieties of British English. However, there is still no consensus on the role played by creole varieties in shaping certain aspects of AAVE grammar, or on the time frame for such influence. Drawing on both linguistic and sociohistorical evidence, this paper argues for the role of both British input and creole influence in the evolution of AAVE. In particular, I argue that certain distinctive features of AAVE morphosyntax might best be accounted for in terms of influence from Gullah, as well as possibly Caribbean input that also shaped Gullah itself.},\n\tlanguage = {en},\n\turldate = {2020-07-24},\n\tbooktitle = {Creole {Language} {Library}},\n\tpublisher = {John Benjamins Publishing Company},\n\tauthor = {Winford, Donald},\n\teditor = {Cutler, Cecelia and Vrzić, Zvjezdana and Angermeyer, Philipp},\n\tmonth = jul,\n\tyear = {2017},\n\tdoi = {10.1075/cll.53.09win},\n\tkeywords = {Early African American English, Gullah, Morphosyntax},\n\tpages = {203--224},\n}\n\n

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\n \n\n \n \n \n \n \n \n Analysis of the Ex-Slave Recordings.\n \n \n \n \n\n\n \n Thomas, E. R.\n\n\n \n\n\n\n In Hickey, R., editor(s), Listening to the Past, pages 350–374. Cambridge University Press, Cambridge, 2017.\n \n\n\n\n
\n\n\n\n \n \n $\"Analysis$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@incollection{hickey_analysis_2017,\n\taddress = {Cambridge},\n\ttitle = {Analysis of the {Ex}-{Slave} {Recordings}},\n\tisbn = {978-1-107-27986-5},\n\turl = {https://www.cambridge.org/core/product/identifier/9781107279865%23CT-bp-14/type/book_part},\n\turldate = {2020-04-30},\n\tbooktitle = {Listening to the {Past}},\n\tpublisher = {Cambridge University Press},\n\tauthor = {Thomas, Erik R.},\n\teditor = {Hickey, Raymond},\n\tyear = {2017},\n\tdoi = {10.1017/9781107279865.015},\n\tkeywords = {Early African American English, Ex-Slave Recordings},\n\tpages = {350--374},\n}\n\n

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\n \n\n \n \n \n \n \n \n Unstressed been : Past and Present in African American English.\n \n \n \n \n\n\n \n Spears, A. K.\n\n\n \n\n\n\n American Speech, 92(2): 151–175. May 2017.\n \n\n\n\n
\n\n\n\n \n \n $\"Unstressed$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{spears_unstressed_2017,\n\ttitle = {Unstressed \\textit{been} : {Past} and {Present} in {African} {American} {English}},\n\tvolume = {92},\n\tissn = {0003-1283, 1527-2133},\n\tshorttitle = {Unstressed \\textit{been}},\n\turl = {https://read.dukeupress.edu/american-speech/article/92/2/151-175/129257},\n\tdoi = {10.1215/00031283-4202009},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-07-23},\n\tjournal = {American Speech},\n\tauthor = {Spears, Arthur K.},\n\tmonth = may,\n\tyear = {2017},\n\tkeywords = {Syntax},\n\tpages = {151--175},\n}\n\n

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\n \n\n \n \n \n \n \n Raciolinguistics, \"Mis-Education,\" and Language Arts Teaching in the 21st Century.\n \n \n \n\n\n \n Smitherman, G.\n\n\n \n\n\n\n Language Arts Journal of Michigan, 32(2): Article 3. May 2017.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{smitherman_raciolinguistics_2017,\n\ttitle = {Raciolinguistics, "{Mis}-{Education}," and {Language} {Arts} {Teaching} in the 21st {Century}},\n\tvolume = {32},\n\tnumber = {2},\n\tjournal = {Language Arts Journal of Michigan},\n\tauthor = {Smitherman, Geneva},\n\tmonth = may,\n\tyear = {2017},\n\tkeywords = {Teaching},\n\tpages = {Article 3},\n}\n\n

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\n \n\n \n \n \n \n \n Dialects at school: educating linguistically diverse students.\n \n \n \n\n\n \n Reaser, J.; Adger, C. T.; Wolfram, W.; and Christian, D.\n\n\n \n\n\n\n Routledge, New York, 2017.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@book{reaser_dialects_2017,\n\taddress = {New York},\n\ttitle = {Dialects at school: educating linguistically diverse students},\n\tisbn = {978-1-138-77744-6 978-1-138-77745-3},\n\tshorttitle = {Dialects at school},\n\tpublisher = {Routledge},\n\tauthor = {Reaser, Jeffrey and Adger, Carolyn Temple and Wolfram, Walt and Christian, Donna},\n\tyear = {2017},\n\tkeywords = {Community and school, Education, Language and education},\n}\n\n

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\n \n\n \n \n \n \n \n \n The impact of sub-region on /ai/ weakening in the U.S. South.\n \n \n \n \n\n\n \n Olsen, R. M.; Olsen, M. L.; and Renwick, M. E. L.\n\n\n \n\n\n\n In pages 060005, Boston, Massachusetts, 2017. \n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@inproceedings{olsen_impact_2017,\n\taddress = {Boston, Massachusetts},\n\ttitle = {The impact of sub-region on /ai/ weakening in the {U}.{S}. {South}},\n\turl = {http://asa.scitation.org/doi/abs/10.1121/2.0000879},\n\tdoi = {10.1121/2.0000879},\n\turldate = {2020-07-23},\n\tauthor = {Olsen, Rachel M. and Olsen, Michael L. and Renwick, Margaret E. L.},\n\tyear = {2017},\n\tkeywords = {LAGS, Regional Variation, Southern English, Southern States, Vowels},\n\tpages = {060005},\n}\n\n

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\n \n\n \n \n \n \n \n \n Folk Perception of African American English Regional Variation.\n \n \n \n \n\n\n \n Mitchell, D.; Lesho, M.; and Walker, A.\n\n\n \n\n\n\n Journal of Linguistic Geography, 5(1): 1–16. April 2017.\n \n\n\n\n
\n\n\n\n \n \n $\"Folk$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{mitchell_folk_2017,\n\ttitle = {Folk {Perception} of {African} {American} {English} {Regional} {Variation}},\n\tvolume = {5},\n\tissn = {2049-7547},\n\turl = {https://www.cambridge.org/core/product/identifier/S2049754717000026/type/journal_article},\n\tdoi = {10.1017/jlg.2017.2},\n\tabstract = {Contrary to previous “sociolinguistic folklore” that African American (Vernacular) English has a uniform structure across different parts of the US, recent studies have shown that it varies regionally, especially phonologically (Wolfram, 2007; Thomas \\& Wassink, 2010). However, there is little research on how Americans perceive AAE variation. Based on a map-labeling task, we investigate the folk perception of AAE variation by 55 participants, primarily African Americans in Columbus, Ohio. The analysis focuses on the dialect regions recognized by the participants, the linguistic features associated with different regions, and the attitudes associated with these beliefs. While the perceived regional boundaries mostly align with those identified by speakers in previous perceptual dialectology studies on American English, the participants consistently identified linguistic features that were specific to AAE. The participants recognized substantial phonological and lexical variation and identified “proper” dialects that do not necessarily sound “white”. This study demonstrates the value of considering African Americans’ perspectives in describing African American varieties of English.},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-29},\n\tjournal = {Journal of Linguistic Geography},\n\tauthor = {Mitchell, David and Lesho, Marivic and Walker, Abby},\n\tmonth = apr,\n\tyear = {2017},\n\tkeywords = {Perception},\n\tpages = {1--16},\n}\n\n

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\n \n\n \n \n \n \n \n Longitudinal Sociophonetic Analysis: What to Expect When Working With Child and Adolescent Data.\n \n \n \n\n\n \n Kohn, M.; and Farrington, C.\n\n\n \n\n\n\n In Wagner, S. E.; and Buchstaller, I., editor(s), Panel studies of variation and change, of Routledge Studies in Language Change. Routledge, 2017.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@incollection{kohn_longitudinal_2017,\n\tseries = {Routledge {Studies} in {Language} {Change}},\n\ttitle = {Longitudinal {Sociophonetic} {Analysis}: {What} to {Expect} {When} {Working} {With} {Child} and {Adolescent} {Data}},\n\tbooktitle = {Panel studies of variation and change},\n\tpublisher = {Routledge},\n\tauthor = {Kohn, Mary and Farrington, Charlie},\n\teditor = {Wagner, Suzanne Evans and Buchstaller, Isabelle},\n\tyear = {2017},\n}\n\n

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\n \n\n \n \n \n \n \n \n “My Presiden(t) and Firs(t) Lady Were Black”:.\n \n \n \n \n\n\n \n Holliday, N. R.\n\n\n \n\n\n\n American Speech, 92(4): 459–486. November 2017.\n \n\n\n\n
\n\n\n\n \n \n $\"“My$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{holliday_my_2017,\n\ttitle = {“{My} {Presiden}(t) and {Firs}(t) {Lady} {Were} {Black}”:},\n\tvolume = {92},\n\tissn = {0003-1283, 1527-2133},\n\tshorttitle = {“{My} {Presiden}(t) and {Firs}(t) {Lady} {Were} {Black}”},\n\turl = {https://read.dukeupress.edu/american-speech/article/92/4/459/134110/My-President-and-First-Lady-Were-BlackStyle},\n\tdoi = {10.1215/00031283-6903954},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2020-04-12},\n\tjournal = {American Speech},\n\tauthor = {Holliday, Nicole R.},\n\tmonth = nov,\n\tyear = {2017},\n\tkeywords = {Case Study, Consonants},\n\tpages = {459--486},\n}\n\n

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\n \n\n \n \n \n \n \n Brain responses to contrastive and noncontrastive morphosyntactic structures in African American English and Mainstream American English: ERP evidence for the neural indices of dialect.\n \n \n \n\n\n \n Garcia, F. M.\n\n\n \n\n\n\n Ph.D. Thesis, Columbia University, New York City, NY, 2017.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@phdthesis{garcia_brain_2017,\n\taddress = {New York City, NY},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {Brain responses to contrastive and noncontrastive morphosyntactic structures in {African} {American} {English} and {Mainstream} {American} {English}: {ERP} evidence for the neural indices of dialect},\n\tschool = {Columbia University},\n\tauthor = {Garcia, Felicidad M.},\n\tyear = {2017},\n\tkeywords = {ERP, Syntax},\n}\n\n

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\n \n\n \n \n \n \n \n \n Chapter 7. The relationship between segregation and participation in ethnolectal variants: A longitudinal study.\n \n \n \n \n\n\n \n Farrington, C.; Renn, J.; and Kohn, M.\n\n\n \n\n\n\n In De Vogelaer, G.; and Katerbow, M., editor(s), Studies in Language Variation, volume 20, pages 185–212. John Benjamins Publishing Company, Amsterdam, September 2017.\n \n\n\n\n
\n\n\n\n \n \n $\"Chapter$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@incollection{de_vogelaer_chapter_2017,\n\taddress = {Amsterdam},\n\ttitle = {Chapter 7. {The} relationship between segregation and participation in ethnolectal variants: {A} longitudinal study},\n\tvolume = {20},\n\tisbn = {978-90-272-3387-5 978-90-272-6528-9},\n\tshorttitle = {Chapter 7. {The} relationship between segregation and participation in ethnolectal variants},\n\turl = {https://benjamins.com/catalog/silv.20.07far},\n\tlanguage = {en},\n\turldate = {2020-04-29},\n\tbooktitle = {Studies in {Language} {Variation}},\n\tpublisher = {John Benjamins Publishing Company},\n\tauthor = {Farrington, Charlie and Renn, Jennifer and Kohn, Mary},\n\teditor = {De Vogelaer, Gunther and Katerbow, Matthias},\n\tmonth = sep,\n\tyear = {2017},\n\tdoi = {10.1075/silv.20.07far},\n\tpages = {185--212},\n}\n\n

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\n \n\n \n \n \n \n \n \n Language and Racialization.\n \n \n \n \n\n\n \n Charity Hudley, A. H.\n\n\n \n\n\n\n In García, O.; Flores, N.; and Spotti, M., editor(s), The Oxford Handbook of Language and Society, volume 1, pages 381–402. Oxford University Press, 2017.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@incollection{garcia_language_2017,\n\ttitle = {Language and {Racialization}},\n\tvolume = {1},\n\turl = {http://oxfordhandbooks.com/view/10.1093/oxfordhb/9780190212896.001.0001/oxfordhb-9780190212896-e-29},\n\tlanguage = {en},\n\turldate = {2020-08-31},\n\tbooktitle = {The {Oxford} {Handbook} of {Language} and {Society}},\n\tpublisher = {Oxford University Press},\n\tauthor = {Charity Hudley, Anne H.},\n\teditor = {García, Ofelia and Flores, Nelson and Spotti, Massimiliano},\n\tyear = {2017},\n\tdoi = {10.1093/oxfordhb/9780190212896.013.29},\n\tpages = {381--402},\n}\n\n

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\n \n\n \n \n \n \n \n \n Twentieth Century Sound Change in Washington DC African American English.\n \n \n \n \n\n\n \n Arnson, S.; and Farrington, C.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 23(2): Article 2. 2017.\n \n\n\n\n
\n\n\n\n \n \n $\"Twentieth$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{arnson_twentieth_2017,\n\ttitle = {Twentieth {Century} {Sound} {Change} in {Washington} {DC} {African} {American} {English}},\n\tvolume = {23},\n\turl = {https://repository.upenn.edu/pwpl/vol23/iss2/2/},\n\tabstract = {This paper presents a new perspective on African American English (AAE) in Washington DC (DC) by looking at sound change internal to the DC African American community over time. DC has had a stable African American population since the early twentieth century, and since 1960 African Americans have been the ethnic majority. We analyze changes in the vocalic system and how they relate to larger population demographics in DC. This study looks at several vowel categories for 29 speakers from the Corpus of Regional African American Language (CORAAL), using interviews recorded in 1968 and 2015/2016 (Kendall and Farrington 2017). With speakers born between 1907 and 1998, we provide insight into the older regional patterns of DC AAE as well as participation in the widespread African American Vowel System (Thomas 2007). Results demonstrate patterns of stability and change resulting from competing norms of these two systems, including the loss of older regional features, regular monotonic sound change, and curvilinear patterns of change. This complex pattern of development suggests that the AAE speaking community in DC is undergoing changes that aren’t simply movements towards an external norm like a monolithic AAVS, but rather represent the ongoing development of a regionally-based ethnolect.},\n\tnumber = {2},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {Arnson, Shelby and Farrington, Charlie},\n\tyear = {2017},\n\tkeywords = {Vowels, Washington DC},\n\tpages = {Article 2},\n}\n\n

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\n \n\n \n \n \n \n \n \n Applying pattern recognition to formant trajectories: A useful tool for understanding African American English (AAE) dialect variation.\n \n \n \n \n\n\n \n Arjmandi, M. K.; Dilley, L.; and Ireland, Z.\n\n\n \n\n\n\n The Journal of the Acoustical Society of America, 141(5): 3980–3980. May 2017.\n \n\n\n\n
\n\n\n\n \n \n $\"Applying$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{arjmandi_applying_2017,\n\ttitle = {Applying pattern recognition to formant trajectories: {A} useful tool for understanding {African} {American} {English} ({AAE}) dialect variation},\n\tvolume = {141},\n\tissn = {0001-4966},\n\tshorttitle = {Applying pattern recognition to formant trajectories},\n\turl = {http://asa.scitation.org/doi/10.1121/1.4989084},\n\tdoi = {10.1121/1.4989084},\n\tlanguage = {en},\n\tnumber = {5},\n\turldate = {2020-04-29},\n\tjournal = {The Journal of the Acoustical Society of America},\n\tauthor = {Arjmandi, Meisam K. and Dilley, Laura and Ireland, Zachary},\n\tmonth = may,\n\tyear = {2017},\n\tkeywords = {Lansing, MI},\n\tpages = {3980--3980},\n}\n\n

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\n \n\n \n \n \n \n \n \n “Put the Groceries Up”: Comparing Black and White Regional Variation.\n \n \n \n \n\n\n \n Austen, M.\n\n\n \n\n\n\n American Speech, 92(3): 298–320. August 2017.\n \n\n\n\n
\n\n\n\n \n \n $\"“Put$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{austen_put_2017,\n\ttitle = {“{Put} the {Groceries} {Up}”: {Comparing} {Black} and {White} {Regional} {Variation}},\n\tvolume = {92},\n\tissn = {0003-1283, 1527-2133},\n\turl = {https://read.dukeupress.edu/american-speech/article/92/3/298/133170/Put-the-Groceries-UpComparing-Black-and-White},\n\tdoi = {10.1215/00031283-4312064},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-04-12},\n\tjournal = {American Speech},\n\tauthor = {Austen, Martha},\n\tmonth = aug,\n\tyear = {2017},\n\tkeywords = {Regional Variation, Twitter},\n\tpages = {298--320},\n}\n\n

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\n \n 2016\n \n \n (19)\n \n \n

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\n \n\n \n \n \n \n \n \n The Significance of Linguistic Variation in the Speeches of Rev. Dr. Martin Luther King Jr.\n \n \n \n \n\n\n \n Wolfram, W.; Myrick, C.; Forrest, J.; and Fox, M. J.\n\n\n \n\n\n\n American Speech, 91(3): 269–300. August 2016.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{wolfram_significance_2016,\n\ttitle = {The {Significance} of {Linguistic} {Variation} in the {Speeches} of {Rev}. {Dr}. {Martin} {Luther} {King} {Jr}.},\n\tvolume = {91},\n\tissn = {0003-1283, 1527-2133},\n\turl = {https://read.dukeupress.edu/american-speech/article/91/3/269-300/6040},\n\tdoi = {10.1215/00031283-3701015},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-04-12},\n\tjournal = {American Speech},\n\tauthor = {Wolfram, Walt and Myrick, Caroline and Forrest, Jon and Fox, Michael J.},\n\tmonth = aug,\n\tyear = {2016},\n\tkeywords = {Case Study},\n\tpages = {269--300},\n}\n\n

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\n \n\n \n \n \n \n \n American English: dialects and variation.\n \n \n \n\n\n \n Wolfram, W.; and Schilling, N.\n\n\n \n\n\n\n of Language in societyWiley Blackwell, Chichester, West Sussex [England] ; Malden, MA, Third edition edition, 2016.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@book{wolfram_american_2016,\n\taddress = {Chichester, West Sussex [England] ; Malden, MA},\n\tedition = {Third edition},\n\tseries = {Language in society},\n\ttitle = {American {English}: dialects and variation},\n\tisbn = {978-1-118-39022-1},\n\tshorttitle = {American {English}},\n\tabstract = {"The thoroughly revised new edition now includes a companion website with an extensive array of sound files, video clips, and other online materials to enhance and illustrate discussions in the text"--},\n\tnumber = {25},\n\tpublisher = {Wiley Blackwell},\n\tauthor = {Wolfram, Walt and Schilling, Natalie},\n\tyear = {2016},\n\tkeywords = {Textbook},\n}\n\n

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\n \n\n \n \n \n \n \n \n “So Much Research, So Little Change”: Teaching Standard English in African American Classrooms.\n \n \n \n \n\n\n \n Wheeler, R.\n\n\n \n\n\n\n Annual Review of Linguistics, 2(1): 367–390. January 2016.\n \n\n\n\n
\n\n\n\n \n \n $\"“So$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{wheeler_so_2016,\n\ttitle = {“{So} {Much} {Research}, {So} {Little} {Change}”: {Teaching} {Standard} {English} in {African} {American} {Classrooms}},\n\tvolume = {2},\n\tissn = {2333-9683, 2333-9691},\n\tshorttitle = {“{So} {Much} {Research}, {So} {Little} {Change}”},\n\turl = {http://www.annualreviews.org/doi/10.1146/annurev-linguistics-011415-040434},\n\tdoi = {10.1146/annurev-linguistics-011415-040434},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-06-15},\n\tjournal = {Annual Review of Linguistics},\n\tauthor = {Wheeler, Rebecca},\n\tmonth = jan,\n\tyear = {2016},\n\tkeywords = {Education},\n\tpages = {367--390},\n}\n\n

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\n \n\n \n \n \n \n \n Tense & Aspect Markers in African American English.\n \n \n \n\n\n \n Scott, C. L.\n\n\n \n\n\n\n Ph.D. Thesis, University of Michigan, Ann Arbor, MI, 2016.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@phdthesis{scott_tense_2016,\n\taddress = {Ann Arbor, MI},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {Tense \\& {Aspect} {Markers} in {African} {American} {English}},\n\tschool = {University of Michigan},\n\tauthor = {Scott, Candice L.},\n\tyear = {2016},\n\tkeywords = {Aspect, Louisiana, Syntax},\n}\n\n

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\n \n\n \n \n \n \n \n \n Language and linguistics on trial: Hearing Rachel Jeantel (and other vernacular speakers) in the courtroom and beyond.\n \n \n \n \n\n\n \n Rickford, J. R.; and King, S.\n\n\n \n\n\n\n Language, 92(4): 948–988. 2016.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 2 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{rickford_language_2016,\n\ttitle = {Language and linguistics on trial: {Hearing} {Rachel} {Jeantel} (and other vernacular speakers) in the courtroom and beyond},\n\tvolume = {92},\n\tissn = {1535-0665},\n\tshorttitle = {Language and linguistics on trial},\n\turl = {https://muse.jhu.edu/article/641206},\n\tdoi = {10.1353/lan.2016.0078},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2020-04-30},\n\tjournal = {Language},\n\tauthor = {Rickford, John R. and King, Sharese},\n\tyear = {2016},\n\tkeywords = {Forensic linguistics},\n\tpages = {948--988},\n}\n\n

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\n \n\n \n \n \n \n \n \n Labov's contributions to the study of African American Vernacular English: Pursuing linguistic and social equity.\n \n \n \n \n\n\n \n Rickford, J. R.\n\n\n \n\n\n\n Journal of Sociolinguistics, 20(4): 561–580. September 2016.\n \n\n\n\n
\n\n\n\n \n \n $\"Labov's$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@article{rickford_labovs_2016,\n\ttitle = {Labov's contributions to the study of {African} {American} {Vernacular} {English}: {Pursuing} linguistic and social equity},\n\tvolume = {20},\n\tissn = {1360-6441, 1467-9841},\n\tshorttitle = {Labov's contributions to the study of {African} {American} {Vernacular} {English}},\n\turl = {https://onlinelibrary.wiley.com/doi/abs/10.1111/josl.12198},\n\tdoi = {10.1111/josl.12198},\n\tabstract = {Even before Labov's celebrated study of the Lower East Side (The Social Stratification of English in New York City) was published in 1966, he had begun research on African American Vernacular English (AAVE) in Harlem. His work there initiated a life‐long study of the structural features, verbal artistry and language use of the African American speech community. It took him to other cities (e.g. Philadelphia) and states (e.g. California, Georgia, South Carolina), and led him to grapple with questions about how linguistics could be used to improve the teaching of reading to speakers of vernacular Englishes and to enhance the life chances of people of color. In this article, I review Labov's contributions to each of these issues, and to diachronic issues about the development of AAVE. Overall, this research considerably enriched his overall contribution to theoretical, methodological and applied aspects of sociolinguistics and the study of linguistic variation and change.},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2020-04-30},\n\tjournal = {Journal of Sociolinguistics},\n\tauthor = {Rickford, John R.},\n\tmonth = sep,\n\tyear = {2016},\n\tpages = {561--580},\n}\n\n

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\n \n\n \n \n \n \n \n \n Stance as a Window into the Language-Race Connection.\n \n \n \n \n\n\n \n Podesva, R. J.\n\n\n \n\n\n\n In Alim, H. S.; Rickford, J. R.; and Ball, A. F., editor(s), Raciolinguistics, pages 203–220. Oxford University Press, November 2016.\n \n\n\n\n
\n\n\n\n \n \n $\"Stance$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@incollection{alim_stance_2016,\n\ttitle = {Stance as a {Window} into the {Language}-{Race} {Connection}},\n\tisbn = {978-0-19-062569-6},\n\turl = {https://oxford.universitypressscholarship.com/view/10.1093/acprof:oso/9780190625696.001.0001/acprof-9780190625696-chapter-12},\n\turldate = {2020-08-29},\n\tbooktitle = {Raciolinguistics},\n\tpublisher = {Oxford University Press},\n\tauthor = {Podesva, Robert J.},\n\teditor = {Alim, H. Samy and Rickford, John R. and Ball, Arnetha F.},\n\tmonth = nov,\n\tyear = {2016},\n\tdoi = {10.1093/acprof:oso/9780190625696.003.0012},\n\tdoi = {10.1093/acprof:oso/9780190625696.003.0012},\n\tkeywords = {Stance, Washington DC},\n\tpages = {203--220},\n}\n\n

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\n \n\n \n \n \n \n \n \n Development of Auxiliaries in Young Children Learning African American English.\n \n \n \n \n\n\n \n Newkirk-Turner, B. L.; Oetting, J. B.; and Stockman, I. J.\n\n\n \n\n\n\n Language, Speech, and Hearing Services in Schools, 47(3): 209–224. July 2016.\n \n\n\n\n
\n\n\n\n \n \n $\"Development$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{newkirk-turner_development_2016,\n\ttitle = {Development of {Auxiliaries} in {Young} {Children} {Learning} {African} {American} {English}},\n\tvolume = {47},\n\tissn = {0161-1461, 1558-9129},\n\turl = {http://pubs.asha.org/doi/10.1044/2016_LSHSS-15-0063},\n\tdoi = {10.1044/2016_LSHSS-15-0063},\n\tabstract = {Purpose\n              We examined language samples of young children learning African American English (AAE) to determine if and when their use of auxiliaries shows dialect-universal and dialect-specific effects.\n            \n            \n              Method\n              The data were longitudinal language samples obtained from two children, ages 18 to 36 months, and three children, ages 33 to 51 months. Dialect-universal analyses examined age of first form and early uses of BE, DO, and modal auxiliaries. Dialect-specific analyses focused on rates of overt marking by auxiliary type and syntactic construction and for BE by surface form and succeeding element.\n            \n            \n              Results\n              Initial production of auxiliaries occurred between 19 and 24 months. The children's forms were initially restricted and produced in syntactically simple constructions. Over time, they were expanded in ways that showed their rates of marking to vary by auxiliary type, their rates of BE and DO marking to vary by syntactic construction, and their rates of BE marking to vary by surface form and succeeding element.\n            \n            \n              Conclusions\n              Development of auxiliaries by young children learning AAE shows both dialect-universal and dialect-specific effects. The findings are presented within a development chart to guide clinicians in the assessment of children learning AAE and in the treatment of AAE-speaking children with language impairment.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-04-29},\n\tjournal = {Language, Speech, and Hearing Services in Schools},\n\tauthor = {Newkirk-Turner, Brandi L. and Oetting, Janna B. and Stockman, Ida J.},\n\tmonth = jul,\n\tyear = {2016},\n\tkeywords = {Acquisition, Child AAE, Syntax},\n\tpages = {209--224},\n}\n\n

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\n \n\n \n \n \n \n \n \n Third person singular - s and event marking in child African American English.\n \n \n \n \n\n\n \n Newkirk-Turner, B. L.; and Green, L.\n\n\n \n\n\n\n Linguistic Variation, 16(1): 103–130. 2016.\n \n\n\n\n
\n\n\n\n \n \n $\"Third$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{newkirk-turner_third_2016,\n\ttitle = {Third person singular - \\textit{s} and event marking in child {African} {American} {English}},\n\tvolume = {16},\n\tissn = {2211-6834, 2211-6842},\n\turl = {http://www.jbe-platform.com/content/journals/10.1075/lv.16.1.05new},\n\tdoi = {10.1075/lv.16.1.05new},\n\tabstract = {This paper discusses 3rd person singular -\n              s\n              in the language of three- to six-year-old developing AAE speakers, in relation to early stages of zero 3rd person singular -\n              s\n              (Øs) and overt\n              s\n              marking. Data include a sentence repetition task and a story retell task. The speakers’ 3rd person singular -s and Øs marking are examined as a function of age, verb type, allomorph, and verb coordination. Analyses are presented to support the claim that the 3rd person singular marker -\n              s\n              is not part of the AAE grammar although children produce the marker in certain contexts. The speakers’ 3rd person singular -\n              s\n              and Øs marking are also discussed in relation to the optional root infinitive stage and the Multiple Grammars approach.},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-07-24},\n\tjournal = {Linguistic Variation},\n\tauthor = {Newkirk-Turner, Brandi L. and Green, Lisa},\n\tyear = {2016},\n\tkeywords = {Child AAE, Morphosyntax},\n\tpages = {103--130},\n}\n\n

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\n \n\n \n \n \n \n \n \n Phonetic variation in Washington DC: Race, neighborhood, and gender.\n \n \n \n \n\n\n \n Lee, S.\n\n\n \n\n\n\n Ph.D. Thesis, Georgetown University, Washington D.C., 2016.\n \n\n\n\n
\n\n\n\n \n \n $\"Phonetic$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@phdthesis{lee_phonetic_2016,\n\taddress = {Washington D.C.},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {Phonetic variation in {Washington} {DC}: {Race}, neighborhood, and gender},\n\turl = {http://hdl.handle.net/10822/1041843},\n\tschool = {Georgetown University},\n\tauthor = {Lee, Sinae},\n\tyear = {2016},\n\tkeywords = {Vowels, Washington DC},\n}\n\n

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\n \n\n \n \n \n \n \n \n High and Mid Back Vowel Fronting in Washington, D.C.\n \n \n \n \n\n\n \n Lee, S.\n\n\n \n\n\n\n American Speech, 91(4): 425–471. November 2016.\n \n\n\n\n
\n\n\n\n \n \n $\"High$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{lee_high_2016,\n\ttitle = {High and {Mid} {Back} {Vowel} {Fronting} in {Washington}, {D}.{C}.},\n\tvolume = {91},\n\tissn = {0003-1283, 1527-2133},\n\turl = {https://read.dukeupress.edu/american-speech/article/91/4/425-471/5478},\n\tdoi = {10.1215/00031283-3870152},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2020-04-12},\n\tjournal = {American Speech},\n\tauthor = {Lee, Sinae},\n\tmonth = nov,\n\tyear = {2016},\n\tkeywords = {Vowels, Washington DC},\n\tpages = {425--471},\n}\n\n

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\n \n\n \n \n \n \n \n \n Competing systems in Philadelphia phonology.\n \n \n \n \n\n\n \n Labov, W.; Fisher, S.; Gylfadottír, D.; Henderson, A.; and Sneller, B.\n\n\n \n\n\n\n Language Variation and Change, 28(3): 273–305. October 2016.\n \n\n\n\n
\n\n\n\n \n \n $\"Competing$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{labov_competing_2016,\n\ttitle = {Competing systems in {Philadelphia} phonology},\n\tvolume = {28},\n\tissn = {0954-3945, 1469-8021},\n\turl = {https://www.cambridge.org/core/product/identifier/S0954394516000132/type/journal_article},\n\tdoi = {10.1017/S0954394516000132},\n\tabstract = {This is a study of the competition of linguistic systems within the speech community, tracing the opposition of distinct phonological configurations. Among younger Philadelphians oriented to higher education, the traditional short-a system is giving way to the nasal system, in which all prenasal vowels are tense. We present evidence that this shift occurs systematically in both the lax and tense allophones. The degree of conformity to each system is measured for 106 subjects by the Pillai statistic; community-wide patterns are revealed by regression modeling and bimodality diagrams. Adherence to the traditional system is greatest for White speakers who graduated from Catholic high schools, while the nasal system is strongest for graduates from elite schools with special admission requirements. African American students show no orientation to the traditional system, but parallel White students in the shift to the nasal system. The histories of students through the educational system show that the speaker's short-a system is largely determined during their middle and high school years, before entering college. Special admission interviews play a special role in this process, as brief speech events that strongly determine the person's linguistic environment for the years that follow.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-04-14},\n\tjournal = {Language Variation and Change},\n\tauthor = {Labov, William and Fisher, Sabriya and Gylfadottír, Duna and Henderson, Anita and Sneller, Betsy},\n\tmonth = oct,\n\tyear = {2016},\n\tkeywords = {Philadelphia, Pennsylvania, Vowels},\n\tpages = {273--305},\n}\n\n

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\n \n\n \n \n \n \n \n \n On Negotiating Racial and Regional Identities: Vocalic Variation Among African Americans in Bakersfield, California.\n \n \n \n \n\n\n \n King, S.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 22(2): Article 16. 2016.\n \n\n\n\n
\n\n\n\n \n \n $\"On$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{king_negotiating_2016,\n\ttitle = {On {Negotiating} {Racial} and {Regional} {Identities}: {Vocalic} {Variation} {Among} {African} {Americans} in {Bakersfield}, {California}},\n\tvolume = {22},\n\turl = {https://repository.upenn.edu/pwpl/vol22/iss2/12/},\n\tabstract = {This paper investigates the linguistic construction of ethnic and regional identities through the use of a local feature, BAT retraction and lowering (D’Onofrio 2015, Kennedy and Grama 2012, Podesva, D’Onofrio, Van Hofwegen and Kim 2015). Analysis of the speech of twelve African Americans from Bakersfield, California, shows an apparent change over time, such that younger African Americans produce backer tokens. Additionally, a targeted analysis of a single speaker suggests that African Americans’ degree of retraction can index local-based stances and affiliations. Because of BAT retraction’s indexing of coastal urban identity (Kennedy and Grama 2012) and the valley girl character-type (D’Onofrio 2015), the recruitment of this linguistic resource among African Americans opens up a larger discussion on who owns the local sound change.},\n\tnumber = {2},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {King, Sharese},\n\tyear = {2016},\n\tkeywords = {Bakersfield, California, California, Vowels},\n\tpages = {Article 16},\n}\n\n

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\n \n\n \n \n \n \n \n AAE Talmbout: An Overlooked Verb of Quotation.\n \n \n \n\n\n \n Jones, T.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 22(2): Article 11. 2016.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{jones_aae_2016,\n\ttitle = {{AAE} {Talmbout}: {An} {Overlooked} {Verb} of {Quotation}},\n\tvolume = {22},\n\tabstract = {While there has been a wealth of research on verbs of quotation in recent decades (Butters 1980, Blyth et al. 1990, Tagliamonte and Hudson 1999, Buchstaller 2001, Singler 2001, Waksler 2001, Rickford et al. 2007, Vandelanotte 2012), including studies focusing on African American English (AAE) (Cukor-Avila 2002, 2012), the discussion has focused on a handful of variables, most notably be like, go and say. In this study, we draw on the Philadelphia Neighborhood Corpus (PNC), on popular media (novels, television, music), and on social media to describe an AAE-specific verb of quotation, talkin’ ’bout/talmbout. Unlike other verbs of quotation, it is used to introduce both direct and reported speech, as well as unuttered thoughts and non-lexical sounds, and it co-occurs with a range of complementizers that are not available in other varieties of English. While it has not been discussed in the literature beyond mention as ‘other’ in typology of verbs of quotation, it has been present in AAE for at least a century. We argue that talmbout fulfills a fundamentally different role than be like: quotative talmbout is used for indignation or mocking and it often appears with secondary indignation markers like semi-auxiliary come (Spears 1982, Green 2002). Moreover, it is not always understood by non-AAE speakers, as it is an understudied camouflage construction (Spears 1982; Wolfram 1994; Collins et al. 2008; Lane 2014).},\n\tnumber = {2},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {Jones, Taylor},\n\tyear = {2016},\n\tkeywords = {Morphosyntax, Philadelphia, Pennsylvania, Social media, Twitter},\n\tpages = {Article 11},\n}\n\n

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\n \n\n \n \n \n \n \n \n Temporal variation in African American English: The Distinctive Use of Vowel Duration.\n \n \n \n \n\n\n \n Holt, Y. F.; Jacewicz, E.; and Fox, R. A\n\n\n \n\n\n\n Journal of Phonetics & Audiology, 2(2). 2016.\n \n\n\n\n
\n\n\n\n \n \n $\"Temporal$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{holt_temporal_2016,\n\ttitle = {Temporal variation in {African} {American} {English}: {The} {Distinctive} {Use} of {Vowel} {Duration}},\n\tvolume = {2},\n\tissn = {24719455},\n\tshorttitle = {Temporal variation in {African} {American} {English}},\n\turl = {https://www.omicsonline.org/open-access/temporal-variation-in-african-american-english-the-distinctive-use-of-vowelduration-2471-9455-1000121.php?aid=78895},\n\tdoi = {10.4172/2471-9455.1000121},\n\tnumber = {2},\n\turldate = {2020-04-29},\n\tjournal = {Journal of Phonetics \\& Audiology},\n\tauthor = {Holt, Yolanda Feimster and Jacewicz, Ewa and Fox, Robert A},\n\tyear = {2016},\n\tkeywords = {Duration, North Carolina, Prosody, Vowels},\n}\n\n

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\n \n\n \n \n \n \n \n Intonational Variation, Linguistic Style and the Black/Biracial Experience.\n \n \n \n\n\n \n Holliday, N. R.\n\n\n \n\n\n\n Ph.D. Thesis, New York University, New York, NY, May 2016.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@phdthesis{holliday_intonational_2016,\n\taddress = {New York, NY},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {Intonational {Variation}, {Linguistic} {Style} and the {Black}/{Biracial} {Experience}},\n\tschool = {New York University},\n\tauthor = {Holliday, Nicole R.},\n\tmonth = may,\n\tyear = {2016},\n\tkeywords = {Intonation},\n}\n\n

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\n \n\n \n \n \n \n \n \n Identity Performance among Black/Biracial Men through Intonation: Examining Pitch Accents and Peak Delay.\n \n \n \n \n\n\n \n Holliday, N. R.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 22(2): Article 9. 2016.\n \n\n\n\n
\n\n\n\n \n \n $\"Identity$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{holliday_identity_2016,\n\ttitle = {Identity {Performance} among {Black}/{Biracial} {Men} through {Intonation}: {Examining} {Pitch} {Accents} and {Peak} {Delay}},\n\tvolume = {22},\n\turl = {https://repository.upenn.edu/pwpl/vol22/iss2/9/},\n\tabstract = {The acoustic properties that listeners may rely on in both the production and perception of ethnolinguistic variation are an important yet poorly understood topic in modern sociolinguistics. Though several studies (Purnell, Idsardi and Baugh 1999, Tarone 1973, Walton and Orlikoff 1994) have found that individuals generally make accurate and reliable judgments of speaker ethnicity, scholars have had difficulty identifying the specific features that listeners react to in making judgments (Thomas 2015). There is also little research about the production side of these types of ethnic identification tasks and these studies have also often overlooked the potential role of intra-speaker variation in use of suprasegmental features. This study addresses this gap in the literature by focusing on two aspects of production that have been observed to differ between Mainstream U.S. English (MUSE) and African American Language (AAL): the use of the H* versus L+H* contours and length of peak delay interval. This analysis is based on a sample of eight male speakers with one black parent and one white parent and it specifically explores how these intonational features may be useful in the construction and performance of complex racial identities. Results of regression models indicate that these speakers do not employ pitch accent type in intraspeaker variation, but that they do differ in their use of peak delay, employing longer delay intervals in conversations with black interlocutors than in conversations with white interlocutors. Understanding how speakers employ these and other intonational variables in both intra- and interspeaker variation is an important step in further describing ethnolinguistic varieties as well as addressing the phonetic features that may contribute to linguistic racial profiling.},\n\tnumber = {2},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {Holliday, Nicole R.},\n\tyear = {2016},\n\tkeywords = {Intonation, Performance},\n\tpages = {Article 9},\n}\n\n

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\n \n\n \n \n \n \n \n \n Fighting words? Joning as conflict talk and identity performance among African American preadolescents.\n \n \n \n \n\n\n \n Delfino, J. B.\n\n\n \n\n\n\n Journal of Sociolinguistics, 20(5): 631–653. November 2016.\n \n\n\n\n
\n\n\n\n \n \n $\"Fighting$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{delfino_fighting_2016,\n\ttitle = {Fighting words? {Joning} as conflict talk and identity performance among {African} {American} preadolescents},\n\tvolume = {20},\n\tissn = {1360-6441, 1467-9841},\n\tshorttitle = {Fighting words?},\n\turl = {https://onlinelibrary.wiley.com/doi/abs/10.1111/josl.12214},\n\tdoi = {10.1111/josl.12214},\n\tabstract = {This study examines how preadolescent African American students in Washington, D.C., used a linguistic practice called ‘joning,’ a style of verbal play similar to ritual insults, in peer interactions. Sociolinguists have focused on how children socialize each other into vernacular styles appropriate for peer group use but often assume that they disalign with social and linguistic norms for classroom behavior. Drawing from a nine‐month ethnographic study that the author conducted in an after‐school program, this article analyzes the structure and function of joning as a vernacular style of African American Vernacular English and its uses in constructing classroom identities. Joning often facilitated student learning, but it was perceived as a socially and physically risky linguistic practice because of its uses as conflict talk in the local community. Focusing on preadolescence as a key stage of language socialization, this article shows how minority students modify peer‐learned linguistic practices to pursue academic success on their own terms.},\n\tlanguage = {en},\n\tnumber = {5},\n\turldate = {2020-04-30},\n\tjournal = {Journal of Sociolinguistics},\n\tauthor = {Delfino, Jennifer B.},\n\tmonth = nov,\n\tyear = {2016},\n\tkeywords = {Washington DC},\n\tpages = {631--653},\n}\n\n

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\n \n\n \n \n \n \n \n \n Demographic Dialectal Variation in Social Media: A Case Study of African-American English.\n \n \n \n \n\n\n \n Blodgett, S. L.; Green, L.; and O'Connor, B.\n\n\n \n\n\n\n arXiv:1608.08868 [cs]. August 2016.\n arXiv: 1608.08868\n\n\n\n
\n\n\n\n \n \n $\"Demographic$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{blodgett_demographic_2016,\n\ttitle = {Demographic {Dialectal} {Variation} in {Social} {Media}: {A} {Case} {Study} of {African}-{American} {English}},\n\tshorttitle = {Demographic {Dialectal} {Variation} in {Social} {Media}},\n\turl = {http://arxiv.org/abs/1608.08868},\n\tabstract = {Though dialectal language is increasingly abundant on social media, few resources exist for developing NLP tools to handle such language. We conduct a case study of dialectal language in online conversational text by investigating African-American English (AAE) on Twitter. We propose a distantly supervised model to identify AAE-like language from demographics associated with geo-located messages, and we verify that this language follows well-known AAE linguistic phenomena. In addition, we analyze the quality of existing language identification and dependency parsing tools on AAE-like text, demonstrating that they perform poorly on such text compared to text associated with white speakers. We also provide an ensemble classifier for language identification which eliminates this disparity and release a new corpus of tweets containing AAE-like language.},\n\turldate = {2020-08-10},\n\tjournal = {arXiv:1608.08868 [cs]},\n\tauthor = {Blodgett, Su Lin and Green, Lisa and O'Connor, Brendan},\n\tmonth = aug,\n\tyear = {2016},\n\tnote = {arXiv: 1608.08868},\n\tkeywords = {Computer Science, Twitter},\n}\n\n

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\n \n 2015\n \n \n (58)\n \n \n

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\n \n\n \n \n \n \n \n Some Early Creole-Like Data from Slave Speakers: The Island of St. Helena, 1695–1711.\n \n \n \n\n\n \n Wright, L.\n\n\n \n\n\n\n In Picone, M. D.; and Davies, C. E., editor(s), New perspectives on language variety in the South: historical and contemporary approaches, pages 203–218. University of Alabama Press, Tuscaloosa, 2015.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@incollection{picone_early_2015,\n\taddress = {Tuscaloosa},\n\ttitle = {Some {Early} {Creole}-{Like} {Data} from {Slave} {Speakers}: {The} {Island} of {St}. {Helena}, 1695–1711},\n\tisbn = {978-0-8173-1815-4},\n\tbooktitle = {New perspectives on language variety in the {South}: historical and contemporary approaches},\n\tpublisher = {University of Alabama Press},\n\tauthor = {Wright, Laura},\n\teditor = {Picone, Michael D. and Davies, Catherine Evans},\n\tyear = {2015},\n\tkeywords = {Creole, Early African American English},\n\tpages = {203--218},\n}\n\n

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\n \n\n \n \n \n \n \n \n Regionality in the Development of African American English.\n \n \n \n \n\n\n \n Wolfram, W.; and Kohn, M. E.\n\n\n \n\n\n\n In Lanehart, S. L., editor(s), The Oxford Handbook of African American Language, pages 140–159. Oxford University Press, July 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"Regionality$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{lanehart_regionality_2015,\n\ttitle = {Regionality in the {Development} of {African} {American} {English}},\n\tisbn = {978-0-19-979539-0},\n\turl = {http://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199795390.001.0001/oxfordhb-9780199795390},\n\turldate = {2020-04-12},\n\tbooktitle = {The {Oxford} {Handbook} of {African} {American} {Language}},\n\tpublisher = {Oxford University Press},\n\tauthor = {Wolfram, Walt and Kohn, Mary E.},\n\teditor = {Lanehart, Sonja L.},\n\tmonth = jul,\n\tyear = {2015},\n\tdoi = {10.1093/oxfordhb/9780199795390.001.0001},\n\tkeywords = {Edited Volume, North Carolina, OHAAL, Regional Variation},\n\tpages = {140--159},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Sociolinguistic Construction of African American Language.\n \n \n \n \n\n\n \n Wolfram, W.\n\n\n \n\n\n\n In Lanehart, S. L., editor(s), The Oxford Handbook of African American Language. Oxford University Press, July 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@incollection{lanehart_sociolinguistic_2015,\n\ttitle = {The {Sociolinguistic} {Construction} of {African} {American} {Language}},\n\tisbn = {978-0-19-979539-0},\n\turl = {http://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199795390.001.0001/oxfordhb-9780199795390-e-63},\n\turldate = {2020-08-30},\n\tbooktitle = {The {Oxford} {Handbook} of {African} {American} {Language}},\n\tpublisher = {Oxford University Press},\n\tauthor = {Wolfram, Walt},\n\teditor = {Lanehart, Sonja L.},\n\tmonth = jul,\n\tyear = {2015},\n\tdoi = {10.1093/oxfordhb/9780199795390.013.63},\n}\n\n

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\n \n\n \n \n \n \n \n Sociolinguistic Engagement in Community Perspective.\n \n \n \n\n\n \n Wolfram, W.\n\n\n \n\n\n\n In Picone, M. D.; and Davies, C. E., editor(s), New perspectives on language variety in the South: historical and contemporary approaches, pages 731–747. University of Alabama Press, Tuscaloosa, 2015.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@incollection{picone_sociolinguistic_2015,\n\taddress = {Tuscaloosa},\n\ttitle = {Sociolinguistic {Engagement} in {Community} {Perspective}},\n\tisbn = {978-0-8173-1815-4},\n\tbooktitle = {New perspectives on language variety in the {South}: historical and contemporary approaches},\n\tpublisher = {University of Alabama Press},\n\tauthor = {Wolfram, Walt},\n\teditor = {Picone, Michael D. and Davies, Catherine Evans},\n\tyear = {2015},\n\tpages = {731--747},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Origins of African American Vernacular English: Beginnings.\n \n \n \n \n\n\n \n Winford, D.\n\n\n \n\n\n\n In Lanehart, S. L., editor(s), The Oxford Handbook of African American Language, pages 85–104. Oxford University Press, July 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@incollection{lanehart_origins_2015,\n\ttitle = {The {Origins} of {African} {American} {Vernacular} {English}: {Beginnings}},\n\tisbn = {978-0-19-979539-0},\n\turl = {https://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199795390.001.0001/oxfordhb-9780199795390-e-5},\n\tabstract = {It is now widely accepted that most of the grammar of African American Vernacular English (AAVE) derives from English dialectal sources—in particular, the settler dialects introduced into the American South during the 17th and 18th centuries. The roots of AAVE were established during the first century of the British colonization of America, in the Chesapeake Bay area (Virginia and Maryland), and later, in the Carolinas and Georgia. The socio-historical evidence suggests that conditions in most of the South were favorable for Blacks to acquire relatively close approximations of the dialects spoken by White settlers, particularly indentured servants. Since Blacks were exposed to a variety of British English dialects and shaped by influence from African languages and possibly also from creole varieties introduced by slaves brought from the Caribbean, AAVE evolved against a background of continuing language contact.},\n\turldate = {2020-04-12},\n\tbooktitle = {The {Oxford} {Handbook} of {African} {American} {Language}},\n\tpublisher = {Oxford University Press},\n\tauthor = {Winford, Donald},\n\teditor = {Lanehart, Sonja L.},\n\tmonth = jul,\n\tyear = {2015},\n\tdoi = {10.1093/oxfordhb/9780199795390.013.5},\n\tkeywords = {Early African American English, Edited Volume, OHAAL},\n\tpages = {85--104},\n}\n\n

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\n \n\n \n \n \n \n \n \n African American English in the Mississippi Delta: A Case Study of Copula Absence and r-lessness in the Speech of African American Women in Coahoma County.\n \n \n \n \n\n\n \n Wilkerson, R.\n\n\n \n\n\n\n In Lanehart, S. L., editor(s), The Oxford Handbook of African American Language, pages 201–218. Oxford University Press, July 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"African$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{lanehart_african_2015,\n\ttitle = {African {American} {English} in the {Mississippi} {Delta}: {A} {Case} {Study} of {Copula} {Absence} and r-lessness in the {Speech} of {African} {American} {Women} in {Coahoma} {County}},\n\tisbn = {978-0-19-979539-0},\n\turl = {http://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199795390.001.0001/oxfordhb-9780199795390},\n\turldate = {2020-04-12},\n\tbooktitle = {The {Oxford} {Handbook} of {African} {American} {Language}},\n\tpublisher = {Oxford University Press},\n\tauthor = {Wilkerson, Rose},\n\teditor = {Lanehart, Sonja L.},\n\tmonth = jul,\n\tyear = {2015},\n\tdoi = {10.1093/oxfordhb/9780199795390.001.0001},\n\tkeywords = {Edited Volume, Mississippi, OHAAL, Regional Variation, Rural},\n\tpages = {201--218},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Place of Gullah in the African American Linguistic Continuum.\n \n \n \n \n\n\n \n Weldon, T. L.; and Moody, S.\n\n\n \n\n\n\n In Lanehart, S. L., editor(s), The Oxford Handbook of African American Language, pages 163–180. Oxford University Press, July 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{lanehart_place_2015,\n\ttitle = {The {Place} of {Gullah} in the {African} {American} {Linguistic} {Continuum}},\n\tisbn = {978-0-19-979539-0},\n\turl = {http://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199795390.001.0001/oxfordhb-9780199795390},\n\turldate = {2020-04-12},\n\tbooktitle = {The {Oxford} {Handbook} of {African} {American} {Language}},\n\tpublisher = {Oxford University Press},\n\tauthor = {Weldon, Tracey L. and Moody, Simanique},\n\teditor = {Lanehart, Sonja L.},\n\tmonth = jul,\n\tyear = {2015},\n\tdoi = {10.1093/oxfordhb/9780199795390.001.0001},\n\tkeywords = {Edited Volume, Gullah, OHAAL, Regional Variation},\n\tpages = {163--180},\n}\n\n

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\n \n\n \n \n \n \n \n \n On the Syntax-Prosody Interface in African American English.\n \n \n \n \n\n\n \n Walker, J. A.\n\n\n \n\n\n\n In Lanehart, S. L., editor(s), The Oxford Handbook of African American Language, pages 387–402. Oxford University Press, July 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"On$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{lanehart_syntax-prosody_2015,\n\ttitle = {On the {Syntax}-{Prosody} {Interface} in {African} {American} {English}},\n\tisbn = {978-0-19-979539-0},\n\turl = {http://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199795390.001.0001/oxfordhb-9780199795390-e-12},\n\turldate = {2020-04-12},\n\tbooktitle = {The {Oxford} {Handbook} of {African} {American} {Language}},\n\tpublisher = {Oxford University Press},\n\tauthor = {Walker, James A.},\n\teditor = {Lanehart, Sonja L.},\n\tmonth = jul,\n\tyear = {2015},\n\tdoi = {10.1093/oxfordhb/9780199795390.013.12},\n\tkeywords = {OHAAL, Prosody, Review Article, Syntax},\n\tpages = {387--402},\n}\n\n

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\n \n\n \n \n \n \n \n \n Dyadic analysis: Factors affecting African American English usage and accommodation in adolescent peer dyads.\n \n \n \n \n\n\n \n Van Hofwegen, J.\n\n\n \n\n\n\n Language & Communication, 41: 28–45. March 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"Dyadic$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{van_hofwegen_dyadic_2015,\n\ttitle = {Dyadic analysis: {Factors} affecting {African} {American} {English} usage and accommodation in adolescent peer dyads},\n\tvolume = {41},\n\tissn = {02715309},\n\tshorttitle = {Dyadic analysis},\n\turl = {https://linkinghub.elsevier.com/retrieve/pii/S0271530914000664},\n\tdoi = {10.1016/j.langcom.2014.10.004},\n\tlanguage = {en},\n\turldate = {2020-04-29},\n\tjournal = {Language \\& Communication},\n\tauthor = {Van Hofwegen, Janneke},\n\tmonth = mar,\n\tyear = {2015},\n\tkeywords = {Chapel Hill, North Carolina, Child AAE, Frank Porter Graham Project},\n\tpages = {28--45},\n}\n\n

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\n \n\n \n \n \n \n \n \n The English Origins Hypothesis.\n \n \n \n \n\n\n \n Van Herk, G.\n\n\n \n\n\n\n In Lanehart, S. L., editor(s), The Oxford Handbook of African American Language, pages 23–34. Oxford University Press, July 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@incollection{lanehart_english_2015,\n\ttitle = {The {English} {Origins} {Hypothesis}},\n\tisbn = {978-0-19-979539-0},\n\turl = {https://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199795390.001.0001/oxfordhb-9780199795390-e-3},\n\tabstract = {This chapter situates the English Origins Hypothesis within academic and public discourses on language, ethnicity, and contact, suggesting that these may have influenced responses to the hypothesis. The chapter outlines the methodological preferences of many scholars working in this framework (quantitative analysis of the linguistic constraints on mostly morphosyntactic variation) and describes major findings for verb morphology, question formation, negation, and relativization. In each case, researchers have found strong similarities between the linguistic conditioning of variables in diverse instantiations of earlier African American English (AAE) and in English dialects that may have served as a model for early generations of AAE speakers. After enumerating and evaluating some critiques of the hypothesis, the chapter considers the utility, applications, and limitations of this and competing hypotheses, briefly discusses the relevance to the origins debate of internal regional variation in AAE, and concludes by proposing areas of potential agreement between origins hypotheses.},\n\turldate = {2020-04-12},\n\tbooktitle = {The {Oxford} {Handbook} of {African} {American} {Language}},\n\tpublisher = {Oxford University Press},\n\tauthor = {Van Herk, Gerard},\n\teditor = {Lanehart, Sonja L.},\n\tmonth = jul,\n\tyear = {2015},\n\tdoi = {10.1093/oxfordhb/9780199795390.013.3},\n\tkeywords = {Early African American English, Edited Volume, OHAAL},\n\tpages = {23--34},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Development of African American English through Childhood and Adolescence.\n \n \n \n \n\n\n \n Van Hofwegen, J.\n\n\n \n\n\n\n In Lanehart, S. L., editor(s), The Oxford Handbook of African American Language, pages 454–474. Oxford University Press, July 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{lanehart_development_2015,\n\ttitle = {The {Development} of {African} {American} {English} through {Childhood} and {Adolescence}},\n\tisbn = {978-0-19-979539-0},\n\turl = {https://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199795390.001.0001/oxfordhb-9780199795390-e-20},\n\tabstract = {This chapter addresses what patterns of African American English (AAE) usage are demonstrated prior to adolescence by highlighting evidence from a longitudinal corpus of AAE spanning 11 years in the lives of {\\textasciitilde}70 African American children, from pre-kindergarten to mid-adolescence. Through a series of studies on this data set, a picture has emerged of what general AAE development looks like—primarily, that children utilize a roller coaster pattern of AAE use, peaking and dipping at relatively consistent points in their lives (but to varying degrees). At the same time, their vocalic systems remain fairly stable. These speakers appear to gradually acquire competence in style-shifting between AAE and mainstream American English, but the sample is diverse in terms of when/how this competence emerges. Finally, these analyses reveal when important family, educational, and social factors impact AAE language development most acutely.},\n\turldate = {2020-04-12},\n\tbooktitle = {The {Oxford} {Handbook} of {African} {American} {Language}},\n\tpublisher = {Oxford University Press},\n\tauthor = {Van Hofwegen, Janneke},\n\teditor = {Lanehart, Sonja L.},\n\tmonth = jul,\n\tyear = {2015},\n\tdoi = {10.1093/oxfordhb/9780199795390.013.20},\n\tkeywords = {Child AAE, Edited Volume, Frank Porter Graham Project, OHAAL},\n\tpages = {454--474},\n}\n\n

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\n \n\n \n \n \n \n \n Regional Variation in Nineteenth-Century African American English.\n \n \n \n\n\n \n Van Herk, G.\n\n\n \n\n\n\n In Picone, M. D.; and Davies, C. E., editor(s), New perspectives on language variety in the South: historical and contemporary approaches, pages 219–232. University of Alabama Press, Tuscaloosa, 2015.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@incollection{picone_regional_2015,\n\taddress = {Tuscaloosa},\n\ttitle = {Regional {Variation} in {Nineteenth}-{Century} {African} {American} {English}},\n\tisbn = {978-0-8173-1815-4},\n\tbooktitle = {New perspectives on language variety in the {South}: historical and contemporary approaches},\n\tpublisher = {University of Alabama Press},\n\tauthor = {Van Herk, Gerard},\n\teditor = {Picone, Michael D. and Davies, Catherine Evans},\n\tyear = {2015},\n\tkeywords = {Early African American English},\n\tpages = {219--232},\n}\n\n

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\n \n\n \n \n \n \n \n \n Spelling in African American children: the case of final consonant devoicing.\n \n \n \n \n\n\n \n Treiman, R.; and Bowman, M.\n\n\n \n\n\n\n Reading and Writing, 28(7): 1013–1028. September 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"Spelling$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{treiman_spelling_2015,\n\ttitle = {Spelling in {African} {American} children: the case of final consonant devoicing},\n\tvolume = {28},\n\tissn = {0922-4777, 1573-0905},\n\tshorttitle = {Spelling in {African} {American} children},\n\turl = {http://link.springer.com/10.1007/s11145-015-9559-y},\n\tdoi = {10.1007/s11145-015-9559-y},\n\tlanguage = {en},\n\tnumber = {7},\n\turldate = {2020-07-23},\n\tjournal = {Reading and Writing},\n\tauthor = {Treiman, Rebecca and Bowman, Margo},\n\tmonth = sep,\n\tyear = {2015},\n\tkeywords = {Child AAE, Consonants, Writing},\n\tpages = {1013--1028},\n}\n\n

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\n \n\n \n \n \n \n \n An Experiment on Cues Used for Identification of Voices as African American or European American.\n \n \n \n\n\n \n Thomas, E. R.; and Reaser, J.\n\n\n \n\n\n\n In Picone, M. D.; and Davies, C. E., editor(s), New perspectives on language variety in the South: historical and contemporary approaches, pages 507–522. University of Alabama Press, Tuscaloosa, 2015.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{picone_experiment_2015,\n\taddress = {Tuscaloosa},\n\ttitle = {An {Experiment} on {Cues} {Used} for {Identification} of {Voices} as {African} {American} or {European} {American}},\n\tisbn = {978-0-8173-1815-4},\n\tbooktitle = {New perspectives on language variety in the {South}: historical and contemporary approaches},\n\tpublisher = {University of Alabama Press},\n\tauthor = {Thomas, Erik R. and Reaser, Jeffrey},\n\teditor = {Picone, Michael D. and Davies, Catherine Evans},\n\tyear = {2015},\n\tkeywords = {Identification, Perception, Vowels},\n\tpages = {507--522},\n}\n\n

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\n \n\n \n \n \n \n \n \n Prosodic Features of African American English.\n \n \n \n \n\n\n \n Thomas, E. R.\n\n\n \n\n\n\n In Lanehart, S. L., editor(s), The Oxford Handbook of African American Language, pages 420–435. Oxford University Press, July 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"Prosodic$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{lanehart_prosodic_2015,\n\ttitle = {Prosodic {Features} of {African} {American} {English}},\n\tisbn = {978-0-19-979539-0},\n\turl = {http://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199795390.001.0001/oxfordhb-9780199795390-e-12},\n\tabstract = {Prosody appears to play a key role in making the speech of many African Americans recognizable, but defining exactly what makes it distinctive has been an elusive goal. Several prosodic features contribute to the overall distinctiveness of African American English (AAE) prosody. Forestressing, the tendency to shift the primary stress in words such as July to the first syllable, is shared with Southern White vernaculars. Research on speech rate has produced ambiguous results. Investigation of prosodic rhythm suggests that early AAE was more syllable-timed than today’s highly stress-timed AAE. Some research has found that some African American groups use the range of F0 values differently from European Americans. Finally, intonation studies have produced substantial evidence that many African Americans show distinctively AAE intonational characteristics, both within utterances and at the end of utterances, but there is no consensus yet on how to describe the features that make AAE intonation distinctive.},\n\turldate = {2020-04-12},\n\tbooktitle = {The {Oxford} {Handbook} of {African} {American} {Language}},\n\tpublisher = {Oxford University Press},\n\tauthor = {Thomas, Erik R.},\n\teditor = {Lanehart, Sonja L.},\n\tmonth = jul,\n\tyear = {2015},\n\tdoi = {10.1093/oxfordhb/9780199795390.013.12},\n\tkeywords = {Intonation, OHAAL, Prosody, Review Article},\n\tpages = {420--435},\n}\n\n

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\n \n\n \n \n \n \n \n \n Segmental Phonology of African American English.\n \n \n \n \n\n\n \n Thomas, E. R.; and Bailey, G.\n\n\n \n\n\n\n In Lanehart, S. L., editor(s), The Oxford Handbook of African American Language, pages 403–419. Oxford University Press, July 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"Segmental$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{lanehart_segmental_2015,\n\ttitle = {Segmental {Phonology} of {African} {American} {English}},\n\tisbn = {978-0-19-979539-0},\n\turl = {http://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199795390.001.0001/oxfordhb-9780199795390-e-13},\n\tabstract = {Although segmental analyses have not held the prominence of morphosyntactic analyses in studies of African American Language (AAL), they have always maintained an important role. Several consonantal variables are mainstays of studies on AAL. Recent years have seen a blossoming of vocalic research. Some vocalic features, such as the BIN/BEN merger, glide weakening of the BIDE diphthong, and moderate lowering of the BAIT nucleus, are shared with Southern White dialects, and African Americans have carried them to other parts of the United States. For other features, particularly fronting of the BOAT and BOOT vowels and the merger of the BOT and BOUGHT vowels, African Americans typically lag behind neighboring whites in adopting new variants. There are also vocalic shifts, such as raising of the BAT and BUT vowels without significant diphthongization, that have become associated mainly with certain segments of the African American community.},\n\turldate = {2020-04-12},\n\tbooktitle = {The {Oxford} {Handbook} of {African} {American} {Language}},\n\tpublisher = {Oxford University Press},\n\tauthor = {Thomas, Erik R. and Bailey, Guy},\n\teditor = {Lanehart, Sonja L.},\n\tmonth = jul,\n\tyear = {2015},\n\tdoi = {10.1093/oxfordhb/9780199795390.013.13},\n\tkeywords = {Edited Volume, List of Features, OHAAL, Review Article, Southern English, Vowels},\n\tpages = {403--419},\n}\n\n

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\n \n\n \n \n \n \n \n Prima Facie Evidence for the Persistence of Creole Features in African American English and Evidence for Residual Creole.\n \n \n \n\n\n \n Sutcliffe, D.\n\n\n \n\n\n\n In Picone, M. D.; and Davies, C. E., editor(s), New perspectives on language variety in the South: historical and contemporary approaches, pages 233–253. University of Alabama Press, Tuscaloosa, 2015.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@incollection{picone_prima_2015,\n\taddress = {Tuscaloosa},\n\ttitle = {Prima {Facie} {Evidence} for the {Persistence} of {Creole} {Features} in {African} {American} {English} and {Evidence} for {Residual} {Creole}},\n\tisbn = {978-0-8173-1815-4},\n\tbooktitle = {New perspectives on language variety in the {South}: historical and contemporary approaches},\n\tpublisher = {University of Alabama Press},\n\tauthor = {Sutcliffe, David},\n\teditor = {Picone, Michael D. and Davies, Catherine Evans},\n\tyear = {2015},\n\tpages = {233--253},\n}\n\n

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\n \n\n \n \n \n \n \n \n African American Standard English.\n \n \n \n \n\n\n \n Spears, A. K.\n\n\n \n\n\n\n In Lanehart, S. L., editor(s), The Oxford Handbook of African American Language, pages 786–799. Oxford University Press, July 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"African$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{lanehart_african_2015,\n\ttitle = {African {American} {Standard} {English}},\n\tisbn = {978-0-19-979539-0},\n\turl = {http://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199795390.001.0001/oxfordhb-9780199795390-e-34},\n\turldate = {2020-04-29},\n\tbooktitle = {The {Oxford} {Handbook} of {African} {American} {Language}},\n\tpublisher = {Oxford University Press},\n\tauthor = {Spears, Arthur K.},\n\teditor = {Lanehart, Sonja L.},\n\tmonth = jul,\n\tyear = {2015},\n\tdoi = {10.1093/oxfordhb/9780199795390.013.34},\n\tkeywords = {Edited Volume, Middle Class, OHAAL},\n\tpages = {786--799},\n}\n\n

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\n \n\n \n \n \n \n \n \n African American Language and Education: History and Controversy in the Twentieth Century.\n \n \n \n \n\n\n \n Smitherman, G.\n\n\n \n\n\n\n In Lanehart, S. L., editor(s), The Oxford Handbook of African American Language, pages 547–565. Oxford University Press, July 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"African$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{lanehart_african_2015,\n\ttitle = {African {American} {Language} and {Education}: {History} and {Controversy} in the {Twentieth} {Century}},\n\tisbn = {978-0-19-979539-0},\n\turl = {https://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199795390.001.0001/oxfordhb-9780199795390-e-51},\n\tabstract = {This chapter utilizes a language ideology perspective, grounded in a raceclass historical analysis, to overview the relationship between African American Language and the education of US slave descendants from the 1950s through the end of the twentieth century. The historical overview summarizes and critiques “language programs for the disadvantaged,” linguistic cognitive deficit theories about Black people, and reading programs designed for “teaching Black students to read.” The chapter provides an indepth discussion of the educational and public controversy around Martin Luther King Jr. Schoolchildren, et al. v. the Ann Arbor School District Board (197779; popularly known as the “Black English Case”) and the equally controversial 1996 Oakland, California School Board Resolution on Ebonics. Given current crises in Black youth communities (e.g., schooltoprison pipeline for Black males), the overview concludes with a clarion call to all those committed to educational equity and social justice.},\n\turldate = {2020-04-12},\n\tbooktitle = {The {Oxford} {Handbook} of {African} {American} {Language}},\n\tpublisher = {Oxford University Press},\n\tauthor = {Smitherman, Geneva},\n\teditor = {Lanehart, Sonja L.},\n\tmonth = jul,\n\tyear = {2015},\n\tdoi = {10.1093/oxfordhb/9780199795390.013.51},\n\tkeywords = {Edited Volume, Education, OHAAL},\n\tpages = {547--565},\n}\n\n

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\n \n\n \n \n \n \n \n Earlier Southern Englishes in Black and White.\n \n \n \n\n\n \n Schneider, E. W.\n\n\n \n\n\n\n In Picone, M. D.; and Davies, C. E., editor(s), New perspectives on language variety in the South: historical and contemporary approaches, pages 182–200. University of Alabama Press, Tuscaloosa, 2015.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@incollection{picone_earlier_2015,\n\taddress = {Tuscaloosa},\n\ttitle = {Earlier {Southern} {Englishes} in {Black} and {White}},\n\tisbn = {978-0-8173-1815-4},\n\tbooktitle = {New perspectives on language variety in the {South}: historical and contemporary approaches},\n\tpublisher = {University of Alabama Press},\n\tauthor = {Schneider, Edgar W.},\n\teditor = {Picone, Michael D. and Davies, Catherine Evans},\n\tyear = {2015},\n\tkeywords = {Early African American English, Southern States},\n\tpages = {182--200},\n}\n\n

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\n \n\n \n \n \n \n \n \n African American Vernacular English in California: Over Four Decades of Vibrant Research.\n \n \n \n \n\n\n \n Rickford, J. R.\n\n\n \n\n\n\n In Lanehart, S. L., editor(s), The Oxford Handbook of African American Language, pages 299–315. Oxford University Press, July 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"African$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{lanehart_african_2015,\n\ttitle = {African {American} {Vernacular} {English} in {California}: {Over} {Four} {Decades} of {Vibrant} {Research}},\n\tisbn = {978-0-19-979539-0},\n\turl = {http://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199795390.001.0001/oxfordhb-9780199795390-e-34},\n\turldate = {2020-04-29},\n\tbooktitle = {The {Oxford} {Handbook} of {African} {American} {Language}},\n\tpublisher = {Oxford University Press},\n\tauthor = {Rickford, John R.},\n\teditor = {Lanehart, Sonja L.},\n\tmonth = jul,\n\tyear = {2015},\n\tdoi = {10.1093/oxfordhb/9780199795390.013.34},\n\tkeywords = {California, Edited Volume, OHAAL},\n\tpages = {299--315},\n}\n\n

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\n \n\n \n \n \n \n \n \n Neighborhood effects on use of African-American Vernacular English.\n \n \n \n \n\n\n \n Rickford, J. R.; Duncan, G. J.; Gennetian, L. A.; Gou, R. Y.; Greene, R.; Katz, L. F.; Kessler, R. C.; Kling, J. R.; Sanbonmatsu, L.; Sanchez-Ordoñez, A. E.; Sciandra, M.; Thomas, E.; and Ludwig, J.\n\n\n \n\n\n\n Proceedings of the National Academy of Sciences, 112(38): 11817–11822. September 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"Neighborhood$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{rickford_neighborhood_2015,\n\ttitle = {Neighborhood effects on use of {African}-{American} {Vernacular} {English}},\n\tvolume = {112},\n\tissn = {0027-8424, 1091-6490},\n\turl = {http://www.pnas.org/lookup/doi/10.1073/pnas.1500176112},\n\tdoi = {10.1073/pnas.1500176112},\n\tabstract = {African-American Vernacular English (AAVE) is systematic, rooted in history, and important as an identity marker and expressive resource for its speakers. In these respects, it resembles other vernacular or nonstandard varieties, like Cockney or Appalachian English. But like them, AAVE can trigger discrimination in the workplace, housing market, and schools. Understanding what shapes the relative use of AAVE vs. Standard American English (SAE) is important for policy and scientific reasons. This work presents, to our knowledge, the first experimental estimates of the effects of moving into lower-poverty neighborhoods on AAVE use. We use data on non-Hispanic African-American youth (\n              n\n              = 629) from a large-scale, randomized residential mobility experiment called Moving to Opportunity (MTO), which enrolled a sample of mostly minority families originally living in distressed public housing. Audio recordings of the youth were transcribed and coded for the use of five grammatical and five phonological AAVE features to construct a measure of the proportion of possible instances, or tokens, in which speakers use AAVE rather than SAE speech features. Random assignment to receive a housing voucher to move into a lower-poverty area (the intention-to-treat effect) led youth to live in neighborhoods (census tracts) with an 11 percentage point lower poverty rate on average over the next 10–15 y and reduced the share of AAVE tokens by ∼3 percentage points compared with the MTO control group youth. The MTO effect on AAVE use equals approximately half of the difference in AAVE frequency observed between youth whose parents have a high school diploma and those whose parents do not.},\n\tlanguage = {en},\n\tnumber = {38},\n\turldate = {2020-04-29},\n\tjournal = {Proceedings of the National Academy of Sciences},\n\tauthor = {Rickford, John R. and Duncan, Greg J. and Gennetian, Lisa A. and Gou, Ray Yun and Greene, Rebecca and Katz, Lawrence F. and Kessler, Ronald C. and Kling, Jeffrey R. and Sanbonmatsu, Lisa and Sanchez-Ordoñez, Andres E. and Sciandra, Matthew and Thomas, Ewart and Ludwig, Jens},\n\tmonth = sep,\n\tyear = {2015},\n\tkeywords = {Moving to Opportunity Youth, Segregation},\n\tpages = {11817--11822},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Creole Origins Hypothesis.\n \n \n \n \n\n\n \n Rickford, J. R.\n\n\n \n\n\n\n In Lanehart, S. L., editor(s), The Oxford Handbook of African American Language, pages 35–56. Oxford University Press, July 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{lanehart_creole_2015,\n\ttitle = {The {Creole} {Origins} {Hypothesis}},\n\tisbn = {978-0-19-979539-0},\n\turl = {https://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199795390.001.0001/oxfordhb-9780199795390-e-4},\n\turldate = {2020-04-12},\n\tbooktitle = {The {Oxford} {Handbook} of {African} {American} {Language}},\n\tpublisher = {Oxford University Press},\n\tauthor = {Rickford, John R.},\n\teditor = {Lanehart, Sonja L.},\n\tmonth = jul,\n\tyear = {2015},\n\tdoi = {10.1093/oxfordhb/9780199795390.013.4},\n\tkeywords = {Creole Hypothesis, Edited Volume, OHAAL},\n\tpages = {35--56},\n}\n\n

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\n \n\n \n \n \n \n \n The Sound Symbolism of Self in Innovative Naming Practices in an African American Community.\n \n \n \n\n\n \n Nuckolls, J. B.; and Beito, L.\n\n\n \n\n\n\n In Picone, M. D.; and Davies, C. E., editor(s), New perspectives on language variety in the South: historical and contemporary approaches, pages 491–504. University of Alabama Press, Tuscaloosa, 2015.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@incollection{picone_sound_2015,\n\taddress = {Tuscaloosa},\n\ttitle = {The {Sound} {Symbolism} of {Self} in {Innovative} {Naming} {Practices} in an {African} {American} {Community}},\n\tisbn = {978-0-8173-1815-4},\n\tbooktitle = {New perspectives on language variety in the {South}: historical and contemporary approaches},\n\tpublisher = {University of Alabama Press},\n\tauthor = {Nuckolls, Janis B. and Beito, Linda},\n\teditor = {Picone, Michael D. and Davies, Catherine Evans},\n\tyear = {2015},\n\tpages = {491--504},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Emergence of African American English: Monogenetic or Polygenetic? With or Without \"Decreolization\"? Under how much substrate influence?.\n \n \n \n \n\n\n \n Mufwene, S. S.\n\n\n \n\n\n\n In Lanehart, S. L., editor(s), The Oxford Handbook of African American Language, pages 57–84. Oxford University Press, July 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@incollection{lanehart_emergence_2015,\n\ttitle = {The {Emergence} of {African} {American} {English}: {Monogenetic} or {Polygenetic}? {With} or {Without} "{Decreolization}"? {Under} how much substrate influence?},\n\tisbn = {978-0-19-979539-0},\n\turl = {https://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199795390.001.0001/oxfordhb-9780199795390-e-6},\n\turldate = {2020-04-12},\n\tbooktitle = {The {Oxford} {Handbook} of {African} {American} {Language}},\n\tpublisher = {Oxford University Press},\n\tauthor = {Mufwene, Salikoko S.},\n\teditor = {Lanehart, Sonja L.},\n\tmonth = jul,\n\tyear = {2015},\n\tdoi = {10.1093/oxfordhb/9780199795390.013.6},\n\tkeywords = {Edited Volume, OHAAL},\n\tpages = {57--84},\n}\n\n

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\n \n\n \n \n \n \n \n \n American American Women's Language: Mother Tongues United.\n \n \n \n \n\n\n \n Morgan, M. H.\n\n\n \n\n\n\n In Lanehart, S. L., editor(s), The Oxford Handbook of African American Language, pages 817–833. Oxford University Press, July 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"American$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{lanehart_american_2015,\n\ttitle = {American {American} {Women}'s {Language}: {Mother} {Tongues} {United}},\n\tisbn = {978-0-19-979539-0},\n\turl = {http://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199795390.001.0001/oxfordhb-9780199795390-e-34},\n\turldate = {2020-04-29},\n\tbooktitle = {The {Oxford} {Handbook} of {African} {American} {Language}},\n\tpublisher = {Oxford University Press},\n\tauthor = {Morgan, Marcyliena H.},\n\teditor = {Lanehart, Sonja L.},\n\tmonth = jul,\n\tyear = {2015},\n\tdoi = {10.1093/oxfordhb/9780199795390.013.34},\n\tkeywords = {Edited Volume, OHAAL, Women's Language},\n\tpages = {817--833},\n}\n\n

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\n \n\n \n \n \n \n \n The crucial century for English in the American South.\n \n \n \n\n\n \n Montgomery, M.\n\n\n \n\n\n\n In Picone, M. D.; and Davies, C. E., editor(s), New perspectives on language variety in the South: historical and contemporary approaches, pages 97–117. University of Alabama Press, Tuscaloosa, 2015.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@incollection{picone_crucial_2015,\n\taddress = {Tuscaloosa},\n\ttitle = {The crucial century for {English} in the {American} {South}},\n\tisbn = {978-0-8173-1815-4},\n\tbooktitle = {New perspectives on language variety in the {South}: historical and contemporary approaches},\n\tpublisher = {University of Alabama Press},\n\tauthor = {Montgomery, Michael},\n\teditor = {Picone, Michael D. and Davies, Catherine Evans},\n\tyear = {2015},\n\tkeywords = {Southern English},\n\tpages = {97--117},\n}\n\n

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\n \n\n \n \n \n \n \n \n New Perspectives on African American English: The Role of Black-to-Black Contact: Variation in African American English linked to contact with Geechee.\n \n \n \n \n\n\n \n Moody, S.\n\n\n \n\n\n\n English Today, 31(4): 53–60. December 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"New$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{moody_new_2015,\n\ttitle = {New {Perspectives} on {African} {American} {English}: {The} {Role} of {Black}-to-{Black} {Contact}: {Variation} in {African} {American} {English} linked to contact with {Geechee}},\n\tvolume = {31},\n\tissn = {0266-0784, 1474-0567},\n\tshorttitle = {New {Perspectives} on {African} {American} {English}},\n\turl = {https://www.cambridge.org/core/product/identifier/S0266078415000401/type/journal_article},\n\tdoi = {10.1017/S0266078415000401},\n\tabstract = {One of the most widely researched language varieties in the field of sociolinguistics is African American English (AAE), a term used to describe a range of English dialects, from standard to vernacular, spoken by many (but not all) African Americans as well as by certain members of other ethnic groups who have had extensive contact with AAE speakers. Most linguists agree that AAE developed from contact between enslaved Africans and predominantly English-speaking Europeans (who spoke a range of English vernaculars) during the early to middle period of colonization of what is now known as the United States of America. Consequently, research on the development of AAE is traditionally framed in terms of the degree of contact with white English vernaculars, both during and after AAE genesis, with white vernaculars playing a primary, if not exclusive, role (McDavid \\& McDavid, 1951; Mufwene, 1996; Poplack, 2000; Poplack \\& Tagliamonte, 2001). Though some analyses of AAE allow for substrate influence from creole and/or African languages in its development (cf. Winford, 1997, 1998; Rickford, 1998, 2006; Wolfram \\& Thomas, 2002; Holm, 2004), many studies place a particular focus on Earlier African American varieties or Diaspora varieties, such as the Ex-Slave Recordings, Samaná English, and Liberian Settler English rather than contemporary AAE varieties spoken within U.S. borders (cf. Rickford, 1977, 1997, 2006; DeBose, 1988; Schneider 1989; Bailey, Maynor, \\& Cukor-Avila, 1991; Hannah, 1997; Singler, 1998, 2007a, 2007b; Kautzsch 2002). This research has helped further linguists’ understanding of AAE yet does not reflect its full history in the United States.},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2020-07-23},\n\tjournal = {English Today},\n\tauthor = {Moody, Simanique},\n\tmonth = dec,\n\tyear = {2015},\n\tkeywords = {Contact, Georgia, Gullah},\n\tpages = {53--60},\n}\n\n

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\n \n\n \n \n \n \n \n The Language of Black Women in the Smoky Mountain Region of Appalachia.\n \n \n \n\n\n \n Mallinson, C.; and Childs, B.\n\n\n \n\n\n\n In Picone, M. D.; and Davies, C. E., editor(s), New perspectives on language variety in the South: historical and contemporary approaches, pages 475–491. University of Alabama Press, Tuscaloosa, 2015.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@incollection{picone_language_2015,\n\taddress = {Tuscaloosa},\n\ttitle = {The {Language} of {Black} {Women} in the {Smoky} {Mountain} {Region} of {Appalachia}},\n\tisbn = {978-0-8173-1815-4},\n\tbooktitle = {New perspectives on language variety in the {South}: historical and contemporary approaches},\n\tpublisher = {University of Alabama Press},\n\tauthor = {Mallinson, Christine and Childs, Becky},\n\teditor = {Picone, Michael D. and Davies, Catherine Evans},\n\tyear = {2015},\n\tkeywords = {Appalachia},\n\tpages = {475--491},\n}\n\n

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\n \n\n \n \n \n \n \n \n The intersection of African American English and Black American Sign Language.\n \n \n \n \n\n\n \n Lucas, C.; Bayley, R.; McCaskill, C.; and Hill, J.\n\n\n \n\n\n\n International Journal of Bilingualism, 19(2): 156–168. April 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{lucas_intersection_2015,\n\ttitle = {The intersection of {African} {American} {English} and {Black} {American} {Sign} {Language}},\n\tvolume = {19},\n\tissn = {1367-0069, 1756-6878},\n\turl = {http://journals.sagepub.com/doi/10.1177/1367006913489204},\n\tdoi = {10.1177/1367006913489204},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-07-23},\n\tjournal = {International Journal of Bilingualism},\n\tauthor = {Lucas, Ceil and Bayley, Robert and McCaskill, Carolyn and Hill, Joseph},\n\tmonth = apr,\n\tyear = {2015},\n\tkeywords = {Black ASL, Sign Language},\n\tpages = {156--168},\n}\n\n

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\n \n\n \n \n \n \n \n \n Language Use in African American Communities: An Introduction.\n \n \n \n \n\n\n \n Lanehart, S. L.; and Malik, A. M.\n\n\n \n\n\n\n In Lanehart, S. L., editor(s), The Oxford Handbook of African American Language, pages 1–22. Oxford University Press, July 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@incollection{lanehart_language_2015,\n\ttitle = {Language {Use} in {African} {American} {Communities}: {An} {Introduction}},\n\tisbn = {978-0-19-979539-0},\n\turl = {https://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199795390.001.0001/oxfordhb-9780199795390-e-62},\n\tabstract = {This chapter provides readers with an overview of analyses of traditional and contemporary work on language use in African American communities in the Oxford Handbook of African American Language (OHAAL). This introduction provides a justification for the need to provide a variety of scholarly perspectives on African American Language (AAL) with respect to sociohistorical origins and perspectives, regional variation, structure and description, child language acquisition and development, education and pedagogy, social and cultural contexts, attitudes and beliefs, and identity. In addition, this Introduction serves to provide a discussion on clarity and specificity in discussions about naming and defining AAL (or African American English) as well as about what it is and is not. Finally, this Introduction serves to highlight a need for collaborative perspectives and innovative thinking while reasserting the need for better research and communication on AAL within and outside the linguistic community in general and sociolinguistics in particular.},\n\turldate = {2020-04-12},\n\tbooktitle = {The {Oxford} {Handbook} of {African} {American} {Language}},\n\tpublisher = {Oxford University Press},\n\tauthor = {Lanehart, Sonja L. and Malik, Ayesha M.},\n\teditor = {Lanehart, Sonja L.},\n\tmonth = jul,\n\tyear = {2015},\n\tdoi = {10.1093/oxfordhb/9780199795390.013.62},\n\tkeywords = {Edited Volume, OHAAL},\n\tpages = {1--22},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Oxford Handbook of African American Language.\n \n \n \n \n\n\n \n Lanehart, S. L.,\n editor.\n \n\n\n \n\n\n\n Oxford University Press, July 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@book{lanehart_oxford_2015,\n\ttitle = {The {Oxford} {Handbook} of {African} {American} {Language}},\n\tisbn = {978-0-19-979539-0},\n\turl = {http://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199795390.001.0001/oxfordhb-9780199795390},\n\turldate = {2020-04-12},\n\tpublisher = {Oxford University Press},\n\teditor = {Lanehart, Sonja L.},\n\tmonth = jul,\n\tyear = {2015},\n\tdoi = {10.1093/oxfordhb/9780199795390.001.0001},\n\tkeywords = {Edited Volume, OHAAL},\n}\n\n

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\n \n\n \n \n \n \n \n \n African American Phonology in a Philadelphia Community.\n \n \n \n \n\n\n \n Labov, W.; and Fisher, S.\n\n\n \n\n\n\n In Lanehart, S. L., editor(s), The Oxford Handbook of African American Language. Oxford University Press, July 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"African$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{lanehart_african_2015,\n\ttitle = {African {American} {Phonology} in a {Philadelphia} {Community}},\n\tisbn = {978-0-19-979539-0},\n\turl = {http://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199795390.001.0001/oxfordhb-9780199795390-e-34},\n\turldate = {2020-04-29},\n\tbooktitle = {The {Oxford} {Handbook} of {African} {American} {Language}},\n\tpublisher = {Oxford University Press},\n\tauthor = {Labov, William and Fisher, Sabriya},\n\teditor = {Lanehart, Sonja L.},\n\tmonth = jul,\n\tyear = {2015},\n\tdoi = {10.1093/oxfordhb/9780199795390.013.34},\n\tkeywords = {Edited Volume, OHAAL, Philadelphia, Pennsylvania, Vowels},\n}\n\n

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\n \n\n \n \n \n \n \n \n African American Voices in Atlanta.\n \n \n \n \n\n\n \n Kretzschmar, W. A.\n\n\n \n\n\n\n In Lanehart, S. L., editor(s), The Oxford Handbook of African American Language, pages 219–235. Oxford University Press, July 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"African$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{lanehart_african_2015-1,\n\ttitle = {African {American} {Voices} in {Atlanta}},\n\tisbn = {978-0-19-979539-0},\n\turl = {http://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199795390.001.0001/oxfordhb-9780199795390},\n\turldate = {2020-04-12},\n\tbooktitle = {The {Oxford} {Handbook} of {African} {American} {Language}},\n\tpublisher = {Oxford University Press},\n\tauthor = {Kretzschmar, William A.},\n\teditor = {Lanehart, Sonja L.},\n\tmonth = jul,\n\tyear = {2015},\n\tdoi = {10.1093/oxfordhb/9780199795390.001.0001},\n\tkeywords = {Atlanta, Georgia, Edited Volume, OHAAL, Regional Variation},\n\tpages = {219--235},\n}\n\n

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\n \n\n \n \n \n \n \n The Linguistic Status of Gullah-Geechee: Divergent Phonological Processes.\n \n \n \n\n\n \n Klein, T. B.\n\n\n \n\n\n\n In Picone, M. D.; and Davies, C. E., editor(s), New perspectives on language variety in the South: historical and contemporary approaches, pages 254–264. University of Alabama Press, Tuscaloosa, 2015.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@incollection{picone_linguistic_2015,\n\taddress = {Tuscaloosa},\n\ttitle = {The {Linguistic} {Status} of {Gullah}-{Geechee}: {Divergent} {Phonological} {Processes}},\n\tisbn = {978-0-8173-1815-4},\n\tbooktitle = {New perspectives on language variety in the {South}: historical and contemporary approaches},\n\tpublisher = {University of Alabama Press},\n\tauthor = {Klein, Thomas B.},\n\teditor = {Picone, Michael D. and Davies, Catherine Evans},\n\tyear = {2015},\n\tkeywords = {Gullah},\n\tpages = {254--264},\n}\n\n

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\n \n\n \n \n \n \n \n \n Toward a Description of African American Vernacular English Dialect Regions Using “Black Twitter”.\n \n \n \n \n\n\n \n Jones, T.\n\n\n \n\n\n\n American Speech, 90(4): 403–440. November 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"Toward$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 3 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{jones_toward_2015,\n\ttitle = {Toward a {Description} of {African} {American} {Vernacular} {English} {Dialect} {Regions} {Using} “{Black} {Twitter}”},\n\tvolume = {90},\n\tissn = {0003-1283, 1527-2133},\n\turl = {https://read.dukeupress.edu/american-speech/article/90/4/403-440/5470},\n\tdoi = {10.1215/00031283-3442117},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2020-04-13},\n\tjournal = {American Speech},\n\tauthor = {Jones, Taylor},\n\tmonth = nov,\n\tyear = {2015},\n\tkeywords = {Twitter},\n\tpages = {403--440},\n}\n\n

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\n \n\n \n \n \n \n \n \n Hip-hop rhymes reiterate phonological typology.\n \n \n \n \n\n\n \n Katz, J.\n\n\n \n\n\n\n Lingua, 160: 54–73. June 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"Hip-hop$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{katz_hip-hop_2015,\n\ttitle = {Hip-hop rhymes reiterate phonological typology},\n\tvolume = {160},\n\tissn = {00243841},\n\turl = {https://linkinghub.elsevier.com/retrieve/pii/S0024384115000492},\n\tdoi = {10.1016/j.lingua.2015.03.005},\n\tlanguage = {en},\n\turldate = {2020-07-23},\n\tjournal = {Lingua},\n\tauthor = {Katz, Jonah},\n\tmonth = jun,\n\tyear = {2015},\n\tkeywords = {Hip Hop, Phonology},\n\tpages = {54--73},\n}\n\n

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\n \n\n \n \n \n \n \n \n Pragmatic Language of African American Children and Adolescents: A Systematic Synthesis of the Literature.\n \n \n \n \n\n\n \n Hyter, Y. D.; Rivers, K. O.; and DeJarnette, G.\n\n\n \n\n\n\n Topics in Language Disorders, 35(1): 8–45. 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"Pragmatic$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{hyter_pragmatic_2015,\n\ttitle = {Pragmatic {Language} of {African} {American} {Children} and {Adolescents}: {A} {Systematic} {Synthesis} of the {Literature}},\n\tvolume = {35},\n\tissn = {0271-8294},\n\tshorttitle = {Pragmatic {Language} of {African} {American} {Children} and {Adolescents}},\n\turl = {http://journals.lww.com/00011363-201501000-00004},\n\tdoi = {10.1097/TLD.0000000000000043},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-29},\n\tjournal = {Topics in Language Disorders},\n\tauthor = {Hyter, Yvette D. and Rivers, Kenyatta O. and DeJarnette, Glenda},\n\tyear = {2015},\n\tkeywords = {Child AAE},\n\tpages = {8--45},\n}\n\n

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\n \n\n \n \n \n \n \n \n Variation in Vowel Duration Among Southern African American English Speakers.\n \n \n \n \n\n\n \n Holt, Y. F.; Jacewicz, E.; and Fox, R. A.\n\n\n \n\n\n\n American Journal of Speech-Language Pathology, 24(3): 460–469. August 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"Variation$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{holt_variation_2015,\n\ttitle = {Variation in {Vowel} {Duration} {Among} {Southern} {African} {American} {English} {Speakers}},\n\tvolume = {24},\n\tissn = {1058-0360, 1558-9110},\n\turl = {http://pubs.asha.org/doi/10.1044/2015_AJSLP-14-0186},\n\tdoi = {10.1044/2015_AJSLP-14-0186},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-04-29},\n\tjournal = {American Journal of Speech-Language Pathology},\n\tauthor = {Holt, Yolanda Feimster and Jacewicz, Ewa and Fox, Robert Allen},\n\tmonth = aug,\n\tyear = {2015},\n\tkeywords = {North Carolina},\n\tpages = {460--469},\n}\n\n

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\n \n\n \n \n \n \n \n \n Balancing Pedagogy with Theory.\n \n \n \n \n\n\n \n Hollie, S.; Butler, T.; and Gillenwaters, J.\n\n\n \n\n\n\n In Lanehart, S. L., editor(s), The Oxford Handbook of African American Language. Oxford University Press, July 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"Balancing$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{lanehart_balancing_2015,\n\ttitle = {Balancing {Pedagogy} with {Theory}},\n\tisbn = {978-0-19-979539-0},\n\turl = {http://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199795390.001.0001/oxfordhb-9780199795390-e-64},\n\turldate = {2020-08-01},\n\tbooktitle = {The {Oxford} {Handbook} of {African} {American} {Language}},\n\tpublisher = {Oxford University Press},\n\tauthor = {Hollie, Sharroky and Butler, Tamara and Gillenwaters, Jamila},\n\teditor = {Lanehart, Sonja L.},\n\tmonth = jul,\n\tyear = {2015},\n\tdoi = {10.1093/oxfordhb/9780199795390.013.64},\n\tkeywords = {Edited Volume, Education, OHAAL, Teaching},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Black ASL (American Sign Language) Project: An Overview.\n \n \n \n \n\n\n \n Hill, J.; McCaskill, C.; Bayley, R.; and Lucas, C.\n\n\n \n\n\n\n In Lanehart, S. L., editor(s), The Oxford Handbook of African American Language, pages 316–337. Oxford University Press, July 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{lanehart_black_2015,\n\ttitle = {The {Black} {ASL} ({American} {Sign} {Language}) {Project}: {An} {Overview}},\n\tisbn = {978-0-19-979539-0},\n\turl = {http://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199795390.001.0001/oxfordhb-9780199795390-e-34},\n\turldate = {2020-04-29},\n\tbooktitle = {The {Oxford} {Handbook} of {African} {American} {Language}},\n\tpublisher = {Oxford University Press},\n\tauthor = {Hill, Joseph and McCaskill, Carolyn and Bayley, Robert and Lucas, Ceil},\n\teditor = {Lanehart, Sonja L.},\n\tmonth = jul,\n\tyear = {2015},\n\tdoi = {10.1093/oxfordhb/9780199795390.013.34},\n\tkeywords = {Black ASL, Edited Volume, OHAAL, Sign Language},\n\tpages = {316--337},\n}\n\n

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\n \n\n \n \n \n \n \n \n Syntax and Semantics in African American English.\n \n \n \n \n\n\n \n Green, L. J.; and Sistrunk, W.\n\n\n \n\n\n\n In Lanehart, S. L., editor(s), The Oxford Handbook of African American Language, pages 355–370. Oxford University Press, July 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"Syntax$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@incollection{lanehart_syntax_2015,\n\ttitle = {Syntax and {Semantics} in {African} {American} {English}},\n\tisbn = {978-0-19-979539-0},\n\turl = {http://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199795390.001.0001/oxfordhb-9780199795390},\n\turldate = {2020-04-12},\n\tbooktitle = {The {Oxford} {Handbook} of {African} {American} {Language}},\n\tpublisher = {Oxford University Press},\n\tauthor = {Green, Lisa J. and Sistrunk, Walter},\n\teditor = {Lanehart, Sonja L.},\n\tmonth = jul,\n\tyear = {2015},\n\tdoi = {10.1093/oxfordhb/9780199795390.001.0001},\n\tkeywords = {Edited Volume, OHAAL},\n\tpages = {355--370},\n}\n\n

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\n \n\n \n \n \n \n \n What We Hear and What It Expresses: The Perception and Meaning of Vowel Differences among Dialects.\n \n \n \n\n\n \n Fridland, V.; and Bartlett, K.\n\n\n \n\n\n\n In Picone, M. D.; and Davies, C. E., editor(s), New perspectives on language variety in the South: historical and contemporary approaches, pages 523–535. University of Alabama Press, Tuscaloosa, 2015.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@incollection{picone_what_2015,\n\taddress = {Tuscaloosa},\n\ttitle = {What {We} {Hear} and {What} {It} {Expresses}: {The} {Perception} and {Meaning} of {Vowel} {Differences} among {Dialects}},\n\tisbn = {978-0-8173-1815-4},\n\tbooktitle = {New perspectives on language variety in the {South}: historical and contemporary approaches},\n\tpublisher = {University of Alabama Press},\n\tauthor = {Fridland, Valerie and Bartlett, Kathryn},\n\teditor = {Picone, Michael D. and Davies, Catherine Evans},\n\tyear = {2015},\n\tkeywords = {Perception, Vowels},\n\tpages = {523--535},\n}\n\n

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\n \n\n \n \n \n \n \n The Spread of the cot/caught Merger in the Speech of Memphians: An Ethnolinguistic Marker?.\n \n \n \n\n\n \n Fridland, V.\n\n\n \n\n\n\n In Picone, M. D.; and Davies, C. E., editor(s), New perspectives on language variety in the South: historical and contemporary approaches, pages 551–564. University of Alabama Press, Tuscaloosa, 2015.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{picone_spread_2015,\n\taddress = {Tuscaloosa},\n\ttitle = {The {Spread} of the cot/caught {Merger} in the {Speech} of {Memphians}: {An} {Ethnolinguistic} {Marker}?},\n\tisbn = {978-0-8173-1815-4},\n\tbooktitle = {New perspectives on language variety in the {South}: historical and contemporary approaches},\n\tpublisher = {University of Alabama Press},\n\tauthor = {Fridland, Valerie},\n\teditor = {Picone, Michael D. and Davies, Catherine Evans},\n\tyear = {2015},\n\tkeywords = {Memphis, Tennessee, Vowels},\n\tpages = {551--564},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Apple Doesn’t Fall Far From the Tree: Incremental Change in Philadelphia Families.\n \n \n \n \n\n\n \n Fisher, S.; Prichard, H.; and Sneller, B.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 21(2): Article 7. 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{fisher_apple_2015,\n\ttitle = {The {Apple} {Doesn}’t {Fall} {Far} {From} the {Tree}: {Incremental} {Change} in {Philadelphia} {Families}},\n\tvolume = {21},\n\turl = {https://repository.upenn.edu/pwpl/vol21/iss2/7/},\n\tabstract = {This paper considers the relative influence of the family and peer group on an individual’s grammar in a comparison of three female undergraduates at the University of Pennsylvania. Automatic vowel measurement is used to assess the degree of participation of these young women and their families in the local phonology. While each woman’s vowel system contains less markedly Philadelphian features than her family members’, in no case is there an abrupt jump from the Philadelphia system to an unmarked system. We therefore conclude that the phonological reorganization in progress in Philadelphia, specifically the emergence of the nasal short-a system, is accomplished via an intermediate weak-system stage.},\n\tnumber = {2},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {Fisher, Sabriya and Prichard, Hilary and Sneller, Betsy},\n\tyear = {2015},\n\tkeywords = {Philadelphia, Pennsylvania, Vowels},\n\tpages = {Article 7},\n}\n\n

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\n \n\n \n \n \n \n \n A Century of Sound Change in Alabama.\n \n \n \n\n\n \n Feagin, C.\n\n\n \n\n\n\n In Picone, M. D.; and Davies, C. E., editor(s), New perspectives on language variety in the South: historical and contemporary approaches, pages 353–368. University of Alabama Press, Tuscaloosa, 2015.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@incollection{picone_century_2015,\n\taddress = {Tuscaloosa},\n\ttitle = {A {Century} of {Sound} {Change} in {Alabama}},\n\tisbn = {978-0-8173-1815-4},\n\tbooktitle = {New perspectives on language variety in the {South}: historical and contemporary approaches},\n\tpublisher = {University of Alabama Press},\n\tauthor = {Feagin, Crawford},\n\teditor = {Picone, Michael D. and Davies, Catherine Evans},\n\tyear = {2015},\n\tkeywords = {Alabama},\n\tpages = {353--368},\n}\n\n

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\n \n\n \n \n \n \n \n \n ‘First things first, I'm the realest’: Linguistic appropriation, white privilege, and the hip-hop persona of Iggy Azalea.\n \n \n \n \n\n\n \n Eberhardt, M.; and Freeman, K.\n\n\n \n\n\n\n Journal of Sociolinguistics, 19(3): 303–327. June 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"‘First$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{eberhardt_first_2015,\n\ttitle = {‘{First} things first, {I}'m the realest’: {Linguistic} appropriation, white privilege, and the hip-hop persona of {Iggy} {Azalea}},\n\tvolume = {19},\n\tissn = {13606441},\n\tshorttitle = {‘{First} things first, {I}'m the realest’},\n\turl = {http://doi.wiley.com/10.1111/josl.12128},\n\tdoi = {10.1111/josl.12128},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-04-29},\n\tjournal = {Journal of Sociolinguistics},\n\tauthor = {Eberhardt, Maeve and Freeman, Kara},\n\tmonth = jun,\n\tyear = {2015},\n\tkeywords = {Appropriation, Case Study},\n\tpages = {303--327},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Systematic Marking of Tense, Modality, and Aspect in African American Language.\n \n \n \n \n\n\n \n DeBose, C. E.\n\n\n \n\n\n\n In Lanehart, S. L., editor(s), The Oxford Handbook of African American Language, pages 371–386. Oxford University Press, July 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{lanehart_systematic_2015,\n\ttitle = {The {Systematic} {Marking} of {Tense}, {Modality}, and {Aspect} in {African} {American} {Language}},\n\tisbn = {978-0-19-979539-0},\n\turl = {https://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199795390.001.0001/oxfordhb-9780199795390-e-18},\n\tabstract = {Tense, mood, and aspect is expressed in African American Language through overt markers and auxiliaries, as well as through default values assigned to unmarked predicates. Type I predicates have a default non-completive aspect/present tense interpretation that is redundantly marked by variable occurrence of the copula auxiliary is/are. Type II predicates have a default completive aspect/past tense interpretation that is redundantly marked by the completive marker done and the –ed suffix. Type III predicates have a default habitual aspect interpretation which is redundantly marked by variable occurrence of the –s suffix. Type IV predicates are marked non-completive aspect/present tense by default and are redundantly marked as such by the –s suffix. Selection of overt markers and complements is restricted to particular phrase types based on their value for the features [+/-verb] and [+/- stative].},\n\turldate = {2020-04-12},\n\tbooktitle = {The {Oxford} {Handbook} of {African} {American} {Language}},\n\tpublisher = {Oxford University Press},\n\tauthor = {DeBose, Charles E.},\n\teditor = {Lanehart, Sonja L.},\n\tmonth = jul,\n\tyear = {2015},\n\tdoi = {10.1093/oxfordhb/9780199795390.013.18},\n\tkeywords = {Aspect, Edited Volume, OHAAL, Syntax},\n\tpages = {371--386},\n}\n\n

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\n \n\n \n \n \n \n \n \n Ways of Examining Speech Acts in Young African American Children: Considering Inside-out and Outside-in Approaches.\n \n \n \n \n\n\n \n DeJarnette, G.; Rivers, K. O.; and Hyter, Y. D.\n\n\n \n\n\n\n Topics in Language Disorders, 35(1): 61–75. 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"Ways$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{dejarnette_ways_2015,\n\ttitle = {Ways of {Examining} {Speech} {Acts} in {Young} {African} {American} {Children}: {Considering} {Inside}-out and {Outside}-in {Approaches}},\n\tvolume = {35},\n\tissn = {0271-8294},\n\tshorttitle = {Ways of {Examining} {Speech} {Acts} in {Young} {African} {American} {Children}},\n\turl = {http://journals.lww.com/00011363-201501000-00006},\n\tdoi = {10.1097/TLD.0000000000000042},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-29},\n\tjournal = {Topics in Language Disorders},\n\tauthor = {DeJarnette, Glenda and Rivers, Kenyatta O. and Hyter, Yvette D.},\n\tyear = {2015},\n\tkeywords = {Child AAE, Speech Pathology},\n\tpages = {61--75},\n}\n\n

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\n \n\n \n \n \n \n \n \n Rural Texas African American Vernacular English.\n \n \n \n \n\n\n \n Cukor-Avila, P.; and Bailey, G.\n\n\n \n\n\n\n In Lanehart, S. L., editor(s), The Oxford Handbook of African American Language, pages 163–180. Oxford University Press, July 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"Rural$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{lanehart_rural_2015,\n\ttitle = {Rural {Texas} {African} {American} {Vernacular} {English}},\n\tisbn = {978-0-19-979539-0},\n\turl = {http://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199795390.001.0001/oxfordhb-9780199795390},\n\turldate = {2020-04-12},\n\tbooktitle = {The {Oxford} {Handbook} of {African} {American} {Language}},\n\tpublisher = {Oxford University Press},\n\tauthor = {Cukor-Avila, Patricia and Bailey, Guy},\n\teditor = {Lanehart, Sonja L.},\n\tmonth = jul,\n\tyear = {2015},\n\tdoi = {10.1093/oxfordhb/9780199795390.001.0001},\n\tkeywords = {Edited Volume, OHAAL, Regional Variation, Rural, Texas},\n\tpages = {163--180},\n}\n\n

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\n \n\n \n \n \n \n \n \n African American English in the Middle Class.\n \n \n \n \n\n\n \n Britt, E.; and Weldon, T. L.\n\n\n \n\n\n\n In Lanehart, S. L., editor(s), The Oxford Handbook of African American Language, pages 800–816. Oxford University Press, July 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"African$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{lanehart_african_2015,\n\ttitle = {African {American} {English} in the {Middle} {Class}},\n\tisbn = {978-0-19-979539-0},\n\turl = {https://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199795390.001.0001/oxfordhb-9780199795390-e-44},\n\tabstract = {The goal of this chapter is to provide an overview of the emerging body of research aimed at examining the use and perception of African American English (AAE) by middle class speakers. While many scholars have pointed out that AAE falls on a continuum of social dialect features that reflect a speaker’s socioeconomic status, among other factors, the use of AAE by middle class speakers has often been overlooked in favor of the idealized, vernacular speech patterns of working class African Americans and urban African American male youth. Yet, an emerging body of research provides evidence that the use of AAE by middle class speakers is rich and dynamic, reflecting the complex social, economic, and professional domains that shape middle class African American life and linguistic behavior. Finally, we reflect on linguistic definitions of the AAE continuum vis-à-vis middle class speakers.},\n\turldate = {2020-04-29},\n\tbooktitle = {The {Oxford} {Handbook} of {African} {American} {Language}},\n\tpublisher = {Oxford University Press},\n\tauthor = {Britt, Erica and Weldon, Tracey L.},\n\teditor = {Lanehart, Sonja L.},\n\tmonth = jul,\n\tyear = {2015},\n\tdoi = {10.1093/oxfordhb/9780199795390.013.44},\n\tkeywords = {Edited Volume, Middle Class, OHAAL},\n\tpages = {800--816},\n}\n\n

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\n \n\n \n \n \n \n \n \n African American Language in Pittsburgh and the Lower Susquehanna Valley.\n \n \n \n \n\n\n \n Bloomquist, J.; and Gooden, S.\n\n\n \n\n\n\n In Lanehart, S. L., editor(s), The Oxford Handbook of African American Language, pages 236–255. Oxford University Press, July 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"African$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{lanehart_african_2015-1,\n\ttitle = {African {American} {Language} in {Pittsburgh} and the {Lower} {Susquehanna} {Valley}},\n\tisbn = {978-0-19-979539-0},\n\turl = {http://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199795390.001.0001/oxfordhb-9780199795390},\n\turldate = {2020-04-12},\n\tbooktitle = {The {Oxford} {Handbook} of {African} {American} {Language}},\n\tpublisher = {Oxford University Press},\n\tauthor = {Bloomquist, Jennifer and Gooden, Shelome},\n\teditor = {Lanehart, Sonja L.},\n\tmonth = jul,\n\tyear = {2015},\n\tdoi = {10.1093/oxfordhb/9780199795390.001.0001},\n\tkeywords = {Edited Volume, OHAAL, Pennsylvania, Pittsburgh, Pennsylvania, Regional Variation},\n\tpages = {236--255},\n}\n\n

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\n \n\n \n \n \n \n \n \n African American Language in New York City.\n \n \n \n \n\n\n \n Blake, R.; Shousterman, C.; and Newlin-Łukowicz, L.\n\n\n \n\n\n\n In Lanehart, S. L., editor(s), The Oxford Handbook of African American Language, pages 280–298. Oxford University Press, July 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"African$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{lanehart_african_2015-2,\n\ttitle = {African {American} {Language} in {New} {York} {City}},\n\tisbn = {978-0-19-979539-0},\n\turl = {http://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199795390.001.0001/oxfordhb-9780199795390-e-34},\n\turldate = {2020-04-29},\n\tbooktitle = {The {Oxford} {Handbook} of {African} {American} {Language}},\n\tpublisher = {Oxford University Press},\n\tauthor = {Blake, Renee and Shousterman, Cara and Newlin-Łukowicz, Luiza},\n\teditor = {Lanehart, Sonja L.},\n\tmonth = jul,\n\tyear = {2015},\n\tdoi = {10.1093/oxfordhb/9780199795390.013.34},\n\tkeywords = {Edited Volume, New York City, OHAAL},\n\tpages = {280--298},\n}\n\n

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\n \n\n \n \n \n \n \n \n Speaking Up for African American English: Equity and Inclusion in Early Childhood Settings.\n \n \n \n \n\n\n \n Beneke, M.; and Cheatham, G. A.\n\n\n \n\n\n\n Early Childhood Education Journal, 43(2): 127–134. March 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"Speaking$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{beneke_speaking_2015,\n\ttitle = {Speaking {Up} for {African} {American} {English}: {Equity} and {Inclusion} in {Early} {Childhood} {Settings}},\n\tvolume = {43},\n\tissn = {1082-3301, 1573-1707},\n\tshorttitle = {Speaking {Up} for {African} {American} {English}},\n\turl = {http://link.springer.com/10.1007/s10643-014-0641-x},\n\tdoi = {10.1007/s10643-014-0641-x},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-06-29},\n\tjournal = {Early Childhood Education Journal},\n\tauthor = {Beneke, Margaret and Cheatham, Gregory A.},\n\tmonth = mar,\n\tyear = {2015},\n\tkeywords = {Child AAE, Education},\n\tpages = {127--134},\n}\n\n

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\n \n\n \n \n \n \n \n Phonological Variation in Louisiana ASL: An Exploratory Study.\n \n \n \n\n\n \n Bayley, R.; and Lucas, C.\n\n\n \n\n\n\n In Picone, M. D.; and Davies, C. E., editor(s), New perspectives on language variety in the South: historical and contemporary approaches, pages 565–580. University of Alabama Press, Tuscaloosa, 2015.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@incollection{picone_phonological_2015,\n\taddress = {Tuscaloosa},\n\ttitle = {Phonological {Variation} in {Louisiana} {ASL}: {An} {Exploratory} {Study}},\n\tisbn = {978-0-8173-1815-4},\n\tbooktitle = {New perspectives on language variety in the {South}: historical and contemporary approaches},\n\tpublisher = {University of Alabama Press},\n\tauthor = {Bayley, Robert and Lucas, Ceil},\n\teditor = {Picone, Michael D. and Davies, Catherine Evans},\n\tyear = {2015},\n\tkeywords = {ASL, Louisiana},\n\tpages = {565--580},\n}\n\n

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\n \n\n \n \n \n \n \n \n SWB (Speaking while Black).\n \n \n \n \n\n\n \n Baugh, J.\n\n\n \n\n\n\n In Lanehart, S. L., editor(s), The Oxford Handbook of African American Language, pages 755–769. Oxford University Press, July 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"SWB$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{lanehart_swb_2015,\n\ttitle = {{SWB} ({Speaking} while {Black})},\n\tisbn = {978-0-19-979539-0},\n\turl = {http://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199795390.001.0001/oxfordhb-9780199795390-e-68},\n\tabstract = {This chapter describes several instances of linguistic bigotry against speakers of African American Vernacular English. Race, language, and the Ebonics controversy are reviewed prior to the presentation of experimental evaluations of linguistic profiling related to housing discrimination across the United States. Evidence pertaining to racially motivated linguistic discrimination is presented in reference to technical phonetic evaluations of diverse American dialects. The experimental findings, although derived from research on housing discrimination, prove relevant to other forms of linguistic prejudice; evidence of vitriolic linguistic ridicule surfaced during the George Zimmerman murder trial in response to the testimony of Rachel Jeantel. Due to substantial linguistic bias in America (and elsewhere), the need for educational programs that expose linguistic prejudice and prepare students who may become victims of linguistic discrimination will be necessary. Concluding remarks synthesize observations regarding linguistic profiling in housing, on the job, in the courts, and in educational contexts.},\n\turldate = {2020-07-27},\n\tbooktitle = {The {Oxford} {Handbook} of {African} {American} {Language}},\n\tpublisher = {Oxford University Press},\n\tauthor = {Baugh, John},\n\teditor = {Lanehart, Sonja L.},\n\tmonth = jul,\n\tyear = {2015},\n\tdoi = {10.1093/oxfordhb/9780199795390.013.68},\n\tkeywords = {Edited Volume, Education, OHAAL},\n\tpages = {755--769},\n}\n\n

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\n \n\n \n \n \n \n \n A Quantitative Acoustic Approach to /ai/ Glide-Weakening among Detroit African American and Appalachian White Southern Migrants.\n \n \n \n\n\n \n Anderson, B. L.\n\n\n \n\n\n\n In Picone, M. D.; and Davies, C. E., editor(s), New perspectives on language variety in the South: historical and contemporary approaches, pages 536–550. University of Alabama Press, Tuscaloosa, 2015.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{picone_quantitative_2015,\n\taddress = {Tuscaloosa},\n\ttitle = {A {Quantitative} {Acoustic} {Approach} to /ai/ {Glide}-{Weakening} among {Detroit} {African} {American} and {Appalachian} {White} {Southern} {Migrants}},\n\tisbn = {978-0-8173-1815-4},\n\tbooktitle = {New perspectives on language variety in the {South}: historical and contemporary approaches},\n\tpublisher = {University of Alabama Press},\n\tauthor = {Anderson, Bridget L.},\n\teditor = {Picone, Michael D. and Davies, Catherine Evans},\n\tyear = {2015},\n\tkeywords = {Appalachia, Detroit, Michigan, Vowels},\n\tpages = {536--550},\n}\n\n

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\n \n\n \n \n \n \n \n \n Hip Hop Nation Language.\n \n \n \n \n\n\n \n Alim, H. S.\n\n\n \n\n\n\n In Lanehart, S. L., editor(s), The Oxford Handbook of African American Language. Oxford University Press, July 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"Hip$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{lanehart_hip_2015,\n\ttitle = {Hip {Hop} {Nation} {Language}},\n\tisbn = {978-0-19-979539-0},\n\turl = {http://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199795390.001.0001/oxfordhb-9780199795390-e-49},\n\tabstract = {This chapter introduces readers to the concept of Hip Hop Nation Language (HHNL). The use of the term in the United States has generally referred to language and language use within the Hip Hop Nation, a diverse, imagined community whose members (known as “heads”) practice and/or appreciate Hip Hop’s expressive culture. Specifically, the use of HHNL has been tied to the linguistic systems and cultural modes of discourse that both derive from and reinvent the African American Oral Tradition. This chapter outlines the ten tenets of HHNL and demonstrates its complexity by examining Hip Hop heads’ unabated drive for stylistic distinction, creativity, manipulation of grammar and pronunciation, and the politics and pleasure involved in their use of the verbal art of slang. The chapter concludes by exploring some ways that the variety has simultaneously localized and globalized.},\n\turldate = {2020-07-27},\n\tbooktitle = {The {Oxford} {Handbook} of {African} {American} {Language}},\n\tpublisher = {Oxford University Press},\n\tauthor = {Alim, H. Samy},\n\teditor = {Lanehart, Sonja L.},\n\tmonth = jul,\n\tyear = {2015},\n\tdoi = {10.1093/oxfordhb/9780199795390.013.49},\n\tkeywords = {Edited Volume, Hip Hop, OHAAL},\n}\n\n

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\n \n 2014\n \n \n (32)\n \n \n

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\n \n\n \n \n \n \n \n \n Resolving Dialect Status: Levels of Evidence in Assessing African-American Vernacular English Forms.\n \n \n \n \n\n\n \n Wolfram, W.\n\n\n \n\n\n\n In Bernstein, C.; Nunnally, T.; and Sabino, R., editor(s), Language variety in the South revisited, pages 490–507. 2014.\n OCLC: 884595417\n\n\n\n
\n\n\n\n \n \n $\"Resolving$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@incollection{bernstein_resolving_2014,\n\ttitle = {Resolving {Dialect} {Status}: {Levels} of {Evidence} in {Assessing} {African}-{American} {Vernacular} {English} {Forms}},\n\tisbn = {978-0-8173-8663-4 978-0-8173-5744-3},\n\turl = {http://site.ebrary.com/id/10888694},\n\tlanguage = {English},\n\turldate = {2020-04-30},\n\tbooktitle = {Language variety in the {South} revisited},\n\tauthor = {Wolfram, Walt},\n\teditor = {Bernstein, Cynthia and Nunnally, Thomas and Sabino, Robin},\n\tyear = {2014},\n\tnote = {OCLC: 884595417},\n\tpages = {490--507},\n}\n\n

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\n \n\n \n \n \n \n \n \n Rule Ordering in the Phonology of Alabama-Georgia Consonants.\n \n \n \n \n\n\n \n Taylor, W. C.\n\n\n \n\n\n\n In Bernstein, C.; Nunnally, T.; and Sabino, R., editor(s), Language variety in the South revisited, pages 210–218. 2014.\n OCLC: 884595417\n\n\n\n
\n\n\n\n \n \n $\"Rule$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@incollection{bernstein_rule_2014,\n\ttitle = {Rule {Ordering} in the {Phonology} of {Alabama}-{Georgia} {Consonants}},\n\tisbn = {978-0-8173-8663-4 978-0-8173-5744-3},\n\turl = {http://site.ebrary.com/id/10888694},\n\tlanguage = {English},\n\turldate = {2020-04-30},\n\tbooktitle = {Language variety in the {South} revisited},\n\tauthor = {Taylor, William C.},\n\teditor = {Bernstein, Cynthia and Nunnally, Thomas and Sabino, Robin},\n\tyear = {2014},\n\tnote = {OCLC: 884595417},\n\tkeywords = {Consonants, Southern States},\n\tpages = {210--218},\n}\n\n

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\n \n\n \n \n \n \n \n Now We Stronger Than Ever: African-American Syntax in Twitter.\n \n \n \n\n\n \n Stewart, I.\n\n\n \n\n\n\n Proceedings of the Student Research Workshop at the 14th Conference of the European Chapter of the Assocation for Computational Linguistics,31–37. April 2014.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{stewart_now_2014,\n\ttitle = {Now {We} {Stronger} {Than} {Ever}: {African}-{American} {Syntax} in {Twitter}},\n\tjournal = {Proceedings of the Student Research Workshop at the 14th Conference of the European Chapter of the Assocation for Computational Linguistics},\n\tauthor = {Stewart, Ian},\n\tmonth = apr,\n\tyear = {2014},\n\tkeywords = {Syntax, Twitter},\n\tpages = {31--37},\n}\n\n

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\n \n\n \n \n \n \n \n \n Antagonistic Contact and Inverse Affiliation: Appropriation of /TH/-fronting by White Speakers in South Philadelphia.\n \n \n \n \n\n\n \n Sneller, B.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 20(2): Article 19. 2014.\n \n\n\n\n
\n\n\n\n \n \n $\"Antagonistic$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{sneller_antagonistic_2014,\n\ttitle = {Antagonistic {Contact} and {Inverse} {Affiliation}: {Appropriation} of /{TH}/-fronting by {White} {Speakers} in {South} {Philadelphia}},\n\tvolume = {20},\n\turl = {https://repository.upenn.edu/pwpl/vol20/iss2/19/},\n\tabstract = {This paper examines a group of white speakers in South Philadelphia who exhibit appropriation of African American Vernacular English /TH/-fronting. Speakers with the most antagonistic contact and most aggressive attitudes toward their African American neighbors show the highest rates of /TH/-fronting. This paper argues that appropriation of the African American Vernacular English (AAVE) ethnolect feature of /TH/-fronting has been reanalyzed as a marker of street smarts rather than as a marker of speakers’ affiliations with AAVE speakers.},\n\tnumber = {2},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {Sneller, Betsy},\n\tyear = {2014},\n\tkeywords = {Appropriation, Philadelphia, Pennsylvania},\n\tpages = {Article 19},\n}\n\n

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\n \n\n \n \n \n \n \n \n Earlier Black English Revisited.\n \n \n \n \n\n\n \n Schneider, E. W.\n\n\n \n\n\n\n In Bernstein, C.; Nunnally, T.; and Sabino, R., editor(s), Language variety in the South revisited, pages 35–50. 2014.\n OCLC: 884595417\n\n\n\n
\n\n\n\n \n \n $\"Earlier$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@incollection{bernstein_earlier_2014,\n\ttitle = {Earlier {Black} {English} {Revisited}},\n\tisbn = {978-0-8173-8663-4 978-0-8173-5744-3},\n\turl = {http://site.ebrary.com/id/10888694},\n\tlanguage = {English},\n\turldate = {2020-04-30},\n\tbooktitle = {Language variety in the {South} revisited},\n\tauthor = {Schneider, Edgar W.},\n\teditor = {Bernstein, Cynthia and Nunnally, Thomas and Sabino, Robin},\n\tyear = {2014},\n\tnote = {OCLC: 884595417},\n\tkeywords = {Early African American English},\n\tpages = {35--50},\n}\n\n

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\n \n\n \n \n \n \n \n \n Ethnolectal and generational differences in vowel trajectories: Evidence from African American English and the Southern Vowel System.\n \n \n \n \n\n\n \n Risdal, M. L.; and Kohn, M. E.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 20(2): Article 16. 2014.\n \n\n\n\n
\n\n\n\n \n \n $\"Ethnolectal$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{risdal_ethnolectal_2014,\n\ttitle = {Ethnolectal and generational differences in vowel trajectories: {Evidence} from {African} {American} {English} and the {Southern} {Vowel} {System}},\n\tvolume = {20},\n\turl = {https://repository.upenn.edu/pwpl/vol20/iss2/16/},\n\tabstract = {Despite their potential for elucidating fine-grained differences across ethnolects and regional dialects, vowel trajectories are neglected in sociolinguistics as group comparisons tend to rely upon F1/F2 steady-state measures. In this paper we demonstrate that comparisons of dynamic aspects of vowel production are crucial for comparing groups that may superficially align in steady-state production values. Specifically, we compare the front lax vowels BIT, BET, and BAT from the Southern Vowel Shift to those of the African American Vowel System in Piedmont, North Carolina. Data from eight older-generation European American participants from Raleigh, North Carolina, and twenty younger-generation African American participants from Piedmont, NC, come from sociolinguistic interviews. Using force-aligned TextGrids, F1 and F2 were semi-automatically measured at 21 equally-spaced time-points within each vowel. Functional data analysis was used to model vowel curvature for each group allowing for holistic descriptions of trajectory shape. Cubic coefficients, a measure of curvilinear contour shape, and their interaction with vowel duration were then compared through visual and statistical analysis. Our results reveal that SVS vowels for European Americans follow diphthongal trajectories, while African American vowels are more monophthongal. Interactions between duration and trajectory shape also differ across groups. As such, formant trajectories and other dynamic information form a central component of linguistic diversity in the region. Functional data analysis illustrates that differences in vowel formant trajectories are a key marker of regional sound systems and ethnolectal vowel variation in Southern English in the Piedmont region of North Carolina.},\n\tnumber = {2},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {Risdal, Megan L. and Kohn, Mary Elizabeth},\n\tyear = {2014},\n\tkeywords = {North Carolina, Vowels},\n\tpages = {Article 16},\n}\n\n

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\n \n\n \n \n \n \n \n \n An Early Study of the Speech of Young Black Children in California: Why It Matters.\n \n \n \n \n\n\n \n Rickford, J. R.\n\n\n \n\n\n\n American Speech, 89(2): 121–142. 2014.\n \n\n\n\n
\n\n\n\n \n \n $\"An$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 2 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{rickford_early_2014,\n\ttitle = {An {Early} {Study} of the {Speech} of {Young} {Black} {Children} in {California}: {Why} {It} {Matters}},\n\tvolume = {89},\n\tissn = {0003-1283, 1527-2133},\n\tshorttitle = {An {Early} {Study} of the {Speech} of {Young} {Black} {Children} in {California}},\n\turl = {https://read.dukeupress.edu/american-speech/article/89/2/121/6004/An-Early-Study-of-the-Speech-of-Young-Black},\n\tdoi = {10.1215/00031283-2772041},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-04-13},\n\tjournal = {American Speech},\n\tauthor = {Rickford, John R.},\n\tyear = {2014},\n\tkeywords = {California, Child AAE, Los Angeles, California},\n\tpages = {121--142},\n}\n\n

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\n \n\n \n \n \n \n \n \n BE, DO, and Modal Auxiliaries of 3-Year-Old African American English Speakers.\n \n \n \n \n\n\n \n Newkirk-Turner, B. L.; Oetting, J. B.; and Stockman, I. J.\n\n\n \n\n\n\n Journal of Speech, Language, and Hearing Research, 57(4): 1383–1393. August 2014.\n \n\n\n\n
\n\n\n\n \n \n $\"BE,$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{newkirk-turner_be_2014,\n\ttitle = {{BE}, {DO}, and {Modal} {Auxiliaries} of 3-{Year}-{Old} {African} {American} {English} {Speakers}},\n\tvolume = {57},\n\tissn = {1092-4388, 1558-9102},\n\turl = {http://pubs.asha.org/doi/10.1044/2014_JSLHR-L-13-0063},\n\tdoi = {10.1044/2014_JSLHR-L-13-0063},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2020-04-29},\n\tjournal = {Journal of Speech, Language, and Hearing Research},\n\tauthor = {Newkirk-Turner, Brandi L. and Oetting, Janna B. and Stockman, Ida J.},\n\tmonth = aug,\n\tyear = {2014},\n\tkeywords = {Child AAE, Syntax},\n\tpages = {1383--1393},\n}\n\n

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\n \n\n \n \n \n \n \n \n The English origins of African American Vernacular English: What Edgar W. Schneider has taught us.\n \n \n \n \n\n\n \n Mufwene, S. S.\n\n\n \n\n\n\n In Buschfeld, S.; Hoffmann, T.; Huber, M.; and Kautzsch, A., editor(s), Varieties of English Around the World, volume G49, pages 349–364. John Benjamins Publishing Company, Amsterdam, 2014.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@incollection{buschfeld_english_2014,\n\taddress = {Amsterdam},\n\ttitle = {The {English} origins of {African} {American} {Vernacular} {English}: {What} {Edgar} {W}. {Schneider} has taught us},\n\tvolume = {G49},\n\tisbn = {978-90-272-4909-8 978-90-272-6941-6},\n\tshorttitle = {The {English} origins of {African} {American} {Vernacular} {English}},\n\turl = {https://benjamins.com/catalog/veaw.g49.20muf},\n\tlanguage = {en},\n\turldate = {2020-07-22},\n\tbooktitle = {Varieties of {English} {Around} the {World}},\n\tpublisher = {John Benjamins Publishing Company},\n\tauthor = {Mufwene, Salikoko S.},\n\teditor = {Buschfeld, Sarah and Hoffmann, Thomas and Huber, Magnus and Kautzsch, Alexander},\n\tyear = {2014},\n\tdoi = {10.1075/veaw.g49.20muf},\n\tkeywords = {Edited Volume},\n\tpages = {349--364},\n}\n\n

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\n \n\n \n \n \n \n \n \n Gullah's Development: Myth and Sociohistorical Evidence.\n \n \n \n \n\n\n \n Mufwene, S. S.\n\n\n \n\n\n\n In Bernstein, C.; Nunnally, T.; and Sabino, R., editor(s), Language variety in the South revisited, pages 113–122. 2014.\n OCLC: 884595417\n\n\n\n
\n\n\n\n \n \n $\"Gullah's$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@incollection{bernstein_gullahs_2014,\n\ttitle = {Gullah's {Development}: {Myth} and {Sociohistorical} {Evidence}},\n\tisbn = {978-0-8173-8663-4 978-0-8173-5744-3},\n\turl = {http://site.ebrary.com/id/10888694},\n\tlanguage = {English},\n\turldate = {2020-04-30},\n\tbooktitle = {Language variety in the {South} revisited},\n\tauthor = {Mufwene, Salikoko S.},\n\teditor = {Bernstein, Cynthia and Nunnally, Thomas and Sabino, Robin},\n\tyear = {2014},\n\tnote = {OCLC: 884595417},\n\tkeywords = {Gullah},\n\tpages = {113--122},\n}\n\n

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\n \n\n \n \n \n \n \n \n Ambrose Gonzales's Gullah: What It May Tell Us about Variation.\n \n \n \n \n\n\n \n Mille, K. W.\n\n\n \n\n\n\n In Bernstein, C.; Nunnally, T.; and Sabino, R., editor(s), Language variety in the South revisited, pages 98–112. 2014.\n OCLC: 884595417\n\n\n\n
\n\n\n\n \n \n $\"Ambrose$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@incollection{bernstein_ambrose_2014,\n\ttitle = {Ambrose {Gonzales}'s {Gullah}: {What} {It} {May} {Tell} {Us} about {Variation}},\n\tisbn = {978-0-8173-8663-4 978-0-8173-5744-3},\n\turl = {http://site.ebrary.com/id/10888694},\n\tlanguage = {English},\n\turldate = {2020-04-30},\n\tbooktitle = {Language variety in the {South} revisited},\n\tauthor = {Mille, Katherine Wyly},\n\teditor = {Bernstein, Cynthia and Nunnally, Thomas and Sabino, Robin},\n\tyear = {2014},\n\tnote = {OCLC: 884595417},\n\tkeywords = {Gullah},\n\tpages = {98--112},\n}\n\n

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\n \n\n \n \n \n \n \n \n Innovation in pre-World War II AAVE?: Evidence from BLUR.\n \n \n \n \n\n\n \n Miethaner, U.\n\n\n \n\n\n\n In Buschfeld, S.; Hoffmann, T.; Huber, M.; and Kautzsch, A., editor(s), Varieties of English Around the World, volume G49, pages 365–385. John Benjamins Publishing Company, Amsterdam, 2014.\n \n\n\n\n
\n\n\n\n \n \n $\"Innovation$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@incollection{buschfeld_innovation_2014,\n\taddress = {Amsterdam},\n\ttitle = {Innovation in pre-{World} {War} {II} {AAVE}?: {Evidence} from {BLUR}},\n\tvolume = {G49},\n\tisbn = {978-90-272-4909-8 978-90-272-6941-6},\n\tshorttitle = {Innovation in pre-{World} {War} {II} {AAVE}?},\n\turl = {https://benjamins.com/catalog/veaw.g49.21mie},\n\tabstract = {This article tests the “divergence hypothesis”, which holds that in the 20th century African American Vernacular English (AAVE) underwent significant structural changes and consequently diverged from white varieties. To this end five “innovative” features of AAVE are scrutinized in BLUR, an electronic corpus of blues lyrics recorded in the first half of the 20th century: habitual be + V-ing, resultative be done, semi-auxiliary come, intensifying steady and counterfactual call oneself. Evidence from BLUR suggests that these features already were part of AAVE grammar in the (late) 19th century. Thus they started to be restructured earlier than the divergence hypothesis suggests. A close look at the semantics of these features also reveals two core meanings: “habituality” (be) and “emotional intensity” (V-ing).},\n\tlanguage = {en},\n\turldate = {2020-07-24},\n\tbooktitle = {Varieties of {English} {Around} the {World}},\n\tpublisher = {John Benjamins Publishing Company},\n\tauthor = {Miethaner, Ulrich},\n\teditor = {Buschfeld, Sarah and Hoffmann, Thomas and Huber, Magnus and Kautzsch, Alexander},\n\tyear = {2014},\n\tdoi = {10.1075/veaw.g49.21mie},\n\tkeywords = {BLUR, Early African American English},\n\tpages = {365--385},\n}\n\n

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\n \n\n \n \n \n \n \n Animacy in Morphosyntactic Variation.\n \n \n \n\n\n \n McLaughlin, B. D.\n\n\n \n\n\n\n Ph.D. Thesis, University of Pennsylvania, Philadelphia, PA, 2014.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@phdthesis{mclaughlin_animacy_2014,\n\taddress = {Philadelphia, PA},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {Animacy in {Morphosyntactic} {Variation}},\n\tschool = {University of Pennsylvania},\n\tauthor = {McLaughlin, Brittany Dael},\n\tyear = {2014},\n\tkeywords = {Frank Porter Graham Project, Morphosyntax},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Evolution of Ain't in African-American Vernacular English.\n \n \n \n \n\n\n \n Maynor, N.\n\n\n \n\n\n\n In Bernstein, C.; Nunnally, T.; and Sabino, R., editor(s), Language variety in the South revisited, pages 256–260. 2014.\n OCLC: 884595417\n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@incollection{bernstein_evolution_2014,\n\ttitle = {The {Evolution} of {Ain}'t in {African}-{American} {Vernacular} {English}},\n\tisbn = {978-0-8173-8663-4 978-0-8173-5744-3},\n\turl = {http://site.ebrary.com/id/10888694},\n\tlanguage = {English},\n\turldate = {2020-04-30},\n\tbooktitle = {Language variety in the {South} revisited},\n\tauthor = {Maynor, Natalie},\n\teditor = {Bernstein, Cynthia and Nunnally, Thomas and Sabino, Robin},\n\tyear = {2014},\n\tnote = {OCLC: 884595417},\n\tkeywords = {Negation},\n\tpages = {256--260},\n}\n\n

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\n \n\n \n \n \n \n \n \n Zero Marking of Past Tense in Child African American English.\n \n \n \n \n\n\n \n Lee, R.; and Oetting, J. B.\n\n\n \n\n\n\n Perspectives on Language Learning and Education, 21(4): 173–181. November 2014.\n \n\n\n\n
\n\n\n\n \n \n $\"Zero$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{lee_zero_2014,\n\ttitle = {Zero {Marking} of {Past} {Tense} in {Child} {African} {American} {English}},\n\tvolume = {21},\n\tissn = {1940-7742, 1940-7750},\n\turl = {http://pubs.asha.org/doi/10.1044/lle21.4.173},\n\tdoi = {10.1044/lle21.4.173},\n\tabstract = {Zero marking of the simple past is often listed as a common feature of child African American English (AAE). In the current paper, we review the literature and present new data to help clinicians better understand zero marking of the simple past in child AAE. Specifically, we provide information to support the following statements: (a) By six years of age, the simple past is infrequently zero marked by typically developing AAE-speaking children; (b) There are important differences between the simple past and participle morphemes that affect AAE-speaking children's marking options; and (c) In addition to a verb's grammatical function, its phonetic properties help determine whether an AAE-speaking child will produce a zero marked form.},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2020-04-29},\n\tjournal = {Perspectives on Language Learning and Education},\n\tauthor = {Lee, Ryan and Oetting, Janna B.},\n\tmonth = nov,\n\tyear = {2014},\n\tkeywords = {Child AAE, Syntax},\n\tpages = {173--181},\n}\n\n

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\n \n\n \n \n \n \n \n \n The role of African Americans in Philadelphia sound change.\n \n \n \n \n\n\n \n Labov, W.\n\n\n \n\n\n\n Language Variation and Change, 26(1): 1–19. March 2014.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{labov_role_2014,\n\ttitle = {The role of {African} {Americans} in {Philadelphia} sound change},\n\tvolume = {26},\n\tissn = {0954-3945, 1469-8021},\n\turl = {https://www.cambridge.org/core/product/identifier/S0954394513000240/type/journal_article},\n\tdoi = {10.1017/S0954394513000240},\n\tabstract = {A number of studies of African American communities show a tendency to approximate the phonological patterns of the surrounding mainstream white community. An analysis of the vowel systems of 36 African American speakers in the Philadelphia Neighborhood Corpus compares their development over the 20th century with that of the mainstream community. For vowels involved in change in the white community, African Americans show very different patterns, often moving in opposite directions. The traditional split of short-a words into tense and lax categories is a more fine-grained measure of dialect relations. The degree of participation by African Americans is described by measures of bimodality, which are applied as well to the innovative nasal short-a system. The prototypical African American speakers show no bimodality in either measure, recombining the traditional tense and lax categories into a single short-a in lower mid, nonperipheral position. The lack of relation between the two short-a systems is related to the high degree of residential segregation, in that linguistic contact is largely diffusion among adults rather than the faithful transmission found among children.},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-14},\n\tjournal = {Language Variation and Change},\n\tauthor = {Labov, William},\n\tmonth = mar,\n\tyear = {2014},\n\tkeywords = {Philadelphia, Pennsylvania, Vowels},\n\tpages = {1--19},\n}\n\n

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\n \n\n \n \n \n \n \n \n \"The Way I Communicate Changes but How I Speak Don't\": A Longitudinal Perspective on Adolescent Language Variation and Change.\n \n \n \n \n\n\n \n Kohn, M. E.\n\n\n \n\n\n\n of Publication of the American Dialect SocietyDuke University Press, Durham, NC, 2014.\n \n\n\n\n
\n\n\n\n \n \n $\""The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@book{kohn_way_2014,\n\taddress = {Durham, NC},\n\tseries = {Publication of the {American} {Dialect} {Society}},\n\ttitle = {"{The} {Way} {I} {Communicate} {Changes} but {How} {I} {Speak} {Don}'t": {A} {Longitudinal} {Perspective} on {Adolescent} {Language} {Variation} and {Change}},\n\turl = {https://read.dukeupress.edu/pads/issue/99/1},\n\tnumber = {99},\n\tpublisher = {Duke University Press},\n\tauthor = {Kohn, Mary Elizabeth},\n\tyear = {2014},\n\tkeywords = {Frank Porter Graham Project, Longitudinal, North Carolina},\n}\n\n

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\n \n\n \n \n \n \n \n \n Southern Speech and Self-Expression in an African-American Woman's Story.\n \n \n \n \n\n\n \n Johnstone, B.\n\n\n \n\n\n\n In Bernstein, C.; Nunnally, T.; and Sabino, R., editor(s), Language variety in the South revisited, pages 87–97. 2014.\n OCLC: 884595417\n\n\n\n
\n\n\n\n \n \n $\"Southern$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{bernstein_southern_2014,\n\ttitle = {Southern {Speech} and {Self}-{Expression} in an {African}-{American} {Woman}'s {Story}},\n\tisbn = {978-0-8173-8663-4 978-0-8173-5744-3},\n\turl = {http://site.ebrary.com/id/10888694},\n\tlanguage = {English},\n\turldate = {2020-04-30},\n\tbooktitle = {Language variety in the {South} revisited},\n\tauthor = {Johnstone, Barbara},\n\teditor = {Bernstein, Cynthia and Nunnally, Thomas and Sabino, Robin},\n\tyear = {2014},\n\tnote = {OCLC: 884595417},\n\tkeywords = {Identity, Sex differences, Southern English},\n\tpages = {87--97},\n}\n\n

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\n \n\n \n \n \n \n \n \n “He Didn’(t) Give Up When Things Got Har(d)”: Examining Barack and Michelle Obama’s Rates of Coronal Stop Deletion.\n \n \n \n \n\n\n \n Holliday, N. R.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 20(2): Article 7. 2014.\n \n\n\n\n
\n\n\n\n \n \n $\"“He$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{holliday_he_2014,\n\ttitle = {“{He} {Didn}’(t) {Give} {Up} {When} {Things} {Got} {Har}(d)”: {Examining} {Barack} and {Michelle} {Obama}’s {Rates} of {Coronal} {Stop} {Deletion}},\n\tvolume = {20},\n\turl = {https://repository.upenn.edu/pwpl/vol20/iss2/7/},\n\tabstract = {Coronal Stop Deletion (CSD) is well-documented in the sociolinguistic literature as both a dialect feature and as a variable prone to style-shifting (Guy 1980, Guy 1991a, Guy 1991b, Guy and Cutler 2011, Hazen 2011). This study compares deletion rates between Michelle and Barack Obama’s 2012 Democratic National Convention (DNC) speeches and their respective deletion rates in a 2012 joint interview on the television program, The View. As Barack and Michelle Obama are some of the most famous individuals in the world, examining differences in their linguistic behavior between an extremely formal setting (DNC Speeches) and a somewhat less formal setting (The View) sheds light on the style-shifting patterns of these public figures. In the most formal contexts, Barack and Michelle use rates of CSD that are higher than those attested for white speakers of Standard American English (SAE) in sociolinguistic interview situations and Barack and Michelle seem to be almost equally sensitive to speech situation as a conditioning factor for CSD. Deletion rates are also both affected by following phonological context for both Barack and Michelle, and their deletion by phonological context follows the patterns found in previous works (Guy 1980, Guy 1991a, Guy and Cutler 2011). Morphological category is also a significant factor conditioning deletion for Barack Obama but not for Michelle Obama, and her results by morphological category may indicate that she is employing a style more similar to African American English (AAE). The results also indicate that Barack and Michelle’s CSD patterns may also be partially attributable to style-shifting behaviors and/or dialect mixing between SAE and AAE.},\n\tnumber = {2},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {Holliday, Nicole R.},\n\tyear = {2014},\n\tkeywords = {Case Study, Consonants},\n\tpages = {Article 7},\n}\n\n

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\n \n\n \n \n \n \n \n The Language of Professional Blackness: African American English at the Intersection of Race, Place, and Class in Southeast, Washington, D.C.\n \n \n \n\n\n \n Grieser, J. A.\n\n\n \n\n\n\n Ph.D. Thesis, Georgetown University, Washington D.C., 2014.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@phdthesis{grieser_language_2014,\n\taddress = {Washington D.C.},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {The {Language} of {Professional} {Blackness}: {African} {American} {English} at the {Intersection} of {Race}, {Place}, and {Class} in {Southeast}, {Washington}, {D}.{C}.},\n\tlanguage = {eng},\n\tschool = {Georgetown University},\n\tauthor = {Grieser, Jessica A.},\n\tyear = {2014},\n\tkeywords = {Consonants, Middle Class, Style Shifting, Washington DC},\n}\n\n

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\n \n\n \n \n \n \n \n \n Force, Focus, and Negation in African American English.\n \n \n \n \n\n\n \n Green, L. J.\n\n\n \n\n\n\n In Zanuttini, R.; and Horn, L., editor(s), Micro-Syntactic Variation in North American English, pages 36. Oxford University Press, July 2014.\n \n\n\n\n
\n\n\n\n \n \n $\"Force,$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@incollection{zanuttini_force_2014,\n\ttitle = {Force, {Focus}, and {Negation} in {African} {American} {English}},\n\tisbn = {978-0-19-936722-1},\n\turl = {http://www.oxfordscholarship.com/view/10.1093/acprof:oso/9780199367221.001.0001/acprof-9780199367221},\n\turldate = {2020-07-22},\n\tbooktitle = {Micro-{Syntactic} {Variation} in {North} {American} {English}},\n\tpublisher = {Oxford University Press},\n\tauthor = {Green, Lisa J.},\n\teditor = {Zanuttini, Raffaella and Horn, Laurence},\n\tmonth = jul,\n\tyear = {2014},\n\tdoi = {10.1093/acprof:oso/9780199367221.001.0001},\n\tdoi = {10.1093/acprof:oso/9780199367221.001.0001},\n\tkeywords = {Syntax},\n\tpages = {36},\n}\n\n

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\n \n\n \n \n \n \n \n \n The African Contribution to Southern States English.\n \n \n \n \n\n\n \n Feagin, C.\n\n\n \n\n\n\n In Bernstein, C.; Nunnally, T.; and Sabino, R., editor(s), Language variety in the South revisited, pages 123–139. 2014.\n OCLC: 884595417\n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@incollection{bernstein_african_2014,\n\ttitle = {The {African} {Contribution} to {Southern} {States} {English}},\n\tisbn = {978-0-8173-8663-4 978-0-8173-5744-3},\n\turl = {http://site.ebrary.com/id/10888694},\n\tlanguage = {English},\n\turldate = {2020-04-30},\n\tbooktitle = {Language variety in the {South} revisited},\n\tauthor = {Feagin, Crawford},\n\teditor = {Bernstein, Cynthia and Nunnally, Thomas and Sabino, Robin},\n\tyear = {2014},\n\tnote = {OCLC: 884595417},\n\tkeywords = {Alabama},\n\tpages = {123--139},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Variable Persistence of Southern Vernacular Sounds in the Speech of Inner-City Black Detroiters.\n \n \n \n \n\n\n \n Edwards, W. F.\n\n\n \n\n\n\n In Bernstein, C.; Nunnally, T.; and Sabino, R., editor(s), Language variety in the South revisited, pages 76–86. 2014.\n OCLC: 884595417\n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{bernstein_variable_2014,\n\ttitle = {The {Variable} {Persistence} of {Southern} {Vernacular} {Sounds} in the {Speech} of {Inner}-{City} {Black} {Detroiters}},\n\tisbn = {978-0-8173-8663-4 978-0-8173-5744-3},\n\turl = {http://site.ebrary.com/id/10888694},\n\tlanguage = {English},\n\turldate = {2020-04-30},\n\tbooktitle = {Language variety in the {South} revisited},\n\tauthor = {Edwards, Walter F.},\n\teditor = {Bernstein, Cynthia and Nunnally, Thomas and Sabino, Robin},\n\tyear = {2014},\n\tnote = {OCLC: 884595417},\n\tkeywords = {Detroit, Michigan, Vowels},\n\tpages = {76--86},\n}\n\n

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\n \n\n \n \n \n \n \n \n Dialect Awareness and Lexical Comprehension of Mainstream American English in African American English–Speaking Children.\n \n \n \n \n\n\n \n Edwards, J.; Gross, M.; Chen, J.; MacDonald, M. C.; Kaplan, D.; Brown, M.; and Seidenberg, M. S.\n\n\n \n\n\n\n Journal of Speech, Language, and Hearing Research, 57(5): 1883–1895. October 2014.\n \n\n\n\n
\n\n\n\n \n \n $\"Dialect$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{edwards_dialect_2014,\n\ttitle = {Dialect {Awareness} and {Lexical} {Comprehension} of {Mainstream} {American} {English} in {African} {American} {English}–{Speaking} {Children}},\n\tvolume = {57},\n\tissn = {1092-4388, 1558-9102},\n\turl = {http://pubs.asha.org/doi/10.1044/2014_JSLHR-L-13-0228},\n\tdoi = {10.1044/2014_JSLHR-L-13-0228},\n\tabstract = {Purpose\n              This study was designed to examine the relationships among minority dialect use, language ability, and young African American English (AAE)–speaking children's understanding and awareness of Mainstream American English (MAE).\n            \n            \n              Method\n              Eighty-three 4- to 8-year-old AAE-speaking children participated in 2 experimental tasks. One task evaluated their awareness of differences between MAE and AAE, whereas the other task evaluated their lexical comprehension of MAE in contexts that were ambiguous in AAE but unambiguous in MAE. Receptive and expressive vocabulary, receptive syntax, and dialect density were also assessed.\n            \n            \n              Results\n              The results of a series of mixed-effect models showed that children with larger expressive vocabularies performed better on both experimental tasks, relative to children with smaller expressive vocabularies. Dialect density was a significant predictor only of MAE lexical comprehension; children with higher levels of dialect density were less accurate on this task.\n            \n            \n              Conclusions\n              Both vocabulary size and dialect density independently influenced MAE lexical comprehension. The results suggest that children with high levels of nonmainstream dialect use have more difficulty understanding words in MAE, at least in challenging contexts, and suggest directions for future research.},\n\tlanguage = {en},\n\tnumber = {5},\n\turldate = {2020-04-29},\n\tjournal = {Journal of Speech, Language, and Hearing Research},\n\tauthor = {Edwards, Jan and Gross, Megan and Chen, Jianshen and MacDonald, Maryellen C. and Kaplan, David and Brown, Megan and Seidenberg, Mark S.},\n\tmonth = oct,\n\tyear = {2014},\n\tkeywords = {Child AAE, Perception},\n\tpages = {1883--1895},\n}\n\n

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\n \n\n \n \n \n \n \n \n An Ethnolinguistic Approach to the Study of Rural Southern AAVE.\n \n \n \n \n\n\n \n Cukor-Avila, P.\n\n\n \n\n\n\n In Bernstein, C.; Nunnally, T.; and Sabino, R., editor(s), Language variety in the South revisited, pages 447–462. 2014.\n OCLC: 884595417\n\n\n\n
\n\n\n\n \n \n $\"An$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@incollection{bernstein_ethnolinguistic_2014,\n\ttitle = {An {Ethnolinguistic} {Approach} to the {Study} of {Rural} {Southern} {AAVE}},\n\tisbn = {978-0-8173-8663-4 978-0-8173-5744-3},\n\turl = {http://site.ebrary.com/id/10888694},\n\tlanguage = {English},\n\turldate = {2020-04-30},\n\tbooktitle = {Language variety in the {South} revisited},\n\tauthor = {Cukor-Avila, Patricia},\n\teditor = {Bernstein, Cynthia and Nunnally, Thomas and Sabino, Robin},\n\tyear = {2014},\n\tnote = {OCLC: 884595417},\n\tkeywords = {Rural, Texas},\n\tpages = {447--462},\n}\n\n

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\n \n\n \n \n \n \n \n \n An Early Representation of African-American English.\n \n \n \n \n\n\n \n Cooley, M.\n\n\n \n\n\n\n In Bernstein, C.; Nunnally, T.; and Sabino, R., editor(s), Language variety in the South revisited, pages 51–58. 2014.\n OCLC: 884595417\n\n\n\n
\n\n\n\n \n \n $\"An$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@incollection{bernstein_early_2014,\n\ttitle = {An {Early} {Representation} of {African}-{American} {English}},\n\tisbn = {978-0-8173-8663-4 978-0-8173-5744-3},\n\turl = {http://site.ebrary.com/id/10888694},\n\tlanguage = {English},\n\turldate = {2020-04-30},\n\tbooktitle = {Language variety in the {South} revisited},\n\tauthor = {Cooley, Marianne},\n\teditor = {Bernstein, Cynthia and Nunnally, Thomas and Sabino, Robin},\n\tyear = {2014},\n\tnote = {OCLC: 884595417},\n\tkeywords = {Early African American English},\n\tpages = {51--58},\n}\n\n

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\n \n\n \n \n \n \n \n \n Transcription-based and acoustic analyses of rhotic vowels produced by children with and without speech sound disorders: Further analyses from the Memphis Vowel Project.\n \n \n \n \n\n\n \n Chung, H.; Farr, K.; and Pollock, K. E.\n\n\n \n\n\n\n Clinical Linguistics & Phonetics, 28(5): 297–315. May 2014.\n \n\n\n\n
\n\n\n\n \n \n $\"Transcription-based$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{chung_transcription-based_2014,\n\ttitle = {Transcription-based and acoustic analyses of rhotic vowels produced by children with and without speech sound disorders: {Further} analyses from the {Memphis} {Vowel} {Project}},\n\tvolume = {28},\n\tissn = {0269-9206, 1464-5076},\n\tshorttitle = {Transcription-based and acoustic analyses of rhotic vowels produced by children with and without speech sound disorders},\n\turl = {http://www.tandfonline.com/doi/full/10.3109/02699206.2013.862863},\n\tdoi = {10.3109/02699206.2013.862863},\n\tlanguage = {en},\n\tnumber = {5},\n\turldate = {2020-04-29},\n\tjournal = {Clinical Linguistics \\& Phonetics},\n\tauthor = {Chung, Hyunju and Farr, Kathryn and Pollock, Karen E.},\n\tmonth = may,\n\tyear = {2014},\n\tkeywords = {Acquisition, Child AAE, Memphis, Tennessee, Vowels},\n\tpages = {297--315},\n}\n\n

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\n \n\n \n \n \n \n \n \n We do language: English language variation in the secondary English classroom.\n \n \n \n \n\n\n \n Charity Hudley, A. H.; and Mallinson, C.\n\n\n \n\n\n\n 2014.\n OCLC: 897467353\n\n\n\n
\n\n\n\n \n \n $\"We$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@book{charity_hudley_we_2014,\n\ttitle = {We do language: {English} language variation in the secondary {English} classroom},\n\tisbn = {978-0-8077-7251-5},\n\tshorttitle = {We do language},\n\turl = {https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=920392},\n\tabstract = {This work examines the need to integrate linguistically informed teaching into the secondary English classroom. It includes specific information about the language varieties students bring with them to school so that educators can better assist students in developing the literacy skills necessary for the Common Core State Standards.},\n\tlanguage = {English},\n\turldate = {2020-04-29},\n\tauthor = {Charity Hudley, Anne H. and Mallinson, Christine},\n\tyear = {2014},\n\tnote = {OCLC: 897467353},\n\tkeywords = {Teaching},\n}\n\n

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\n \n\n \n \n \n \n \n \n Challenges and problems of African American English.\n \n \n \n \n\n\n \n Brewer, J.\n\n\n \n\n\n\n In Bernstein, C.; Nunnally, T.; and Sabino, R., editor(s), Language variety in the South revisited, pages 59–75. 2014.\n OCLC: 884595417\n\n\n\n
\n\n\n\n \n \n $\"Challenges$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@incollection{bernstein_challenges_2014,\n\ttitle = {Challenges and problems of {African} {American} {English}},\n\tisbn = {978-0-8173-8663-4 978-0-8173-5744-3},\n\turl = {http://site.ebrary.com/id/10888694},\n\tlanguage = {English},\n\turldate = {2020-04-30},\n\tbooktitle = {Language variety in the {South} revisited},\n\tauthor = {Brewer, Jeutonne},\n\teditor = {Bernstein, Cynthia and Nunnally, Thomas and Sabino, Robin},\n\tyear = {2014},\n\tnote = {OCLC: 884595417},\n\tpages = {59--75},\n}\n\n

\n

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\n \n\n \n \n \n \n \n \n African American and Black as Demographic Codes: African American and Black as Demographic Codes.\n \n \n \n \n\n\n \n Blake, R.\n\n\n \n\n\n\n Language and Linguistics Compass, 8(11): 548–563. November 2014.\n \n\n\n\n
\n\n\n\n \n \n $\"African$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{blake_african_2014,\n\ttitle = {African {American} and {Black} as {Demographic} {Codes}: {African} {American} and {Black} as {Demographic} {Codes}},\n\tvolume = {8},\n\tissn = {1749818X},\n\tshorttitle = {African {American} and {Black} as {Demographic} {Codes}},\n\turl = {http://doi.wiley.com/10.1111/lnc3.12118},\n\tdoi = {10.1111/lnc3.12118},\n\tlanguage = {en},\n\tnumber = {11},\n\turldate = {2020-04-30},\n\tjournal = {Language and Linguistics Compass},\n\tauthor = {Blake, Renée},\n\tmonth = nov,\n\tyear = {2014},\n\tpages = {548--563},\n}\n\n

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\n \n\n \n \n \n \n \n \n (r) we there yet? The change to rhoticity in New York City English.\n \n \n \n \n\n\n \n Becker, K.\n\n\n \n\n\n\n Language Variation and Change, 26(2): 141–168. July 2014.\n \n\n\n\n
\n\n\n\n \n \n $\"(r)$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@article{becker_r_2014,\n\ttitle = {(r) we there yet? {The} change to rhoticity in {New} {York} {City} {English}},\n\tvolume = {26},\n\tissn = {0954-3945, 1469-8021},\n\tshorttitle = {(r) we there yet?},\n\turl = {https://www.cambridge.org/core/product/identifier/S0954394514000064/type/journal_article},\n\tdoi = {10.1017/S0954394514000064},\n\tabstract = {Labov (1966, 1972b) described the variable production of coda /r/ in New York City English (NYCE) as a change in progress from above in the direction of rhoticity. Since then, scholars have commented on the slow rate of change toward rhoticity in NYCE and characterized (r) as a superposed feature restricted to formal speech (Fowler, 1987; Labov, 1994; Labov, Ash, \\& Boberg, 2006). This study's ethnically diverse sample of speakers from the Lower East Side of Manhattan (\n              n\n               = 65) shows a mean rate of /r/ production of 68\\%, with young people, women, and middle-class speakers leading in the production of /r/ in apparent time. Speakers from five ethnic backgrounds—African American, Chinese, Jewish, Puerto Rican, and white—show coherence for the internal constraints on variable nonrhoticity. However, only Chinese, Jewish, and white speakers participate in the change toward rhoticity. These findings highlight the role of ethnicity in patterns of variation and change and demonstrate that the change toward rhoticity in NYCE has accelerated and is no longer restricted to formal speech.},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-04-14},\n\tjournal = {Language Variation and Change},\n\tauthor = {Becker, Kara},\n\tmonth = jul,\n\tyear = {2014},\n\tkeywords = {Consonants, Lower East Side},\n\tpages = {141--168},\n}\n\n

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\n\n\n\n\n\n

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\n \n\n \n \n \n \n \n Sociophonetic perception of African American English in Minnesota.\n \n \n \n\n\n \n Abdurrahman, M. I. A.\n\n\n \n\n\n\n Ph.D. Thesis, University of Minnesota, St. Paul, MN, 2014.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@phdthesis{abdurrahman_sociophonetic_2014,\n\taddress = {St. Paul, MN},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {Sociophonetic perception of {African} {American} {English} in {Minnesota}},\n\tabstract = {Although it can be authentically spoken by people who don't share their lineage, African American English, a variety of American English, is primarily spoken by the descendants of forced immigrants from Africa to North America. An assumption underlying most work on African American English (AAE) is that the variety is not subject to regional variation. Despite this assumption, some studies have found regional variation in AAE (Hinton and Pollock, 2000; Thomas, 2007). This variation is typically explained as assimilation toward or away from local varieties spoken by European Americans. Some studies have suggested that it assimilates with other dialects in less segregated areas or where blacks have greater access to educational opportunity (Hinton and Pollock, 2000). Other studies show that AAE speakers are less likely to produce mainstream regional variants and even less likely in cases of greater racial segregation (Labov and Harris 1986; Bailey, 2001.) This dissertation studies listeners' associations between regional variation and ethnicity. The study focuses on the influence of the regional features of Minnesota English on the perception of talker ethnicity. Hinton and Pollock (2000) begin their study of regional AAE phonology with the understanding that that the Midwest is less segregated than the south, and consider that this may imply that AAE in the Midwest is more likely to assimilate with regional European American varieties. Hence, we would predict that listeners in Minnesota would expect some tendency on the part of African Americans to use Minnesotan English (MNE) features, and hence said listeners would have little hesitation labeling speech containing Minnesotan variants as having been produced by European Americans even if it were produced by an African American. This study examined this topic with a perception experiment. Previous research has shown that listeners can ascertain a speaker's race from audio-only samples of content-neutral speech (Buck, 1968; Roberts, 1966; Walton and Orlikoff, 1994; Plichta, 2001; Thomas and Reaser, 2004). We examined listeners' judgments of the likelihood of particular speaker-listener comparisons. We paired the speech of African Americans and European Americans from Minnesota with pictures of African Americans and European Americans. We were particularly interested in whether listeners would be less likely to judge the speaker-picture pairs to be a match when the tokens contained variants that were characteristic of the 'mainstream' regional variety spoken in Minnesota, and the pictures were of African Americans. Listeners were more likely to rate actual matches between voice and face ethnicity as matches than they were to rate them as mismatches for male voices, but not for female ones. The unwillingness to rate voices produced by European Americans with local Minnesotan features as matches to African American faces suggests that listeners do not believe the local variant of AAE to incorporate Minnesota English features, at least for male speakers. Implications for models of sociophonetic perception and for studies of variation in AAE are discussed.},\n\tschool = {University of Minnesota},\n\tauthor = {Abdurrahman, Muhammad Ibn Abdullah},\n\tyear = {2014},\n\tkeywords = {Minnesota, Perception},\n}\n\n

\n

\n\n\n

\n Although it can be authentically spoken by people who don't share their lineage, African American English, a variety of American English, is primarily spoken by the descendants of forced immigrants from Africa to North America. An assumption underlying most work on African American English (AAE) is that the variety is not subject to regional variation. Despite this assumption, some studies have found regional variation in AAE (Hinton and Pollock, 2000; Thomas, 2007). This variation is typically explained as assimilation toward or away from local varieties spoken by European Americans. Some studies have suggested that it assimilates with other dialects in less segregated areas or where blacks have greater access to educational opportunity (Hinton and Pollock, 2000). Other studies show that AAE speakers are less likely to produce mainstream regional variants and even less likely in cases of greater racial segregation (Labov and Harris 1986; Bailey, 2001.) This dissertation studies listeners' associations between regional variation and ethnicity. The study focuses on the influence of the regional features of Minnesota English on the perception of talker ethnicity. Hinton and Pollock (2000) begin their study of regional AAE phonology with the understanding that that the Midwest is less segregated than the south, and consider that this may imply that AAE in the Midwest is more likely to assimilate with regional European American varieties. Hence, we would predict that listeners in Minnesota would expect some tendency on the part of African Americans to use Minnesotan English (MNE) features, and hence said listeners would have little hesitation labeling speech containing Minnesotan variants as having been produced by European Americans even if it were produced by an African American. This study examined this topic with a perception experiment. Previous research has shown that listeners can ascertain a speaker's race from audio-only samples of content-neutral speech (Buck, 1968; Roberts, 1966; Walton and Orlikoff, 1994; Plichta, 2001; Thomas and Reaser, 2004). We examined listeners' judgments of the likelihood of particular speaker-listener comparisons. We paired the speech of African Americans and European Americans from Minnesota with pictures of African Americans and European Americans. We were particularly interested in whether listeners would be less likely to judge the speaker-picture pairs to be a match when the tokens contained variants that were characteristic of the 'mainstream' regional variety spoken in Minnesota, and the pictures were of African Americans. Listeners were more likely to rate actual matches between voice and face ethnicity as matches than they were to rate them as mismatches for male voices, but not for female ones. The unwillingness to rate voices produced by European Americans with local Minnesotan features as matches to African American faces suggests that listeners do not believe the local variant of AAE to incorporate Minnesota English features, at least for male speakers. Implications for models of sociophonetic perception and for studies of variation in AAE are discussed.\n

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\n \n 2013\n \n \n (12)\n \n \n

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\n \n\n \n \n \n \n \n \n Oral Narrative Performance of African American Prekindergartners Who Speak Nonmainstream American English.\n \n \n \n \n\n\n \n Terry, N. P.; Mills, M. T.; Bingham, G. E.; Mansour, S.; and Marencin, N.\n\n\n \n\n\n\n Language, Speech, and Hearing Services in Schools, 44(3): 291–305. July 2013.\n \n\n\n\n
\n\n\n\n \n \n $\"Oral$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@article{terry_oral_2013,\n\ttitle = {Oral {Narrative} {Performance} of {African} {American} {Prekindergartners} {Who} {Speak} {Nonmainstream} {American} {English}},\n\tvolume = {44},\n\tissn = {0161-1461, 1558-9129},\n\turl = {http://pubs.asha.org/doi/10.1044/0161-1461%282013/12-0037%29},\n\tdoi = {10.1044/0161-1461(2013/12-0037)},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-07-20},\n\tjournal = {Language, Speech, and Hearing Services in Schools},\n\tauthor = {Terry, Nicole Patton and Mills, Monique T. and Bingham, Gary E. and Mansour, Souraya and Marencin, Nancy},\n\tmonth = jul,\n\tyear = {2013},\n\tpages = {291--305},\n}\n\n

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\n \n\n \n \n \n \n \n African American, Creole and other vernacular Englishes in education: a bibliographic resource.\n \n \n \n\n\n \n Rickford, J. R.; Sweetland, J.; Rickford, A. E.; and Grano, T.\n\n\n \n\n\n\n of NCTE-Routledge research seriesRoutledge,Taylor & Francis ; National Council of Teachers of English, New York, 2013.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@book{rickford_african_2013,\n\taddress = {New York},\n\tseries = {{NCTE}-{Routledge} research series},\n\ttitle = {African {American}, {Creole} and other vernacular {Englishes} in education: a bibliographic resource},\n\tisbn = {978-0-8058-6050-4 978-0-415-88867-7 978-0-203-83168-7},\n\tshorttitle = {African {American}, {Creole} and other vernacular {Englishes} in education},\n\tnumber = {4},\n\tpublisher = {Routledge,Taylor \\& Francis ; National Council of Teachers of English},\n\tauthor = {Rickford, John R. and Sweetland, Julie and Rickford, Angela E. and Grano, Thomas},\n\tyear = {2013},\n\tkeywords = {Bibliographical References, Education},\n}\n\n

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\n \n\n \n \n \n \n \n \n Girlz II women: Age-grading, language change and stylistic variation.\n \n \n \n \n\n\n \n Rickford, J. R.; and Price, M.\n\n\n \n\n\n\n Journal of Sociolinguistics, 17(2): 143–179. April 2013.\n \n\n\n\n
\n\n\n\n \n \n $\"Girlz$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{rickford_girlz_2013,\n\ttitle = {Girlz {II} women: {Age}-grading, language change and stylistic variation},\n\tvolume = {17},\n\tissn = {13606441},\n\tshorttitle = {Girlz {II} women},\n\turl = {http://doi.wiley.com/10.1111/josl.12017},\n\tdoi = {10.1111/josl.12017},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-04-30},\n\tjournal = {Journal of Sociolinguistics},\n\tauthor = {Rickford, John R. and Price, Mackenzie},\n\tmonth = apr,\n\tyear = {2013},\n\tkeywords = {Case Study, Consonants, Longitudinal, Syntax},\n\tpages = {143--179},\n}\n\n

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\n \n\n \n \n \n \n \n Phonological Variation at the Intersection of Ethnroracial Identity, Place, and Style in Washington, D.C.\n \n \n \n\n\n \n Nylund, A.\n\n\n \n\n\n\n Ph.D. Thesis, Georgetown University, Washington D.C., 2013.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@phdthesis{nylund_phonological_2013,\n\taddress = {Washington D.C.},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {Phonological {Variation} at the {Intersection} of {Ethnroracial} {Identity}, {Place}, and {Style} in {Washington}, {D}.{C}.},\n\tlanguage = {eng},\n\tschool = {Georgetown University},\n\tauthor = {Nylund, Anastasia},\n\tyear = {2013},\n\tkeywords = {Phonology, Place, Washington DC},\n}\n\n

\n

\n\n\n\n

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\n \n\n \n \n \n \n \n \n A tale of two cities: community density and African American English vowels.\n \n \n \n \n\n\n \n Kohn, M.; and Farrington, C.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 19(2): Article 12. 2013.\n \n\n\n\n
\n\n\n\n \n \n $\"A$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{kohn_tale_2013,\n\ttitle = {A tale of two cities: community density and {African} {American} {English} vowels},\n\tvolume = {19},\n\turl = {https://repository.upenn.edu/pwpl/vol19/iss2/12/},\n\tabstract = {Though variation in the African American Vowel System (AAVS) has been recognized in many communities throughout the US (Thomas 2007, Yaeger-Dror and Thomas 2010), the social and socio-geographic correlates of this system remain underexplored. To examine this issue, we compare front lax vowel production for fourteen young adult women between the ages of 20 and 22 from two communities in the Piedmont region of North Carolina. Durham and Chapel Hill differ both in population size and in formal measures of segregation. The African American community in Durham is both larger and more dense than the African American community in Chapel Hill. Participants also differed in their post high school activity, here called educational profile. Three participants directly entered the workforce out of high school, six attended Historical Black Colleges and Universities (HBCU), and five attended community colleges or certificate programs. While front lax vowels are raised in the AAVS, these same vowels are lowering among European Americans in the region (Dodsworth and Kohn 2012). Results indicate that Chapel Hill participants have lower BAT vowel classes than Durham participants, potentially reflecting greater participation in European American sound changes. HBCU participants do not always pattern with community cohorts and vary widely in their level of participation in the AAVS. Socio-geographic factors such as spatial segregation and community density likely contribute to differences in inter-community studies of the AAVS, but the relationship between educational profile and participation is not straight-forward.},\n\tnumber = {2},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {Kohn, Mary and Farrington, Charlie},\n\tyear = {2013},\n\tkeywords = {Durham, North Carolina, Frank Porter Graham Project, North Carolina, Vowels},\n\tpages = {Article 12},\n}\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Adolescent ethnolinguistic stability and change: A longitudinal study.\n \n \n \n\n\n \n Kohn, M. E.\n\n\n \n\n\n\n Ph.D. Thesis, University of North Carolina, Chapel Hill, NC, 2013.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@phdthesis{kohn_adolescent_2013,\n\taddress = {Chapel Hill, NC},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {Adolescent ethnolinguistic stability and change: {A} longitudinal study},\n\tschool = {University of North Carolina},\n\tauthor = {Kohn, Mary Elizabeth},\n\tyear = {2013},\n\tkeywords = {Durham, North Carolina, Frank Porter Graham Project, Longitudinal, North Carolina, Vowels},\n}\n\n

\n

\n\n\n\n

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\n \n\n \n \n \n \n \n \n Language Deficits or Differences: What We Know about African American Vernacular English in the 21st Century.\n \n \n \n \n\n\n \n Harris, Y. R.; and Schroeder, V. M.\n\n\n \n\n\n\n International Education Studies, 6(4): p194. March 2013.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{harris_language_2013,\n\ttitle = {Language {Deficits} or {Differences}: {What} {We} {Know} about {African} {American} {Vernacular} {English} in the 21st {Century}},\n\tvolume = {6},\n\tissn = {1913-9039, 1913-9020},\n\tshorttitle = {Language {Deficits} or {Differences}},\n\turl = {http://www.ccsenet.org/journal/index.php/ies/article/view/26009},\n\tdoi = {10.5539/ies.v6n4p194},\n\tnumber = {4},\n\turldate = {2020-07-22},\n\tjournal = {International Education Studies},\n\tauthor = {Harris, Yvette R. and Schroeder, Valarie M.},\n\tmonth = mar,\n\tyear = {2013},\n\tkeywords = {Review Article},\n\tpages = {p194},\n}\n\n

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\n \n\n \n \n \n \n \n \n Locating Style: Style-shifting to Characterize Community at the Border of Washington, D.C.\n \n \n \n \n\n\n \n Grieser, J.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 19(2): Article 10. 2013.\n \n\n\n\n
\n\n\n\n \n \n $\"Locating$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@article{grieser_locating_2013,\n\ttitle = {Locating {Style}: {Style}-shifting to {Characterize} {Community} at the {Border} of {Washington}, {D}.{C}.},\n\tvolume = {19},\n\turl = {https://repository.upenn.edu/pwpl/vol19/iss2/10/},\n\tabstract = {While a number of sociolinguistic studies have examined intraspeaker variation and how it allows a speaker to negotiate identities related to class, much of the existing work on speakers and their physically-delimited communities has focused on interspeaker variation. The present study examines (th) and (dh)-stopping in two sociolinguistic interviews conducted as part of the Language and Communication in the District of Columbia (LCDC) project (Schilling and Podesva 2008). It examines topic-related style-shifting in two African American speakers, matched for age, from one neighborhood in the District of Columbia known for its high integration and cross-racial acceptance. As Washington, D.C. is a city whose rate of racial segregation is increasing (US Census 2010), I argue that these speakers use this ethnoracially-marked phonological variant in topic-based style shifting as a means of aligning with the race-neutral identity of the community of Takoma. Statistical results, supported by discourse analyses of the content of both speakers' talk, reveal that both speakers vary their rates of the stopped variant to contrast constructed dialogue of Takoma residents and non-Takoma residents and in talk about their relationships with their community in ways which reinforce the indexical links they make between themselves and the reification of Takoma as racially-neutral, integrated space. Many studies have shown that processes understood to be indexical of racial and class identities on an interspeaker level also function on an intraspeaker level (e.g. Rickford and McNair-Knox 1994). This study provides evidence that speakers' indexical relationships to their physical community can be studied at the level of the individual speaker as well.},\n\tnumber = {2},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {Grieser, Jessica},\n\tyear = {2013},\n\tkeywords = {Consonants, Washington DC},\n\tpages = {Article 10},\n}\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Age of Second Dialect Acquisition and Linguistic Practice Across Ethno-racial Boundaries in the Urban Midwest.\n \n \n \n \n\n\n \n Fix, S.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 19(2): Article 9. 2013.\n \n\n\n\n
\n\n\n\n \n \n $\"Age$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{fix_age_2013,\n\ttitle = {Age of {Second} {Dialect} {Acquisition} and {Linguistic} {Practice} {Across} {Ethno}-racial {Boundaries} in the {Urban} {Midwest}},\n\tvolume = {19},\n\turl = {https://repository.upenn.edu/pwpl/vol19/iss2/9/},\n\tabstract = {While use of a racially and/or ethnically marked variety by an outsider is often interpreted as an act of linguistic crossing or linguistic appropriation, this paper adopts a second dialect acquisition perspective to account for instances of use of ethnically-marked dialect features by individual speakers in situations of inter-racial/ethnic contact: white women with significant social, kinship, and residential contact with African Americans in Columbus, Ohio. Linguistic data are obtained from sociolinguistic interviews and interactive speech data from white adult female speakers who participate in similar types of dense African American social networks, but differ from one another with regard to their use of morphosyntactic and phonological features associated with their second dialect, African American English (AAE), and the ages at which they began to have significant contact with native speakers of AAE, which range from early childhood to early adulthood. This paper’s general finding—that age of acquisition (AoA) of AAE matters among adult whites who use AAE-linked features—is supported by numerous previous studies that address SDA across other various other social, regional, and national boundaries (cf. Siegel 2010). However, AoA is found to impact speakers’ current use of morphological and phonological features differently and in a way that is somewhat anomalous with the SDA literature. Across the sample, a statistically significant correlation is shown between speakers’ ages of acquisition and the qualitative range of AAE-linked morphosyntactic such that the lower the speaker’s age of acquisition, the wider the range and the higher the rates of AAE features used, but the same correlation is not found for speaker AoA and use of AAE-linked phonological features. The key to understanding the patterns of use of AAE-linked phonology lies with outliers within the sample who provide additional insight into the life circumstances beyond AoA that impact SDA attainment. By considering both speaker norms and outliers, the benefits and limitations of second dialect acquisition analysis of adult use of racially/ethnically marked features across ethno-racial boundaries is explored.},\n\tnumber = {2},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {Fix, Sonya},\n\tyear = {2013},\n\tkeywords = {Appropriation},\n\tpages = {Article 9},\n}\n\n

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\n While use of a racially and/or ethnically marked variety by an outsider is often interpreted as an act of linguistic crossing or linguistic appropriation, this paper adopts a second dialect acquisition perspective to account for instances of use of ethnically-marked dialect features by individual speakers in situations of inter-racial/ethnic contact: white women with significant social, kinship, and residential contact with African Americans in Columbus, Ohio. Linguistic data are obtained from sociolinguistic interviews and interactive speech data from white adult female speakers who participate in similar types of dense African American social networks, but differ from one another with regard to their use of morphosyntactic and phonological features associated with their second dialect, African American English (AAE), and the ages at which they began to have significant contact with native speakers of AAE, which range from early childhood to early adulthood. This paper’s general finding—that age of acquisition (AoA) of AAE matters among adult whites who use AAE-linked features—is supported by numerous previous studies that address SDA across other various other social, regional, and national boundaries (cf. Siegel 2010). However, AoA is found to impact speakers’ current use of morphological and phonological features differently and in a way that is somewhat anomalous with the SDA literature. Across the sample, a statistically significant correlation is shown between speakers’ ages of acquisition and the qualitative range of AAE-linked morphosyntactic such that the lower the speaker’s age of acquisition, the wider the range and the higher the rates of AAE features used, but the same correlation is not found for speaker AoA and use of AAE-linked phonological features. The key to understanding the patterns of use of AAE-linked phonology lies with outliers within the sample who provide additional insight into the life circumstances beyond AoA that impact SDA attainment. By considering both speaker norms and outliers, the benefits and limitations of second dialect acquisition analysis of adult use of racially/ethnically marked features across ethno-racial boundaries is explored.\n

\n\n\n

\n \n\n \n \n \n \n \n \n Shared spaces, shared structures: Latino social formation and African American English in the U.S. south.\n \n \n \n \n\n\n \n Carter, P. M.\n\n\n \n\n\n\n Journal of Sociolinguistics, 17(1): 66–92. February 2013.\n \n\n\n\n
\n\n\n\n \n \n $\"Shared$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@article{carter_shared_2013,\n\ttitle = {Shared spaces, shared structures: {Latino} social formation and {African} {American} {English} in the {U}.{S}. south},\n\tvolume = {17},\n\tissn = {13606441},\n\tshorttitle = {Shared spaces, shared structures},\n\turl = {http://doi.wiley.com/10.1111/josl.12015},\n\tdoi = {10.1111/josl.12015},\n\tabstract = {This study examines the appropriation of grammatical structures of African American English (AAE) by adolescent Latinos attending a multi‐ethnic middle school in North Carolina. The study couples quantitative variationist analysis of four ‘core’ grammatical features of AAE (invariant be, copula deletion, past‐tense copula leveling, and third‐person singular –s absence) with the findings of an ethnographic study of Latino adolescent identity in order to better understand the social processes leading to the incorporation of AAE grammar into English varieties spoken by Latinos. Results show that Latino students from across social formations make use of AAE grammatical features, but differ significantly from African American students in terms of sociolinguistic patterning. Ethnographic data shed light on linguistic data in three domains: (1) differences in use of AAE structures between male and female Latino/a students; (2) the prolific use of AAE by one gang‐affiliated student; and (3) the racial complexities within the ethnic category ‘Latino.’},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-30},\n\tjournal = {Journal of Sociolinguistics},\n\tauthor = {Carter, Phillip M.},\n\tmonth = feb,\n\tyear = {2013},\n\tkeywords = {Latino English, North Carolina},\n\tpages = {66--92},\n}\n\n

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\n \n\n \n \n \n \n \n \n Technology Use and Research Approaches for Community Education and Professional Development:.\n \n \n \n \n\n\n \n Bryan, V. C.; and Wang, V. X.,\n editors.\n \n\n\n \n\n\n\n IGI Global, 2013.\n \n\n\n\n
\n\n\n\n \n \n $\"Technology$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@book{bryan_technology_2013,\n\ttitle = {Technology {Use} and {Research} {Approaches} for {Community} {Education} and {Professional} {Development}:},\n\tisbn = {978-1-4666-2955-4 978-1-4666-2956-1},\n\tshorttitle = {Technology {Use} and {Research} {Approaches} for {Community} {Education} and {Professional} {Development}},\n\turl = {http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-4666-2955-4},\n\turldate = {2020-04-29},\n\tpublisher = {IGI Global},\n\teditor = {Bryan, Valerie C. and Wang, Victor X.},\n\tyear = {2013},\n\tdoi = {10.4018/978-1-4666-2955-4},\n}\n\n

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\n \n\n \n \n \n \n \n Ethnicity and sound change: African American English in Charleston, SC.\n \n \n \n\n\n \n Baranowski, M.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 19(2): Article 2. 2013.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{baranowski_ethnicity_2013,\n\ttitle = {Ethnicity and sound change: {African} {American} {English} in {Charleston}, {SC}},\n\tvolume = {19},\n\tnumber = {2},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {Baranowski, Maciej},\n\tyear = {2013},\n\tkeywords = {Charleston, South Carolina, Vowels},\n\tpages = {Article 2},\n}\n\n

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\n\n\n\n\n\n

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\n \n 2012\n \n \n (11)\n \n \n

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\n \n\n \n \n \n \n \n The Syntax of Questions and Variation in Adult and Child African American English.\n \n \n \n\n\n \n White-Sustaíta, J. B.\n\n\n \n\n\n\n Ph.D. Thesis, University of Texas at Austin, Austin, TX, 2012.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@phdthesis{white-sustaita_syntax_2012,\n\taddress = {Austin, TX},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {The {Syntax} of {Questions} and {Variation} in {Adult} and {Child} {African} {American} {English}},\n\tschool = {University of Texas at Austin},\n\tauthor = {White-Sustaíta, Jessica Bridget},\n\tyear = {2012},\n\tkeywords = {Child AAE, Questions, Syntax},\n}\n\n

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\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Factoring AAVE Into Reading Assessment and Instruction.\n \n \n \n \n\n\n \n Wheeler, R.; Cartwright, K. B.; and Swords, R.\n\n\n \n\n\n\n The Reading Teacher, 65(6): 416–425. March 2012.\n \n\n\n\n
\n\n\n\n \n \n $\"Factoring$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@article{wheeler_factoring_2012,\n\ttitle = {Factoring {AAVE} {Into} {Reading} {Assessment} and {Instruction}},\n\tvolume = {65},\n\tissn = {00340561},\n\turl = {http://doi.wiley.com/10.1002/TRTR.01063},\n\tdoi = {10.1002/TRTR.01063},\n\tlanguage = {en},\n\tnumber = {6},\n\turldate = {2020-07-20},\n\tjournal = {The Reading Teacher},\n\tauthor = {Wheeler, Rebecca and Cartwright, Kelly B. and Swords, Rachel},\n\tmonth = mar,\n\tyear = {2012},\n\tkeywords = {Child AAE, Reading},\n\tpages = {416--425},\n}\n\n

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\n \n\n \n \n \n \n \n \n Teaching African American English to College Students: Ideological and Pedagogical Challenges and Solutions.\n \n \n \n \n\n\n \n Weldon, T.\n\n\n \n\n\n\n American Speech, 87(2): 232–247. June 2012.\n \n\n\n\n
\n\n\n\n \n \n $\"Teaching$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{weldon_teaching_2012,\n\ttitle = {Teaching {African} {American} {English} to {College} {Students}: {Ideological} and {Pedagogical} {Challenges} and {Solutions}},\n\tvolume = {87},\n\tissn = {0003-1283, 1527-2133},\n\tshorttitle = {{TEACHING} {AFRICAN} {AMERICAN} {ENGLISH} {TO} {COLLEGE} {STUDENTS}},\n\turl = {https://read.dukeupress.edu/american-speech/article/87/2/232-247/5961},\n\tdoi = {10.1215/00031283-1668244},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-04-13},\n\tjournal = {American Speech},\n\tauthor = {Weldon, Tracey},\n\tmonth = jun,\n\tyear = {2012},\n\tkeywords = {Teaching},\n\tpages = {232--247},\n}\n\n

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\n\n\n

\n \n\n \n \n \n \n \n The syntax of zero in African American relative.\n \n \n \n\n\n \n Sistrunk, W.\n\n\n \n\n\n\n Ph.D. Thesis, Michigan State University, Lansing, MI, 2012.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@phdthesis{sistrunk_syntax_2012,\n\taddress = {Lansing, MI},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {The syntax of zero in {African} {American} relative},\n\tschool = {Michigan State University},\n\tauthor = {Sistrunk, Walter},\n\tyear = {2012},\n\tkeywords = {Syntax},\n}\n\n

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\n \n\n \n \n \n \n \n \n The N Word: Its History and Use in the African American Community.\n \n \n \n \n\n\n \n Rahman, J.\n\n\n \n\n\n\n Journal of English Linguistics, 40(2): 137–171. June 2012.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{rahman_n_2012,\n\ttitle = {The {N} {Word}: {Its} {History} and {Use} in the {African} {American} {Community}},\n\tvolume = {40},\n\tissn = {0075-4242, 1552-5457},\n\tshorttitle = {The {N} {Word}},\n\turl = {http://journals.sagepub.com/doi/10.1177/0075424211414807},\n\tdoi = {10.1177/0075424211414807},\n\tabstract = {Despite the general societal ban on use of forms of nigger, a variant finds continued acceptance among some members of the African American community for intragroup self-reference. The present research employs quantitative and qualitative analysis of data from narratives by African American comedians to show that a variant of nigger that developed in the early African American community persists in the lexicon of African American English because it conveys a social meaning that is foundational in the identity of many African Americans. Use of this form allows a speaker to construct an identity representing awareness of the history of African Americans and practical knowledge of the nature and implications of the diaspora experience. The form has been productive in its capacity to convey a range of attitudinal stances related to its basic meaning, including solidarity, censure, and a proactive stance that seeks to bring about positive change.},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-04-16},\n\tjournal = {Journal of English Linguistics},\n\tauthor = {Rahman, Jacquelyn},\n\tmonth = jun,\n\tyear = {2012},\n\tpages = {137--171},\n}\n\n

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\n\n\n\n\n\n

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\n \n\n \n \n \n \n \n Reassembling Ethnicity: Stylistic Variation in African American English Prosody.\n \n \n \n\n\n \n Nielsen, R.\n\n\n \n\n\n\n Ph.D. Thesis, Georgetown University, Washington D.C., 2012.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@phdthesis{nielsen_reassembling_2012,\n\taddress = {Washington D.C.},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {Reassembling {Ethnicity}: {Stylistic} {Variation} in {African} {American} {English} {Prosody}},\n\tschool = {Georgetown University},\n\tauthor = {Nielsen, Rasmus},\n\tyear = {2012},\n\tkeywords = {Prosody, Washington DC},\n}\n\n

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\n \n\n \n \n \n \n \n English with an accent: language, ideology and discrimination in the United States.\n \n \n \n\n\n \n Lippi-Green, R.\n\n\n \n\n\n\n Routledge, London ; New York, 2nd ed edition, 2012.\n OCLC: ocn731009712\n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@book{lippi-green_english_2012,\n\taddress = {London ; New York},\n\tedition = {2nd ed},\n\ttitle = {English with an accent: language, ideology and discrimination in the {United} {States}},\n\tisbn = {978-0-415-55910-2 978-0-415-55911-9 978-0-203-34880-2},\n\tshorttitle = {English with an accent},\n\tpublisher = {Routledge},\n\tauthor = {Lippi-Green, Rosina},\n\tyear = {2012},\n\tnote = {OCLC: ocn731009712},\n\tkeywords = {Textbook},\n}\n\n

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\n\n\n\n

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\n \n\n \n \n \n \n \n \n Evaluating acoustic speaker normalization algorithms: Evidence from longitudinal child data.\n \n \n \n \n\n\n \n Kohn, M.; and Farrington, C.\n\n\n \n\n\n\n The Journal of the Acoustical Society of America, 131(3): 2237–2248. March 2012.\n \n\n\n\n
\n\n\n\n \n \n $\"Evaluating$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{kohn_evaluating_2012,\n\ttitle = {Evaluating acoustic speaker normalization algorithms: {Evidence} from longitudinal child data},\n\tvolume = {131},\n\tissn = {0001-4966},\n\tshorttitle = {Evaluating acoustic speaker normalization algorithms},\n\turl = {http://asa.scitation.org/doi/10.1121/1.3682061},\n\tdoi = {10.1121/1.3682061},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-04-12},\n\tjournal = {The Journal of the Acoustical Society of America},\n\tauthor = {Kohn, Mary and Farrington, Charlie},\n\tmonth = mar,\n\tyear = {2012},\n\tkeywords = {Frank Porter Graham Project},\n\tpages = {2237--2248},\n}\n\n

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\n \n\n \n \n \n \n \n \n Bidialectal African American Adolescents' Beliefs About Spoken Language Expectations in English Classrooms.\n \n \n \n \n\n\n \n Godley, A.; and Escher, A.\n\n\n \n\n\n\n Journal of Adolescent & Adult Literacy, 55(8): 704–713. May 2012.\n \n\n\n\n
\n\n\n\n \n \n $\"Bidialectal$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@article{godley_bidialectal_2012,\n\ttitle = {Bidialectal {African} {American} {Adolescents}' {Beliefs} {About} {Spoken} {Language} {Expectations} in {English} {Classrooms}},\n\tvolume = {55},\n\tissn = {10813004},\n\turl = {http://doi.wiley.com/10.1002/JAAL.00085},\n\tdoi = {10.1002/JAAL.00085},\n\tlanguage = {en},\n\tnumber = {8},\n\turldate = {2020-06-29},\n\tjournal = {Journal of Adolescent \\& Adult Literacy},\n\tauthor = {Godley, Amanda and Escher, Allison},\n\tmonth = may,\n\tyear = {2012},\n\tkeywords = {Child AAE, Ideologies},\n\tpages = {704--713},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Influences of Social and Style Variables on Adult Usage of African American English Features.\n \n \n \n \n\n\n \n Craig, H. K.; and Grogger, J. T.\n\n\n \n\n\n\n Journal of Speech, Language, and Hearing Research, 55(5): 1274–1288. October 2012.\n \n\n\n\n
\n\n\n\n \n \n $\"Influences$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@article{craig_influences_2012,\n\ttitle = {Influences of {Social} and {Style} {Variables} on {Adult} {Usage} of {African} {American} {English} {Features}},\n\tvolume = {55},\n\tissn = {1092-4388, 1558-9102},\n\turl = {http://pubs.asha.org/doi/10.1044/1092-4388%282012/11-0055%29},\n\tdoi = {10.1044/1092-4388(2012/11-0055)},\n\tlanguage = {en},\n\tnumber = {5},\n\turldate = {2020-05-21},\n\tjournal = {Journal of Speech, Language, and Hearing Research},\n\tauthor = {Craig, Holly K. and Grogger, Jeffrey T.},\n\tmonth = oct,\n\tyear = {2012},\n\tkeywords = {Chicago, Illinois},\n\tpages = {1274--1288},\n}\n\n

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\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Articulate while Black: Barack Obama, language, and race in the U.S.\n \n \n \n\n\n \n Alim, H. S.; and Smitherman, G.\n\n\n \n\n\n\n Oxford University Press, Oxford ; New York, 2012.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@book{alim_articulate_2012,\n\taddress = {Oxford ; New York},\n\ttitle = {Articulate while {Black}: {Barack} {Obama}, language, and race in the {U}.{S}},\n\tisbn = {978-0-19-981296-7 978-0-19-981298-1},\n\tshorttitle = {Articulate while {Black}},\n\tpublisher = {Oxford University Press},\n\tauthor = {Alim, H. Samy and Smitherman, Geneva},\n\tyear = {2012},\n\tkeywords = {Obama},\n}\n\n

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\n\n\n\n\n\n

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\n \n 2011\n \n \n (13)\n \n \n

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\n \n \n

\n \n\n \n \n \n \n \n \n Woman to woman: Building solidarity in African American female comedy.\n \n \n \n \n\n\n \n Rahman, J.\n\n\n \n\n\n\n English World-Wide. A Journal of Varieties of English, 32(3): 309–337. October 2011.\n \n\n\n\n
\n\n\n\n \n \n $\"Woman$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{rahman_woman_2011,\n\ttitle = {Woman to woman: {Building} solidarity in {African} {American} female comedy},\n\tvolume = {32},\n\tissn = {0172-8865, 1569-9730},\n\tshorttitle = {Woman to woman},\n\turl = {http://www.jbe-platform.com/content/journals/10.1075/eww.32.3.03rah},\n\tdoi = {10.1075/eww.32.3.03rah},\n\tabstract = {Professional female comedians frequently face harassment from male fellow performers and from male audience members who take a sexist attitude, essentializing women as psychologically and temperamentally unsuited to the profession of comedy. This paper examines a strategy that African American female comedians employ to overcome the obstacles they face in performing before mixed gender African American audiences. While implementing features that emphasize their African American and female identity, the comedians direct their performances toward women in the audience, employing features and practices comparable to those researchers associate with close female friends in conversation. Intensive use of a strategy that includes taking stances such as confidence sharing and using gendered terms to directly address female audience members establishes solidarity with the women who are listening. Having a large portion of the audience as allies discourages the occurrence of sexist harassment.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2023-03-27},\n\tjournal = {English World-Wide. A Journal of Varieties of English},\n\tauthor = {Rahman, Jacquelyn},\n\tmonth = oct,\n\tyear = {2011},\n\tkeywords = {Comedy, Gender, Performance, Pragmatics},\n\tpages = {309--337},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Scholar Who Coined the Term Ebonics: A Conversation with Dr. Robert L. Williams.\n \n \n \n \n\n\n \n Yancy, G.\n\n\n \n\n\n\n Journal of Language, Identity & Education, 10(1): 41–51. February 2011.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{yancy_scholar_2011,\n\ttitle = {The {Scholar} {Who} {Coined} the {Term} {Ebonics}: {A} {Conversation} with {Dr}. {Robert} {L}. {Williams}},\n\tvolume = {10},\n\tissn = {1534-8458, 1532-7701},\n\tshorttitle = {The {Scholar} {Who} {Coined} the {Term} {Ebonics}},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/15348458.2011.539967},\n\tdoi = {10.1080/15348458.2011.539967},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-07-21},\n\tjournal = {Journal of Language, Identity \\& Education},\n\tauthor = {Yancy, George},\n\tmonth = feb,\n\tyear = {2011},\n\tkeywords = {Interview},\n\tpages = {41--51},\n}\n\n

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\n \n\n \n \n \n \n \n \n Dialect and Register Hybridity: A Case from Schools.\n \n \n \n \n\n\n \n West Brown, D.\n\n\n \n\n\n\n Journal of English Linguistics, 39(2): 109–134. June 2011.\n \n\n\n\n
\n\n\n\n \n \n $\"Dialect$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{west_brown_dialect_2011,\n\ttitle = {Dialect and {Register} {Hybridity}: {A} {Case} from {Schools}},\n\tvolume = {39},\n\tissn = {0075-4242, 1552-5457},\n\tshorttitle = {Dialect and {Register} {Hybridity}},\n\turl = {http://journals.sagepub.com/doi/10.1177/0075424211398659},\n\tdoi = {10.1177/0075424211398659},\n\tabstract = {This case study explores the academic writing practices of some African American English-speaking high school students, focusing in particular on interactions of dialect and register. In some instances, students appear to draw from a range of dialect and register resources and to deploy them in hybridized forms in their compositions. One implication of this hybridity is that it suggests the need to include register analysis as part of linguistically informed approaches to writing instruction (i.e., approaches that apply variationist research and methods to educational settings). Additionally, this case study examines some of the reasons that motivate the production of hybridity, analyzing how the linguistic tasks in which students are asked to engage and students’ metalinguistic understandings play a role in the creation of hybridized texts. Finally, this study presents analytic methods that, while not new, are applied in a mixed way that attempts to systematically examine both dialect and register in texts.},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-04-16},\n\tjournal = {Journal of English Linguistics},\n\tauthor = {West Brown, David},\n\tmonth = jun,\n\tyear = {2011},\n\tkeywords = {Writing},\n\tpages = {109--134},\n}\n\n

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\n \n\n \n \n \n \n \n African American language and education: 254 how far have we come?.\n \n \n \n\n\n \n Smitherman, G.; and Quartey-Annan, M.\n\n\n \n\n\n\n In Adams, M.; and Curzan, A., editor(s), Contours of English and English language studies, pages 254–277. University of Michigan Press, Ann Arbor, 2011.\n OCLC: ocn756510894\n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{adams_african_2011,\n\taddress = {Ann Arbor},\n\ttitle = {African {American} language and education: 254 how far have we come?},\n\tisbn = {978-0-472-03466-6},\n\tbooktitle = {Contours of {English} and {English} language studies},\n\tpublisher = {University of Michigan Press},\n\tauthor = {Smitherman, Geneva and Quartey-Annan, Minnie},\n\teditor = {Adams, Michael and Curzan, Anne},\n\tyear = {2011},\n\tnote = {OCLC: ocn756510894},\n\tkeywords = {Academic writing, Case studies, English language, Rhetoric Study and teaching, Study and teaching},\n\tpages = {254--277},\n}\n\n

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\n \n\n \n \n \n \n \n Language across difference: ethnicity, communication, and youth identities in changing urban schools.\n \n \n \n\n\n \n Paris, D.\n\n\n \n\n\n\n Cambridge University Press, Cambridge, UK ; New York, 2011.\n OCLC: ocn711048214\n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@book{paris_language_2011,\n\taddress = {Cambridge, UK ; New York},\n\ttitle = {Language across difference: ethnicity, communication, and youth identities in changing urban schools},\n\tisbn = {978-0-521-19337-5},\n\tshorttitle = {Language across difference},\n\tabstract = {"Once a predominantly African American city, South Vista opened the twenty-first century with a large Latino/a majority and a significant population of Pacific Islanders. Using an innovative blend of critical ethnography and social language methodologies, Paris offers the voices and experiences of South Vista youth as a window into how today's young people challenge and reinforce ethnic and linguistic difference in demographically changing urban schools and communities. The ways African American language, Spanish and Samoan are used within and across ethnicity in social and academic interactions, text messages and youth authored rap lyrics show urban young people enacting both new and old visions of pluralist cultural spaces. Paris illustrates how understanding youth communication, ethnicity and identities in changing urban landscapes like South Vista offers crucial avenues for researchers and educators to push for more equitable schools and a more equitable society"--},\n\tpublisher = {Cambridge University Press},\n\tauthor = {Paris, Django},\n\tyear = {2011},\n\tnote = {OCLC: ocn711048214},\n\tkeywords = {California, Multicultural education},\n}\n\n

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\n \n\n \n \n \n \n \n Language Contact and Regional Variation in African American English: A study of Southeast Georgia.\n \n \n \n\n\n \n Moody, S.\n\n\n \n\n\n\n Ph.D. Thesis, New York University, New York, NY, January 2011.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@phdthesis{moody_language_2011,\n\taddress = {New York, NY},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {Language {Contact} and {Regional} {Variation} in {African} {American} {English}: {A} study of {Southeast} {Georgia}},\n\tschool = {New York University},\n\tauthor = {Moody, Simanique},\n\tmonth = jan,\n\tyear = {2011},\n\tkeywords = {Contact, Georgia, Gullah, Morphosyntax, Regional Variation},\n}\n\n

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\n \n\n \n \n \n \n \n The hidden treasure of Black ASL: its history and structure.\n \n \n \n\n\n \n McCaskill, C.; Lucas, C.; Bayley, R.; and Hill, J.\n\n\n \n\n\n\n Gallaudet University Press, Washington, D.C, 2011.\n OCLC: ocn682895112\n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@book{mccaskill_hidden_2011,\n\taddress = {Washington, D.C},\n\ttitle = {The hidden treasure of {Black} {ASL}: its history and structure},\n\tisbn = {978-1-56368-489-0 978-1-56368-490-6},\n\tshorttitle = {The hidden treasure of {Black} {ASL}},\n\tpublisher = {Gallaudet University Press},\n\tauthor = {McCaskill, Carolyn and Lucas, Ceil and Bayley, Robert and Hill, Joseph},\n\tyear = {2011},\n\tnote = {OCLC: ocn682895112},\n\tkeywords = {Black ASL},\n}\n\n

\n

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\n \n\n \n \n \n \n \n Intra-ethnic style continua in Houston AAE and EAE.\n \n \n \n\n\n \n Koops, C.; and Niedzielski, N.\n\n\n \n\n\n\n In Washington D.C., 2011. \n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@inproceedings{koops_intra-ethnic_2011,\n\taddress = {Washington D.C.},\n\ttitle = {Intra-ethnic style continua in {Houston} {AAE} and {EAE}},\n\tauthor = {Koops, Christian and Niedzielski, Nancy},\n\tyear = {2011},\n\tkeywords = {Houston, Texas, Texas, Vowels},\n}\n\n

\n

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\n \n\n \n \n \n \n \n The socio-regional distribution of African American vowel systems in Piedmont, North Carolina.\n \n \n \n\n\n \n Kohn, M.; and Farrington, C.\n\n\n \n\n\n\n 2011.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@misc{kohn_socio-regional_2011,\n\taddress = {Washington D.C.},\n\ttitle = {The socio-regional distribution of {African} {American} vowel systems in {Piedmont}, {North} {Carolina}},\n\tabstract = {While African American English (AAE) has been the subject of more investigation than any other variety of English, the acoustic analysis of vocalic features reveals that this may be the linguistic site for revealing subtle regional differences in AAE. Research has indicated that regional AAE varieties may differ from predominant regional varieties (Yaeger-Dror \\& Thomas 2010), and that speakers of AAE may participate in regional sound changes, but not necessarily at the same pace or to the same extent as the predominant cohort European American regional variety. Specifically, raising of the front lax vowels in BIT, BET, and BAT, resistance to the COT/CAUGHT merger, and resistance to back vowel fronting in BOAT and BOOT have been identified in several studies where these traits are regionally dominant (e.g. Thomas 2007). Is there a correlation between these vocalic variants and the use of canonical morphosyntactic AAVE features? If so, to what extent? Social and demographic distribution of these vocalic variables within AAE are underexplored, even as these variables have been studied extensively in other varieties of American English.\nThis study analyzes the vowel space of 14 teenaged African Americans from the Piedmont region of North Carolina to identify the extent to which previously described features of AAE vowel systems correlate with various social and linguistic factors. Over 2,000 vowels were extracted for analysis. The speakers included in the study are all participants of the Frank Porter Graham project, thus offering access to a multiplex array of social and linguistic measures for analysis. Multiple linear regressions were run using Lobanov normalized F1 and F2 Hz values as the dependent variable, and with phonetic environment and duration as the linguistic independent variables. Social variables in the model include a dialect density measure based on a selection of AAVE morphosyntactic features, the ethnic composition of the participant’s school, mother’s educational level, and gender. Initial results indicate that some vocalic features, such as raising of the front lax vowels, do correlate with more vernacular speech. However, others, such as the maintenance of unmerged COT/CAUGHT classes appear to be unrelated to morphosyntactic vernacularity. Exploratory studies of AAE in the region do not reveal generational differences for the front vowel system, indicating that there is no evidence that vowels are participating in an ongoing change. The results of this analysis suggest that within the sample population, some vocalic variants within the AAE vowel repertoire can be correlated with a dialect density measure, while other variants are consistent across the population regardless of vernacularity. Comparing these two results indicates stable internal variation within the regional AAE vowel system.},\n\tauthor = {Kohn, Mary and Farrington, Charlie},\n\tyear = {2011},\n\tkeywords = {Durham, North Carolina, Frank Porter Graham Project, North Carolina, Vowels},\n}\n\n

\n

\n\n\n

\n While African American English (AAE) has been the subject of more investigation than any other variety of English, the acoustic analysis of vocalic features reveals that this may be the linguistic site for revealing subtle regional differences in AAE. Research has indicated that regional AAE varieties may differ from predominant regional varieties (Yaeger-Dror & Thomas 2010), and that speakers of AAE may participate in regional sound changes, but not necessarily at the same pace or to the same extent as the predominant cohort European American regional variety. Specifically, raising of the front lax vowels in BIT, BET, and BAT, resistance to the COT/CAUGHT merger, and resistance to back vowel fronting in BOAT and BOOT have been identified in several studies where these traits are regionally dominant (e.g. Thomas 2007). Is there a correlation between these vocalic variants and the use of canonical morphosyntactic AAVE features? If so, to what extent? Social and demographic distribution of these vocalic variables within AAE are underexplored, even as these variables have been studied extensively in other varieties of American English. This study analyzes the vowel space of 14 teenaged African Americans from the Piedmont region of North Carolina to identify the extent to which previously described features of AAE vowel systems correlate with various social and linguistic factors. Over 2,000 vowels were extracted for analysis. The speakers included in the study are all participants of the Frank Porter Graham project, thus offering access to a multiplex array of social and linguistic measures for analysis. Multiple linear regressions were run using Lobanov normalized F1 and F2 Hz values as the dependent variable, and with phonetic environment and duration as the linguistic independent variables. Social variables in the model include a dialect density measure based on a selection of AAVE morphosyntactic features, the ethnic composition of the participant’s school, mother’s educational level, and gender. Initial results indicate that some vocalic features, such as raising of the front lax vowels, do correlate with more vernacular speech. However, others, such as the maintenance of unmerged COT/CAUGHT classes appear to be unrelated to morphosyntactic vernacularity. Exploratory studies of AAE in the region do not reveal generational differences for the front vowel system, indicating that there is no evidence that vowels are participating in an ongoing change. The results of this analysis suggest that within the sample population, some vocalic variants within the AAE vowel repertoire can be correlated with a dialect density measure, while other variants are consistent across the population regardless of vernacularity. Comparing these two results indicates stable internal variation within the regional AAE vowel system.\n

\n\n\n

\n \n\n \n \n \n \n \n \n The dative alternation in African American English: Researching syntactic variation and change across sociolinguistic datasets.\n \n \n \n \n\n\n \n Kendall, T.; Bresnan, J.; and van Herk, G.\n\n\n \n\n\n\n Corpus Linguistics and Linguistic Theory, 7(2). January 2011.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{kendall_dative_2011,\n\ttitle = {The dative alternation in {African} {American} {English}: {Researching} syntactic variation and change across sociolinguistic datasets},\n\tvolume = {7},\n\tissn = {1613-7027, 1613-7035},\n\tshorttitle = {The dative alternation in {African} {American} {English}},\n\turl = {https://www.degruyter.com/view/j/cllt.2011.7.issue-2/cllt.2011.011/cllt.2011.011.xml},\n\tdoi = {10.1515/cllt.2011.011},\n\tnumber = {2},\n\turldate = {2020-07-14},\n\tjournal = {Corpus Linguistics and Linguistic Theory},\n\tauthor = {Kendall, Tyler and Bresnan, Joan and van Herk, Gerard},\n\tmonth = jan,\n\tyear = {2011},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n A cross generational dialect study in Western North Carolina.\n \n \n \n \n\n\n \n Holt, Y. F.\n\n\n \n\n\n\n Ph.D. Thesis, The Ohio State University, Columbus, OH, 2011.\n \n\n\n\n
\n\n\n\n \n \n $\"A$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@phdthesis{holt_cross_2011,\n\taddress = {Columbus, OH},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {A cross generational dialect study in {Western} {North} {Carolina}},\n\turl = {https://etd.ohiolink.edu/},\n\tabstract = {This dissertation evaluates the relationship between African American English and White Vernacular English as spoken in a small rural town in western North Carolina for consistencies in vowel production by group membership and for participation in the Southern Vowel Shift (SVS), a vowel rotation currently occurring in the Southern United States. A sociophonetic approach is used to gather and analyze data from male and female African American (AA) and European American (EA) lifelong or near life-long community residents. Sixty-four speakers aged 19 - 70+ were recorded reading the word list heed, hid, hayed, head, had, hod, whod, hood, hoed, hawed, heard, hide, hoyed, howed representing the vowel contained in the hVd frame. Measures of vowel duration, normalized vowel space area, trajectory length (TL), and spectral rate of change (SROC) are completed. Analysis of variance of the obtained mean values categorized by gender, ethnicity, and age group (pre-integration or post-integration) are completed. The results of the data analysis indicate that ethnicity is not always a main effect of the variance found in the mean values. When ethnicity is a main effect there is a substantial difference in the variance accounted for when AA speakers have greater mean values than when EA speakers have greater mean values. When AA speakers have greater values the variance accounted for is typically between 50\\% and 60\\%. When EA speakers have greater values the variance accounted for ranged from 50\\% to 7\\%. There is no clear pattern of divergence between AA and EA speakers in this community. There is no definitive pattern of difference in vowel productions by gender or age group. Instead there are trends of similarity by age or gender or ethnicity on a number of parameters. A complex and evolving relationship of group membership to vowel production is evident. In assessing community participation in the SVS participation by both AA and EA speakers is evident. The data indicate community participation in the SVS is in regression with EA females leading the change. Both older and younger EA female speakers produce vowels in a manner suggesting earlier generations may have fully participated in the Southern Vowel Shift. A discussion of the findings is presented.},\n\tschool = {The Ohio State University},\n\tauthor = {Holt, Yolanda Feimster},\n\tyear = {2011},\n\tkeywords = {North Carolina, Vowels},\n}\n\n

\n

\n\n\n

\n This dissertation evaluates the relationship between African American English and White Vernacular English as spoken in a small rural town in western North Carolina for consistencies in vowel production by group membership and for participation in the Southern Vowel Shift (SVS), a vowel rotation currently occurring in the Southern United States. A sociophonetic approach is used to gather and analyze data from male and female African American (AA) and European American (EA) lifelong or near life-long community residents. Sixty-four speakers aged 19 - 70+ were recorded reading the word list heed, hid, hayed, head, had, hod, whod, hood, hoed, hawed, heard, hide, hoyed, howed representing the vowel contained in the hVd frame. Measures of vowel duration, normalized vowel space area, trajectory length (TL), and spectral rate of change (SROC) are completed. Analysis of variance of the obtained mean values categorized by gender, ethnicity, and age group (pre-integration or post-integration) are completed. The results of the data analysis indicate that ethnicity is not always a main effect of the variance found in the mean values. When ethnicity is a main effect there is a substantial difference in the variance accounted for when AA speakers have greater mean values than when EA speakers have greater mean values. When AA speakers have greater values the variance accounted for is typically between 50% and 60%. When EA speakers have greater values the variance accounted for ranged from 50% to 7%. There is no clear pattern of divergence between AA and EA speakers in this community. There is no definitive pattern of difference in vowel productions by gender or age group. Instead there are trends of similarity by age or gender or ethnicity on a number of parameters. A complex and evolving relationship of group membership to vowel production is evident. In assessing community participation in the SVS participation by both AA and EA speakers is evident. The data indicate community participation in the SVS is in regression with EA females leading the change. Both older and younger EA female speakers produce vowels in a manner suggesting earlier generations may have fully participated in the Southern Vowel Shift. A discussion of the findings is presented.\n

\n\n\n

\n \n\n \n \n \n \n \n \n The Interaction of Transmission and Diffusion in the Spread of Linguistic Forms.\n \n \n \n \n\n\n \n Cukor-Avila, P.; and Bailey, G.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 17(2): Article 6. 2011.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{cukor-avila_interaction_2011,\n\ttitle = {The {Interaction} of {Transmission} and {Diffusion} in the {Spread} of {Linguistic} {Forms}},\n\tvolume = {17},\n\turl = {https://repository.upenn.edu/pwpl/vol17/iss2/6/},\n\tabstract = {This paper explores the relationship between transmission and diffusion with data on the use of two innovative features, habitual invariant be and quotative be like, across four generations of African American Vernacular English (AAVE) speakers from the rural community of Springville, Texas. The data from this rural setting show fundamental differences on the acquisition and spread of each of these features. There is no steady transmission from generation to generation that results in the gradual increased use of habitual invariant be, but rather it is contact with adolescents from outside Springville that accounts for the diffusion of these forms in the community. Only for the youngest generation do we see evidence of transmission. Transmission is the likely source for the use of quotative be like by the youngest speakers; however, diffusion from outside the community is what appears to be accelerating this change forward. As we show, the interaction of transmission and diffusion is a consequence of the social situation present in Springville coupled with the changing demographics of the Springville School.},\n\tnumber = {2},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {Cukor-Avila, Patricia and Bailey, Guy},\n\tyear = {2011},\n\tkeywords = {Demographics, Quotatives, Rural, Texas},\n\tpages = {Article 6},\n}\n\n

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\n \n\n \n \n \n \n \n Understanding English language variation in U.S. schools.\n \n \n \n\n\n \n Charity Hudley, A. H.; and Mallinson, C.\n\n\n \n\n\n\n of Multicultural education seriesTeachers College Press, New York, 2011.\n OCLC: ocn653842746\n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@book{charity_hudley_understanding_2011,\n\taddress = {New York},\n\tseries = {Multicultural education series},\n\ttitle = {Understanding {English} language variation in {U}.{S}. schools},\n\tisbn = {978-0-8077-5148-0 978-0-8077-5149-7},\n\tpublisher = {Teachers College Press},\n\tauthor = {Charity Hudley, Anne H. and Mallinson, Christine},\n\tyear = {2011},\n\tnote = {OCLC: ocn653842746},\n\tkeywords = {Teaching},\n}\n\n

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\n\n\n\n\n\n

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\n \n 2010\n \n \n (34)\n \n \n

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\n \n \n

\n \n\n \n \n \n \n \n \n Differentiating Speech Sound Disorders From Phonological Dialect Differences: Implications for Assessment and Intervention.\n \n \n \n \n\n\n \n Velleman, S. L.; and Pearson, B. Z.\n\n\n \n\n\n\n Topics in Language Disorders, 30(3): 176–188. 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Differentiating$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{velleman_differentiating_2010,\n\ttitle = {Differentiating {Speech} {Sound} {Disorders} {From} {Phonological} {Dialect} {Differences}: {Implications} for {Assessment} and {Intervention}},\n\tvolume = {30},\n\tissn = {0271-8294},\n\tshorttitle = {Differentiating {Speech} {Sound} {Disorders} {From} {Phonological} {Dialect} {Differences}},\n\turl = {http://journals.lww.com/00011363-201007000-00003},\n\tdoi = {10.1097/TLD.0b013e3181efc378},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-07-20},\n\tjournal = {Topics in Language Disorders},\n\tauthor = {Velleman, Shelley L. and Pearson, Barbara Zurer},\n\tyear = {2010},\n\tkeywords = {Child AAE, Children's Speech, Speech Pathology},\n\tpages = {176--188},\n}\n\n

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\n \n\n \n \n \n \n \n \n Apparent-time evolution of /l/ in one African American community.\n \n \n \n \n\n\n \n Van Hofwegen, J.\n\n\n \n\n\n\n Language Variation and Change, 22(3): 373–396. October 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Apparent-time$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{van_hofwegen_apparent-time_2010,\n\ttitle = {Apparent-time evolution of /l/ in one {African} {American} community},\n\tvolume = {22},\n\tissn = {0954-3945, 1469-8021},\n\turl = {https://www.cambridge.org/core/product/identifier/S0954394510000141/type/journal_article},\n\tdoi = {10.1017/S0954394510000141},\n\tabstract = {In the wake of numerous analyses of vowels in African American English (AAE), this study examines acoustically the phonetic production of a consonant—the word-initial lateral /l/—across several generations of speakers from a long-standing African American community in central North Carolina. The results of the study show that /l/ is darker in younger AAE speakers than in older ones, independent of phonetic context. Comparisons with ex-slave recordings suggest that a light variant of /l/ may be a substrate feature of AAE that has changed in recent decades. Additional comparisons with regional European Americans suggest that the darkening may be due to convergence with majority American English dialects.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-04-14},\n\tjournal = {Language Variation and Change},\n\tauthor = {Van Hofwegen, Janneke},\n\tmonth = oct,\n\tyear = {2010},\n\tkeywords = {Ex-Slave Recordings, North Carolina, Princeville, North Carolina},\n\tpages = {373--396},\n}\n\n

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\n \n\n \n \n \n \n \n \n Coming of age in African American English: A longitudinal study1: COMING OF AGE IN AFRICAN AMERICAN ENGLISH.\n \n \n \n \n\n\n \n Van Hofwegen, J.; and Wolfram, W.\n\n\n \n\n\n\n Journal of Sociolinguistics, 14(4): 427–455. September 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Coming$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{van_hofwegen_coming_2010,\n\ttitle = {Coming of age in {African} {American} {English}: {A} longitudinal study1: {COMING} {OF} {AGE} {IN} {AFRICAN} {AMERICAN} {ENGLISH}},\n\tvolume = {14},\n\tissn = {13606441},\n\tshorttitle = {Coming of age in {African} {American} {English}},\n\turl = {http://doi.wiley.com/10.1111/j.1467-9841.2010.00452.x},\n\tdoi = {10.1111/j.1467-9841.2010.00452.x},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2020-04-29},\n\tjournal = {Journal of Sociolinguistics},\n\tauthor = {Van Hofwegen, Janneke and Wolfram, Walt},\n\tmonth = sep,\n\tyear = {2010},\n\tkeywords = {Dialect Density Measure, Frank Porter Graham Project, North Carolina},\n\tpages = {427--455},\n}\n\n

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\n \n\n \n \n \n \n \n Variation and identity in African American English.\n \n \n \n\n\n \n Thomas, E. R.; and Wassink, A. B.\n\n\n \n\n\n\n In Llamas, C.; and Watt, D. J. L., editor(s), Language and identities, pages 157–165. Edinburgh University Press, Edinburgh, 2010.\n OCLC: ocn320798579\n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{llamas_variation_2010,\n\taddress = {Edinburgh},\n\ttitle = {Variation and identity in {African} {American} {English}},\n\tisbn = {978-0-7486-3577-1 978-0-7486-3576-4},\n\tbooktitle = {Language and identities},\n\tpublisher = {Edinburgh University Press},\n\tauthor = {Thomas, Erik R. and Wassink, Alicia Beckford},\n\teditor = {Llamas, Carmen and Watt, Dominic James Landon},\n\tyear = {2010},\n\tnote = {OCLC: ocn320798579},\n\tkeywords = {Edited Volume, Identity, Variation, Vowels},\n\tpages = {157--165},\n}\n\n

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\n \n\n \n \n \n \n \n Identification of African American Speech.\n \n \n \n\n\n \n Thomas, E. R.; Lass, N. J.; and Carpenter, J.\n\n\n \n\n\n\n In Preston, D. R.; and Niedzielski, N., editor(s), A Reader in Sociophonetics. De Gruyter Mouton, New York, NY, 2010.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@incollection{thomas_identification_2010,\n\taddress = {New York, NY},\n\ttitle = {Identification of {African} {American} {Speech}},\n\tbooktitle = {A {Reader} in {Sociophonetics}},\n\tpublisher = {De Gruyter Mouton},\n\tauthor = {Thomas, Erik R. and Lass, Norman J. and Carpenter, Jeanine},\n\teditor = {Preston, Dennis R. and Niedzielski, Nancy},\n\tyear = {2010},\n}\n\n

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\n \n\n \n \n \n \n \n \n Examining Relationships Among Dialect Variation, Literacy Skills, and School Context in First Grade.\n \n \n \n \n\n\n \n Terry, N. P.; Connor, C. M.; Thomas-Tate, S.; and Love, M.\n\n\n \n\n\n\n Journal of Speech, Language, and Hearing Research, 53(1): 126–145. February 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Examining$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{terry_examining_2010,\n\ttitle = {Examining {Relationships} {Among} {Dialect} {Variation}, {Literacy} {Skills}, and {School} {Context} in {First} {Grade}},\n\tvolume = {53},\n\tissn = {1092-4388, 1558-9102},\n\turl = {http://pubs.asha.org/doi/10.1044/1092-4388%282009/08-0058%29},\n\tdoi = {10.1044/1092-4388(2009/08-0058)},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-07-20},\n\tjournal = {Journal of Speech, Language, and Hearing Research},\n\tauthor = {Terry, Nicole Patton and Connor, Carol McDonald and Thomas-Tate, Shurita and Love, Michael},\n\tmonth = feb,\n\tyear = {2010},\n\tkeywords = {Literacy},\n\tpages = {126--145},\n}\n\n

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\n \n\n \n \n \n \n \n \n Expressive and Receptive Language Effects of African American English on a Sentence Imitation Task:.\n \n \n \n \n\n\n \n Terry, J. M.; Jackson, S. C.; Evangelou, E.; and Smith, R. L.\n\n\n \n\n\n\n Topics in Language Disorders, 30(2): 119–134. April 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Expressive$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@article{terry_expressive_2010,\n\ttitle = {Expressive and {Receptive} {Language} {Effects} of {African} {American} {English} on a {Sentence} {Imitation} {Task}:},\n\tvolume = {30},\n\tissn = {0271-8294},\n\tshorttitle = {Expressive and {Receptive} {Language} {Effects} of {African} {American} {English} on a {Sentence} {Imitation} {Task}},\n\turl = {http://journals.lww.com/00011363-201004000-00004},\n\tdoi = {10.1097/TLD.0b013e3181e04148},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-07-20},\n\tjournal = {Topics in Language Disorders},\n\tauthor = {Terry, J. Michael and Jackson, Sandra C. and Evangelou, Evangelos and Smith, Richard L.},\n\tmonth = apr,\n\tyear = {2010},\n\tpages = {119--134},\n}\n\n

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\n \n\n \n \n \n \n \n \n Variation in the interpretation and use of the African American English preverbal done construction.\n \n \n \n \n\n\n \n Terry, J. M.\n\n\n \n\n\n\n American Speech, 85(1): 3–32. March 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Variation$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{terry_variation_2010,\n\ttitle = {Variation in the interpretation and use of the {African} {American} {English} preverbal done construction},\n\tvolume = {85},\n\tissn = {0003-1283, 1527-2133},\n\turl = {https://read.dukeupress.edu/american-speech/article/85/1/3-32/5862},\n\tdoi = {10.1215/00031283-2010-001},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-13},\n\tjournal = {American Speech},\n\tauthor = {Terry, J. Michael},\n\tmonth = mar,\n\tyear = {2010},\n\tkeywords = {North Carolina, Syntax},\n\tpages = {3--32},\n}\n\n

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\n \n\n \n \n \n \n \n \n Fostering teacher change: effective professional development for sociolinguistic diversity.\n \n \n \n \n\n\n \n Sweetland, J.\n\n\n \n\n\n\n In Denham, K.; and Lobeck, A., editor(s), Linguistics at School, pages 161–174. Cambridge University Press, Cambridge, 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Fostering$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@incollection{denham_fostering_2010,\n\taddress = {Cambridge},\n\ttitle = {Fostering teacher change: effective professional development for sociolinguistic diversity},\n\tisbn = {978-0-511-77079-1},\n\tshorttitle = {Fostering teacher change},\n\turl = {https://www.cambridge.org/core/product/identifier/CBO9780511770791A023/type/book_part},\n\tabstract = {For nearly four decades, linguists concerned with educational inequity have argued that teacher change is a crucial element in the quest for educational justice around issues of language (Baugh 1999; Delpit 1995; Labov 1970; Le Page 1968; Seligman, Tucker, and Lambert 1972; Shuy 1969; Smitherman and Scott 1984; Winford 1976). Yet teacher education for sociolinguistic diversity remains an issue on which there is much discussion and some scattered efforts toward change, but little influence in the schools as a whole. By and large the field still does what it has always done to try to influence teacher attitudes and practices. Concerned linguists write journal articles, design and teach courses aimed at pre-service teachers, and offer the occasional in-service workshop for practicing educators. While such efforts undoubtedly prepare the soil of change, they have not yet borne the fruit we seek – the widespread adoption of linguistically sound teaching practices in K-12 classrooms. Nor have these efforts led to an adequate, research-based understanding of how and if negative language attitudes might be ameliorated. Effective models are sorely needed. In the absence of learning opportunities that expose them to research on language variation and its application to the classroom, teachers work with the same language ideologies at play in the wider society. Too often, this means that teachers believe that the language used in the African American community is a deficient, ‘broken’ form of English.},\n\turldate = {2020-07-20},\n\tbooktitle = {Linguistics at {School}},\n\tpublisher = {Cambridge University Press},\n\tauthor = {Sweetland, Julie},\n\teditor = {Denham, Kristin and Lobeck, Anne},\n\tyear = {2010},\n\tdoi = {10.1017/CBO9780511770791.015},\n\tpages = {161--174},\n}\n\n

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\n \n\n \n \n \n \n \n \n Words, Woods, Woyds: Variation and Accommodation in Schwar Realization among African American, White, and Houma Men in Southern Louisiana.\n \n \n \n \n\n\n \n Strand, T. R.; Wroblewski, M.; and Good, M. K.\n\n\n \n\n\n\n Journal of English Linguistics, 38(3): 211–229. September 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Words,$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{strand_words_2010,\n\ttitle = {Words, {Woods}, {Woyds}: {Variation} and {Accommodation} in {Schwar} {Realization} among {African} {American}, {White}, and {Houma} {Men} in {Southern} {Louisiana}},\n\tvolume = {38},\n\tissn = {0075-4242, 1552-5457},\n\tshorttitle = {Words, {Woods}, {Woyds}},\n\turl = {http://journals.sagepub.com/doi/10.1177/0075424210373040},\n\tdoi = {10.1177/0075424210373040},\n\tabstract = {This study examines variation in the schwar realization for an area of rural Louisiana where local French varieties previously dominated and some bilingualism persists. A generational GoldVarb analysis of African American, white, and Houma (Native American) men’s speech reveals significant variation in r-ful, r-less, and diphthongal realizations by ethnoracial identity, age, and education. Apparent-time change suggests long-term, contact-influenced accommodation in which younger generations of African American men with Creole French ancestry increasingly use the dominant nondiphthongal and r-ful variants. In addition, effects of accommodation to dominant regional patterns found in the South today are observed in increasing levels of r-fulness across ethnoracial groups.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-04-16},\n\tjournal = {Journal of English Linguistics},\n\tauthor = {Strand, Thea R. and Wroblewski, Michael and Good, Mary K.},\n\tmonth = sep,\n\tyear = {2010},\n\tkeywords = {Louisiana, Vowels},\n\tpages = {211--229},\n}\n\n

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\n \n\n \n \n \n \n \n \n A Review of Developmental and Applied Language Research on African American Children: From a Deficit to Difference Perspective on Dialect Differences.\n \n \n \n \n\n\n \n Stockman, I. J.\n\n\n \n\n\n\n Language, Speech, and Hearing Services in Schools, 41(1): 23–38. January 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"A$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{stockman_review_2010,\n\ttitle = {A {Review} of {Developmental} and {Applied} {Language} {Research} on {African} {American} {Children}: {From} a {Deficit} to {Difference} {Perspective} on {Dialect} {Differences}},\n\tvolume = {41},\n\tissn = {0161-1461, 1558-9129},\n\tshorttitle = {A {Review} of {Developmental} and {Applied} {Language} {Research} on {African} {American} {Children}},\n\turl = {http://pubs.asha.org/doi/10.1044/0161-1461%282009/08-0086%29},\n\tdoi = {10.1044/0161-1461(2009/08-0086)},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-07-20},\n\tjournal = {Language, Speech, and Hearing Services in Schools},\n\tauthor = {Stockman, Ida J.},\n\tmonth = jan,\n\tyear = {2010},\n\tkeywords = {Acquisition, Child AAE, Review Article},\n\tpages = {23--38},\n}\n\n

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\n \n\n \n \n \n \n \n \n African American English in urban Seattle: Accommodation and intraspeaker variation in the Pacific Northwest.\n \n \n \n \n\n\n \n Scanlon, M.; and Wassink, A. B.\n\n\n \n\n\n\n American Speech, 85(2): 205–224. June 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"African$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{scanlon_african_2010,\n\ttitle = {African {American} {English} in urban {Seattle}: {Accommodation} and intraspeaker variation in the {Pacific} {Northwest}},\n\tvolume = {85},\n\tissn = {0003-1283, 1527-2133},\n\tshorttitle = {{AFRICAN} {AMERICAN} {ENGLISH} {IN} {URBAN} {SEATTLE}},\n\turl = {https://read.dukeupress.edu/american-speech/article/85/2/205-224/5877},\n\tdoi = {10.1215/00031283-2010-011},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-04-13},\n\tjournal = {American Speech},\n\tauthor = {Scanlon, Michael and Wassink, Alicia Beckford},\n\tmonth = jun,\n\tyear = {2010},\n\tkeywords = {Seattle, Washington, Vowels},\n\tpages = {205--224},\n}\n\n

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\n \n\n \n \n \n \n \n \n Using Acoustic Trajectory Information in Studies of Merger.\n \n \n \n \n\n\n \n Scanlon, M.; and Wassink, A. B.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 16(2): Article 19. 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Using$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{scanlon_using_2010,\n\ttitle = {Using {Acoustic} {Trajectory} {Information} in {Studies} of {Merger}},\n\tvolume = {16},\n\turl = {https://repository.upenn.edu/pwpl/vol16/iss2/19/},\n\tabstract = {This study investigates the utility of examining acoustic trajectory information indicative of gliding in the case of mergers or near-mergers. It presents a sociophonetic analysis of conversational speech from one African American Seattle native, who perceives the pin and pen classes as merged. The study finds no difference (“merger”) between the speaker’s pin and pen classes by F1 or F2 at vowel midpoint. However, phonemic vowel distinctions are preserved in Euclidean distance and duration, and the vowel classes are more distinct pre-nasally than in non-pre-nasal contexts. A regression of the researcher’s perception of distance on vowel class corroborates this pattern. Lastly, multidimensional calculation of overlap using SOAM (Wassink 2006) for a small sample of data from 12 Seattle speakers suggests Seattle African Americans differentiate pin from pen somewhat by the amount of glide, while Seattle Whites do not.},\n\tnumber = {2},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {Scanlon, Michael and Wassink, Alicia Beckford},\n\tyear = {2010},\n\tkeywords = {Seattle, Washington, Vowels},\n\tpages = {Article 19},\n}\n\n

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\n \n\n \n \n \n \n \n \n Geographical diversity, residential segregation, and the vitality of African American Vernacular English and its speakers.\n \n \n \n \n\n\n \n Rickford, J. R.\n\n\n \n\n\n\n Transforming Anthropology, 18(1): 28–34. April 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Geographical$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{rickford_geographical_2010,\n\ttitle = {Geographical diversity, residential segregation, and the vitality of {African} {American} {Vernacular} {English} and its speakers},\n\tvolume = {18},\n\tissn = {10510559, 15487466},\n\turl = {http://doi.wiley.com/10.1111/j.1548-7466.2010.01067.x},\n\tdoi = {10.1111/j.1548-7466.2010.01067.x},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-08-29},\n\tjournal = {Transforming Anthropology},\n\tauthor = {Rickford, John R.},\n\tmonth = apr,\n\tyear = {2010},\n\tkeywords = {Segregation},\n\tpages = {28--34},\n}\n\n

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\n \n\n \n \n \n \n \n Acquiring Style: The Development of Dialect Shifting among African American Children.\n \n \n \n\n\n \n Renn, J.\n\n\n \n\n\n\n Ph.D. Thesis, University of North Carolina, Chapel Hill, NC, 2010.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@phdthesis{renn_acquiring_2010,\n\taddress = {Chapel Hill, NC},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {Acquiring {Style}: {The} {Development} of {Dialect} {Shifting} among {African} {American} {Children}},\n\tabstract = {The dearth of research on style shifting in African American English, AAE, during the early lifespan has left a number of unanswered questions related to the acquisition of and the ability to shift speech styles.\n\nThis presentation focuses on several of these questions, including when stylistic shifting is initiated, whether there are differential patterns of stylistic usage among children and adolescents, and how stylistic facility relates to school achievement and literacy. It further considers the influence of social, demographic, and self-regard factors to determine how they affect style over time. As a basis for addressing these issues, this research utilizes data from a unique, longitudinal study of AAE and literacy.\n\nThe analysis compares formal and informal language data from a sample of African American speakers collected at three temporal data points, Grade 1/2 - N=73; Grade 6 - N=125; and Grade 8 - N=164, to compare linguistic behavior throughout the elementary and middle school years. Language samples representing different situational contexts were analyzed in terms of 42 morphosyntactic and phonological AAE features to determine the overall difference in dialect use across time and situation.\n\nAnalyses suggest that while there is a range of individual variation in the early use of style shifting, speakers progressively engage in an overall expansion of style shifting over time. Further investigation of the influence of gender, mother's education, social contacts, school demographics, and the child's score on a racial centrality index identifies which factors have a greater impact and how the relative influence of these variables evolves during childhood and adolescence.\n\nTests of the interaction effects of these various social, personal, and demographic factors indicate that while certain factors are significantly related to style shifting, the influence of others is instead associated with speakers' overall dialect use.},\n\tschool = {University of North Carolina},\n\tauthor = {Renn, Jennifer},\n\tyear = {2010},\n\tkeywords = {Child AAE, Frank Porter Graham Project, Longitudinal, Style Shifting},\n}\n\n

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\n \n\n \n \n \n \n \n Linguistic Variation and Change in Atlanta, Georgia.\n \n \n \n\n\n \n Prichard, H.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 16(2): Article 17. 2010.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{prichard_linguistic_2010,\n\ttitle = {Linguistic {Variation} and {Change} in {Atlanta}, {Georgia}},\n\tvolume = {16},\n\tabstract = {In spite of its unique position as a fast-growing urban metropolis in the heart of the South, little research has been conducted to uncover the effects of Atlanta’s rapid growth on the speech of its native population. This paper reports on variation and change in the speech of Atlanta, Georgia, which has occurred as a result of this growth, focusing on the current state of the Southern Shift. The evidence presented is limited to key vowel features, especially /ay/-monophthongization and the front chain shift. Drawing on regional data found in past projects (e.g., Labov et al. 2006, Montgomery and Nunnally 2008, Feagin 2003, Thomas 2001) and utilizing a variety of sociolinguistic methods, this paper analyzes a data set in which both apparent-time changes and variation can be observed.\n\nIn order to more fully capture Atlantan speech, two different types of interview are presented. The first is a rapid and anonymous interview of 59 speakers which focuses on the pronunciation of /ay/ before voiced consonants. These interviews show black speakers to have a significantly higher rate of /ay/-monophthongization than white speakers, and that overall rates of /ay/- monophthongization vary between different neighborhoods. The second type consists of a longer conversation-style interview followed by a reading passage, for which data from five white native Atlantans is presented. Acoustic analysis of these interviews shows that the older speakers use more features associated with the Southern Shift than the younger speakers, but that none of the speakers exhibit a fully-shifted vowel system.},\n\tnumber = {2},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {Prichard, Hilary},\n\tyear = {2010},\n\tkeywords = {Atlanta, Georgia, Vowels},\n\tpages = {Article 17},\n}\n\n

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\n \n\n \n \n \n \n \n \n Asymmetric cultural effects on perceptual expertise underlie an own-race bias for voices.\n \n \n \n \n\n\n \n Perrachione, T. K.; Chiao, J. Y.; and Wong, P. C.\n\n\n \n\n\n\n Cognition, 114(1): 42–55. January 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Asymmetric$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@article{perrachione_asymmetric_2010,\n\ttitle = {Asymmetric cultural effects on perceptual expertise underlie an own-race bias for voices},\n\tvolume = {114},\n\tissn = {00100277},\n\turl = {https://linkinghub.elsevier.com/retrieve/pii/S0010027709002108},\n\tdoi = {10.1016/j.cognition.2009.08.012},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-08-29},\n\tjournal = {Cognition},\n\tauthor = {Perrachione, Tyler K. and Chiao, Joan Y. and Wong, Patrick C.M.},\n\tmonth = jan,\n\tyear = {2010},\n\tpages = {42--55},\n}\n\n

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\n \n\n \n \n \n \n \n \n “I ain’t Never Been Charged with Nothing!”: The Use of Falsetto Speech as a Linguistic Strategy of Indignation.\n \n \n \n \n\n\n \n Nielsen, R.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 15(2): Article 13. 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"“I$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{nielsen_i_2010,\n\ttitle = {“{I} ain’t {Never} {Been} {Charged} with {Nothing}!”: {The} {Use} of {Falsetto} {Speech} as a {Linguistic} {Strategy} of {Indignation}},\n\tvolume = {15},\n\turl = {https://repository.upenn.edu/pwpl/vol15/iss2/13/},\n\tabstract = {This article examines falsetto speech in African American English (AAE). Although AAE is arguably the most studied dialect of American English, intonation in general and falsetto in particular are still poorly understood. The present study investigates falsetto phonation in a linguistic case study of “Michael,” a fourteen year old African American male from Washington, D.C. I focus on the quantitative patterning of falsetto in addition to inferring the multifaceted social meanings of falsetto from the interview discourse. For this purpose, the falsetto is measured in terms of maximum F0 (Hz), falsetto range (Hz), and duration of falsetto (ms) in various discursive positionings. The analysis reveals that the sociological interview, in which the focus is on eliciting specific information on a set list of topics rather than making the interviewee feel comfortable, causes misalignment between “Michael” and the interviewer. Falsetto occurs in 45 out of a total of 1680 intonational phrases, and while the generic meaning of falsetto is expressiveness, the analysis reveals also that the most extreme falsetto phonation occurs in forced self-positioning + repositioning with severe cases of oppositional alignment between “Michael” and the interviewer. In these cases, “Michael” conveys indignation towards the interview questions, while using falsetto as a proactive, agentive tool to reposition his status and thus change his discursively constructed place in the social world.},\n\tnumber = {2},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {Nielsen, Rasmus},\n\tyear = {2010},\n\tkeywords = {Prosody, Washington DC},\n\tpages = {Article 13},\n}\n\n

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\n \n\n \n \n \n \n \n African American Language.\n \n \n \n\n\n \n Lanehart, S. L.\n\n\n \n\n\n\n In Fishman, J. A.; and García, O., editor(s), Handbook of language and ethnic identity. Oxford University Press, Oxford ; New York, 2nd ed edition, 2010.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@incollection{fishman_african_2010,\n\taddress = {Oxford ; New York},\n\tedition = {2nd ed},\n\ttitle = {African {American} {Language}},\n\tisbn = {978-0-19-537492-6 978-0-19-539245-6},\n\tbooktitle = {Handbook of language and ethnic identity},\n\tpublisher = {Oxford University Press},\n\tauthor = {Lanehart, Sonja L.},\n\teditor = {Fishman, Joshua A. and García, Ofelia},\n\tyear = {2010},\n\tkeywords = {Review Article},\n}\n\n

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\n \n\n \n \n \n \n \n \n What is a reading error?.\n \n \n \n \n\n\n \n Labov, W.; and Baker, B.\n\n\n \n\n\n\n Applied Psycholinguistics, 31(4): 735–757. October 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"What$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{labov_what_2010,\n\ttitle = {What is a reading error?},\n\tvolume = {31},\n\tissn = {0142-7164, 1469-1817},\n\turl = {https://www.cambridge.org/core/product/identifier/S0142716410000226/type/journal_article},\n\tdoi = {10.1017/S0142716410000226},\n\tabstract = {Early efforts to apply knowledge of dialect differences to reading stressed the importance of the distinction between differences in pronunciation and mistakes in reading. This study develops a method of estimating the probability that a given oral reading that deviates from the text is a true reading error by observing the semantic impact of the given pronunciation on the child's reading of the text that immediately follows. A diagnostic oral reading test was administered to 627 children who scored in the 33rd percentile range and below on state-mandated assessments in reading in Philadelphia, Pennsylvania, Atlanta, Georgia, and California elementary schools. Subjects were African American, European American, and Latino, including Latinos who learned to read in Spanish and in English first. For 12 types of dialect-related deviations from the text that were studied, the error rates in reading the following text were calculated for correct readings, incorrect readings, and potential errors. For African Americans, many of these potential errors behaved like correct readings. The opposite pattern was found for Latinos who learned to read in Spanish first: most types of potential errors showed the high percentage of following errors that is characteristic of true errors.},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2020-04-05},\n\tjournal = {Applied Psycholinguistics},\n\tauthor = {Labov, William and Baker, Bettina},\n\tmonth = oct,\n\tyear = {2010},\n\tkeywords = {Reading},\n\tpages = {735--757},\n}\n\n

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\n \n\n \n \n \n \n \n \n UNENDANGERED DIALECT, ENDANGERED PEOPLE: THE CASE OF AFRICAN AMERICAN VERNACULAR ENGLISH.\n \n \n \n \n\n\n \n Labov, W.\n\n\n \n\n\n\n Transforming Anthropology, 18(1): 15–27. April 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"UNENDANGERED$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@article{labov_unendangered_2010,\n\ttitle = {{UNENDANGERED} {DIALECT}, {ENDANGERED} {PEOPLE}: {THE} {CASE} {OF} {AFRICAN} {AMERICAN} {VERNACULAR} {ENGLISH}},\n\tvolume = {18},\n\tissn = {10510559, 15487466},\n\tshorttitle = {{UNENDANGERED} {DIALECT}, {ENDANGERED} {PEOPLE}},\n\turl = {http://doi.wiley.com/10.1111/j.1548-7466.2010.01066.x},\n\tdoi = {10.1111/j.1548-7466.2010.01066.x},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-06-11},\n\tjournal = {Transforming Anthropology},\n\tauthor = {Labov, William},\n\tmonth = apr,\n\tyear = {2010},\n\tpages = {15--27},\n}\n\n

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\n \n\n \n \n \n \n \n \n Variable Use of Features Associated With African American English by Typically Developing Children:.\n \n \n \n \n\n\n \n Jackson, J. E.; and Pearson, B. Z.\n\n\n \n\n\n\n Topics in Language Disorders, 30(2): 135–144. April 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Variable$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{jackson_variable_2010,\n\ttitle = {Variable {Use} of {Features} {Associated} {With} {African} {American} {English} by {Typically} {Developing} {Children}:},\n\tvolume = {30},\n\tissn = {0271-8294},\n\tshorttitle = {Variable {Use} of {Features} {Associated} {With} {African} {American} {English} by {Typically} {Developing} {Children}},\n\turl = {http://journals.lww.com/00011363-201004000-00005},\n\tdoi = {10.1097/TLD.0b013e3181e03ff6},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-05-05},\n\tjournal = {Topics in Language Disorders},\n\tauthor = {Jackson, Janice E. and Pearson, Barbara Zurer},\n\tmonth = apr,\n\tyear = {2010},\n\tkeywords = {Speech Pathology},\n\tpages = {135--144},\n}\n\n

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\n \n\n \n \n \n \n \n African-American English: Teacher Beliefs, TeacherNeeds and Teacher Preparation Programs.\n \n \n \n\n\n \n Gupta, A.\n\n\n \n\n\n\n The Reading Matrix, 10(2): 152–164. 2010.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@article{gupta_african-american_2010,\n\ttitle = {African-{American} {English}: {Teacher} {Beliefs}, {TeacherNeeds} and {Teacher} {Preparation} {Programs}},\n\tvolume = {10},\n\tabstract = {The purpose of this descriptive study was to investigate elementary school teachers' self-perceived beliefs regarding African-American English (AAE), and their professional preparedness to address linguistic needs of AA students in the classrooms. The findings revealed three central issues: (1) teachers had limited understanding of the linguistic features of AAE, (2) teachers believed they had limited pedagogical skills to address issues related to AAE, and (3) teachers indicated that teacher education programs at the pre-service level were inadequate in preparing them for teaching students who spoke AAE in the classrooms. The study has implications for teachers' in-service training needs regarding culturally responsive education, as well as for teacher educators in teacher preparation programs to revisit the curricula as part of education reform. Implications and recommendations for teacher preparation and program implementation are provided.},\n\tnumber = {2},\n\tjournal = {The Reading Matrix},\n\tauthor = {Gupta, Abha},\n\tyear = {2010},\n\tpages = {152--164},\n}\n\n

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\n \n\n \n \n \n \n \n \n Language and the African American Child.\n \n \n \n \n\n\n \n Green, L. J.\n\n\n \n\n\n\n Cambridge University Press, Cambridge, 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@book{green_language_2010,\n\taddress = {Cambridge},\n\ttitle = {Language and the {African} {American} {Child}},\n\tisbn = {978-0-511-97556-1},\n\turl = {http://ebooks.cambridge.org/ref/id/CBO9780511975561},\n\turldate = {2020-05-05},\n\tpublisher = {Cambridge University Press},\n\tauthor = {Green, Lisa J.},\n\tyear = {2010},\n\tdoi = {10.1017/CBO9780511975561},\n\tkeywords = {Child AAE},\n}\n\n

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\n \n\n \n \n \n \n \n \n Representations of Blackness by White Women: Linguistic Practice in the Community versus the Media.\n \n \n \n \n\n\n \n Fix, S.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 16(2): Article 8. 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Representations$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{fix_representations_2010,\n\ttitle = {Representations of {Blackness} by {White} {Women}: {Linguistic} {Practice} in the {Community} versus the {Media}},\n\tvolume = {16},\n\turl = {https://repository.upenn.edu/pwpl/vol16/iss2/8/},\n\tabstract = {Use of African American English features among whites with significant social contact with African Americans may signal familiarity and alignment with African American loved ones and peers. But larger cultural ideologies surrounding the use of an ethnically-marked language variety by a phenotypic outsider may cause a performance to be judged inauthentic, especially by those outside of speakers’ immediate intimate social networks. This paper examines the linguistic practices of urban white women from Columbus, Ohio with life-long affiliations and alignments with African Americans, and compares them to popular media depictions of “white women who act black.” Metalinguistic commentary from fieldwork suggests that the practices of these real-life speakers are assumed to match the social and linguistic practices of current popular television figures such as Buckwild from the Flavor of Love, and Rita, a character on the 2003 NBC sitcom Whoopi, both of whom create an iconic white female embodiment of blackness through use of selective syntactic, phonological, lexical, and discursive features of African American English. These media performances have generally been labeled as inauthentic. Qualitative and quantitative comparisons between AAE features used by these media personalities and speech data gathered from the white women with African American ties in my subject sample indicate hyperperformance on the part of the media personas that surpasses the “real” community members.},\n\tnumber = {2},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {Fix, Sonya},\n\tyear = {2010},\n\tkeywords = {Appropriation, Columbus, Ohio},\n\tpages = {Article 8},\n}\n\n

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\n \n\n \n \n \n \n \n Standardized assessment of African American children: A sociolinguistic perspective.\n \n \n \n\n\n \n Farr, M.; Seloni, L.; and Song, J.,\n editors.\n \n\n\n \n\n\n\n In Farr, M.; Seloni, L.; and Song, J., editor(s), Ethnolinguistic diversity and education: language, literacy, and culture, pages 167–192. Routledge, New York, 2010.\n OCLC: ocn298781483\n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@incollection{farr_standardized_2010,\n\taddress = {New York},\n\ttitle = {Standardized assessment of {African} {American} children: {A} sociolinguistic perspective},\n\tisbn = {978-0-415-80278-9 978-0-415-80279-6 978-0-203-86344-2},\n\tbooktitle = {Ethnolinguistic diversity and education: language, literacy, and culture},\n\tpublisher = {Routledge},\n\teditor = {Farr, Marcia and Seloni, Lisya and Song, Juyoung},\n\tyear = {2010},\n\tnote = {OCLC: ocn298781483},\n\tkeywords = {Child AAE, Testing},\n\tpages = {167--192},\n}\n\n

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\n \n\n \n \n \n \n \n \n Identities in transition: The use of AAVE grammatical features by Hispanic adolescents in two North Carolina communities.\n \n \n \n \n\n\n \n Dunstan, S. B.\n\n\n \n\n\n\n American Speech, 85(2): 185–204. June 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Identities$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{dunstan_identities_2010,\n\ttitle = {Identities in transition: {The} use of {AAVE} grammatical features by {Hispanic} adolescents in two {North} {Carolina} communities},\n\tvolume = {85},\n\tissn = {0003-1283, 1527-2133},\n\tshorttitle = {{IDENTITIES} {IN} {TRANSITION}},\n\turl = {https://read.dukeupress.edu/american-speech/article/85/2/185-204/5876},\n\tdoi = {10.1215/00031283-2010-010},\n\tabstract = {This Study analyzes the accommodation of certain African American Vernacular English (AAVE) grammatical features by 65 Hispanic middle schoolers in two newly established hispanic communities in North Carolina: Durham (urban) and Zebulon (rural). It examines the extent to which three grammatical features (invariant be, copula deletion, and third-person singular -s deletion) are being adopted, the manner in which they are being used, and the influence of various social factors on usage. The students' use of these variables is then compared with how the variables are used by their African American peers. The study found that Durham Hispanic adolescents were much more likely to use AAVE features than their Zebulon counterparts and that in some cases Durham Hispanic adolescents actually used some AAVE features at a higher rate than their African American peers. Taking various social factors into account, including gender, length of residency, gang affiliation, and contact with African Americans, the data suggest that only gender and gang affiliation are influential in the use of AAVE features within this community: males and students who report gang affiliation being more likely to use these AAVE features. This finding, along with the sharp contrast between the rural and urban speakers, suggests that some Durham Hispanic adolescents may use AAVE features to create—or “index”—an identity associated with urbanity and masculinity.},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-04-13},\n\tjournal = {American Speech},\n\tauthor = {Dunstan, Stephany Brett},\n\tmonth = jun,\n\tyear = {2010},\n\tkeywords = {Appropriation, North Carolina, Syntax},\n\tpages = {185--204},\n}\n\n

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\n \n\n \n \n \n \n \n \n Hip-Hop, White Immigrant Youth, and African American Vernacular English: Accommodation as an Identity Choice.\n \n \n \n \n\n\n \n Cutler, C.\n\n\n \n\n\n\n Journal of English Linguistics, 38(3): 248–269. September 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Hip-Hop,$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{cutler_hip-hop_2010,\n\ttitle = {Hip-{Hop}, {White} {Immigrant} {Youth}, and {African} {American} {Vernacular} {English}: {Accommodation} as an {Identity} {Choice}},\n\tvolume = {38},\n\tissn = {0075-4242, 1552-5457},\n\tshorttitle = {Hip-{Hop}, {White} {Immigrant} {Youth}, and {African} {American} {Vernacular} {English}},\n\turl = {http://journals.sagepub.com/doi/10.1177/0075424210374551},\n\tdoi = {10.1177/0075424210374551},\n\tabstract = {How can scholars interpret the individual stylistic choices that speakers make? To what degree do individuals make identity choices to accommodate to one group or another? Much of the research on accommodation focuses on the standard—nonstandard or on the local—nonlocal dimension. There is notably little research into accommodation from forms that are indexical of a particular ethnic identity to forms that are indexical of another ethnic identity. This article takes up the question of accommodation toward African American Vernacular English (AAVE) and New York Latino English (NYLE) among white ethnic immigrants in New York City who affiliate with hip-hop culture. It provides evidence to support a view of accommodation that stems from a strong attitudinal orientation toward the group with which a speaker wants to associate.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-04-16},\n\tjournal = {Journal of English Linguistics},\n\tauthor = {Cutler, Cecelia},\n\tmonth = sep,\n\tyear = {2010},\n\tkeywords = {Crossing},\n\tpages = {248--269},\n}\n\n

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\n \n\n \n \n \n \n \n \n Growing up and apart: Gender divergences in a Chicagoland elementary school.\n \n \n \n \n\n\n \n Cameron, R.\n\n\n \n\n\n\n Language Variation and Change, 22(2): 279–319. July 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Growing$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{cameron_growing_2010,\n\ttitle = {Growing up and apart: {Gender} divergences in a {Chicagoland} elementary school},\n\tvolume = {22},\n\tissn = {0954-3945, 1469-8021},\n\tshorttitle = {Growing up and apart},\n\turl = {https://www.cambridge.org/core/product/identifier/S0954394510000074/type/journal_article},\n\tdoi = {10.1017/S0954394510000074},\n\tabstract = {A characteristic of children's social orders is gender segregation. When children can choose, girls play more with girls and boys with boys. This begins around age three and peaks in later childhood. If children separate into same-gender groups, their interactions across the gender line will not be as frequent as those with members of the same sex. Following on Bloomfield's assertion (1933:46) that “density of communication” results in the “most important differences of speech” within a community, I predict that differences will increasingly emerge between girls and boys. I test this using two sociolinguistic variables, (dh) and (ing), in the English spoken by children in an elementary school. The prediction is supported. Results contribute to research into language socialization and the acquisition of gendered linguistic expression.},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-04-14},\n\tjournal = {Language Variation and Change},\n\tauthor = {Cameron, Richard},\n\tmonth = jul,\n\tyear = {2010},\n\tkeywords = {Chicago, Illinois, Siblings},\n\tpages = {279--319},\n}\n\n

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\n \n\n \n \n \n \n \n \n Second generation West Indian Americans and English in New York City.\n \n \n \n \n\n\n \n Blake, R.; and Shousterman, C.\n\n\n \n\n\n\n English Today, 26(3): 35–43. September 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Second$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{blake_second_2010,\n\ttitle = {Second generation {West} {Indian} {Americans} and {English} in {New} {York} {City}},\n\tvolume = {26},\n\tissn = {0266-0784, 1474-0567},\n\turl = {https://www.cambridge.org/core/product/identifier/S0266078410000234/type/journal_article},\n\tdoi = {10.1017/S0266078410000234},\n\tabstract = {Within American sociolinguistics there is a substantial body of research on race as a social variable that conditions language behavior, particularly with regard to black speakers of African American English (AAE) in contact with their white neighbors (e.g., Wolfram, 1971; Rickford, 1985; Myhill, 1986; Bailey, 2001; Cukor-Avila, 2001). Today, the communities that sociolinguists study are more multi-layered than ever, particularly in a metropolis like New York City, thus warranting more complex analyses of the interaction between race and language. Along these lines, Spears (1988) notes the sorely underestimated social and linguistic heterogeneity of the black population in the U.S., which needs to be considered in studies of the language of black speakers. This critique is addressed in work of Winer and Jack (1997), as well as Nero (2001), for example, on the use of Caribbean English in New York City. These two studies broaden our notions of the Englishes spoken in the United States by black people, particularly first generation immigrants. The current research goes one step further with an examination of the English spoken by children of black immigrants to New York City.\n            We focus on second generation Caribbean populations whose parents migrated from the English-speaking Caribbean to the United States, and who commonly refer to themselves as West Indians.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-05-04},\n\tjournal = {English Today},\n\tauthor = {Blake, Renée and Shousterman, Cara},\n\tmonth = sep,\n\tyear = {2010},\n\tkeywords = {Consonants, New York City},\n\tpages = {35--43},\n}\n\n

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\n \n\n \n \n \n \n \n \n Diachrony and AAE: St. Louis, Hip-Hop, and Sound Change outside of the Mainstream.\n \n \n \n \n\n\n \n Blake, R.; and Shousterman, C.\n\n\n \n\n\n\n Journal of English Linguistics, 38(3): 230–247. September 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Diachrony$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{blake_diachrony_2010,\n\ttitle = {Diachrony and {AAE}: {St}. {Louis}, {Hip}-{Hop}, and {Sound} {Change} outside of the {Mainstream}},\n\tvolume = {38},\n\tissn = {0075-4242, 1552-5457},\n\tshorttitle = {Diachrony and {AAE}},\n\turl = {http://journals.sagepub.com/doi/10.1177/0075424210374955},\n\tdoi = {10.1177/0075424210374955},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-04-04},\n\tjournal = {Journal of English Linguistics},\n\tauthor = {Blake, Renée and Shousterman, Cara},\n\tmonth = sep,\n\tyear = {2010},\n\tkeywords = {St. Louis, Missouri, Vowels},\n\tpages = {230--247},\n}\n\n

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\n \n\n \n \n \n \n \n \n Ethnolinguistic repertoire: Shifting the analytic focus in language and ethnicity $^{\\textrm{1}}$: ETHNOLINGUISTIC REPERTOIRE.\n \n \n \n \n\n\n \n Benor, S. B.\n\n\n \n\n\n\n Journal of Sociolinguistics, 14(2): 159–183. April 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Ethnolinguistic$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{benor_ethnolinguistic_2010,\n\ttitle = {Ethnolinguistic repertoire: {Shifting} the analytic focus in language and ethnicity $^{\\textrm{1}}$: {ETHNOLINGUISTIC} {REPERTOIRE}},\n\tvolume = {14},\n\tissn = {13606441},\n\tshorttitle = {Ethnolinguistic repertoire},\n\turl = {http://doi.wiley.com/10.1111/j.1467-9841.2010.00440.x},\n\tdoi = {10.1111/j.1467-9841.2010.00440.x},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-05-04},\n\tjournal = {Journal of Sociolinguistics},\n\tauthor = {Benor, Sarah Bunin},\n\tmonth = apr,\n\tyear = {2010},\n\tkeywords = {Ethnolinguistic Repertoire},\n\tpages = {159--183},\n}\n\n

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\n \n\n \n \n \n \n \n Ebonics is good.\n \n \n \n\n\n \n Bangura, A. K.\n\n\n \n\n\n\n Cognella, San Diego, Calif., 2010.\n OCLC: ocn688604761\n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@book{bangura_ebonics_2010,\n\taddress = {San Diego, Calif.},\n\ttitle = {Ebonics is good},\n\tisbn = {978-1-60927-901-1},\n\tpublisher = {Cognella},\n\tauthor = {Bangura, Abdul Karim},\n\tyear = {2010},\n\tnote = {OCLC: ocn688604761},\n\tkeywords = {Black English, Language and education, Social aspects, Sociolinguistics, United States},\n}\n\n

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\n \n\n \n \n \n \n \n Black English: A Dishonest Argument.\n \n \n \n\n\n \n Baldwin, J.\n\n\n \n\n\n\n In The Cross of Redemption: Uncollected Writings, pages 154–160. Pantheon, New York, 2010.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@incollection{baldwin_black_2010,\n\taddress = {New York},\n\ttitle = {Black {English}: {A} {Dishonest} {Argument}},\n\tbooktitle = {The {Cross} of {Redemption}: {Uncollected} {Writings}},\n\tpublisher = {Pantheon},\n\tauthor = {Baldwin, James},\n\tyear = {2010},\n\tkeywords = {Ann Arbor Decision},\n\tpages = {154--160},\n}\n\n

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\n \n 2009\n \n \n (36)\n \n \n

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\n \n\n \n \n \n \n \n \"Nah, We Straight\": An Argument Against Code Switching.\n \n \n \n\n\n \n Young, V. A.\n\n\n \n\n\n\n JAC: A Journal of Composition Theory, 29(1/2): 49–76. 2009.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{young_nah_2009,\n\ttitle = {"{Nah}, {We} {Straight}": {An} {Argument} {Against} {Code} {Switching}},\n\tvolume = {29},\n\tnumber = {1/2},\n\tjournal = {JAC: A Journal of Composition Theory},\n\tauthor = {Young, Vershawn Ashanti},\n\tyear = {2009},\n\tkeywords = {Code Switching},\n\tpages = {49--76},\n}\n\n

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\n \n\n \n \n \n \n \n African American English Speakers and Their Participation in Local Sound Changes: A Comparative Study.\n \n \n \n\n\n \n Yaeger-Dror, M.; and Thomas, E. R.,\n editors.\n \n\n\n \n\n\n\n Volume 94 of Publication of the American Dialect SocietyDuke University Press, Durham, NC, 2009.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@book{yaeger-dror_african_2009,\n\taddress = {Durham, NC},\n\tseries = {Publication of the {American} {Dialect} {Society}},\n\ttitle = {African {American} {English} {Speakers} and {Their} {Participation} in {Local} {Sound} {Changes}: {A} {Comparative} {Study}},\n\tvolume = {94},\n\tpublisher = {Duke University Press},\n\teditor = {Yaeger-Dror, Malcah and Thomas, Erik R.},\n\tyear = {2009},\n}\n\n

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\n \n\n \n \n \n \n \n \n Mappy a dialect \"mixtury\": Vowel phonology of African American and White men in rural Southern Louisiana.\n \n \n \n \n\n\n \n Wroblewski, M.; Strand, T.; and Dubois, S.\n\n\n \n\n\n\n Publication of the American Dialect Society, 94(1): 48–72. January 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"Mappy$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{wroblewski_mappy_2009,\n\ttitle = {Mappy a dialect "mixtury": {Vowel} phonology of {African} {American} and {White} men in rural {Southern} {Louisiana}},\n\tvolume = {94},\n\tissn = {0002-8207, 2157-6114},\n\tshorttitle = {{MAPPING} {A} {DIALECT} "{MIXTURY}"},\n\turl = {https://read.dukeupress.edu/pads/article/94/1/48-72/98499},\n\tdoi = {10.1215/-94-1-48},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-14},\n\tjournal = {Publication of the American Dialect Society},\n\tauthor = {Wroblewski, Michael and Strand, Thea and Dubois, Sylvie},\n\tmonth = jan,\n\tyear = {2009},\n\tkeywords = {Louisiana, Vowels},\n\tpages = {48--72},\n}\n\n

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\n \n\n \n \n \n \n \n Growing Up with Two “Black Languages”: Kinship and Attitudes toward Jamaican Creole and African American Language.\n \n \n \n\n\n \n Wassink, A. B.\n\n\n \n\n\n\n In Lanehart, S. L., editor(s), African American women's language: discourse, education and identity, pages 127–141. Cambridge Scholars, Newcastle upon Tyne, 2009.\n OCLC: ocn455815986\n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@incollection{lanehart_growing_2009,\n\taddress = {Newcastle upon Tyne},\n\ttitle = {Growing {Up} with {Two} “{Black} {Languages}”: {Kinship} and {Attitudes} toward {Jamaican} {Creole} and {African} {American} {Language}},\n\tisbn = {978-1-4438-1359-4},\n\tbooktitle = {African {American} women's language: discourse, education and identity},\n\tpublisher = {Cambridge Scholars},\n\tauthor = {Wassink, Alicia Beckford},\n\teditor = {Lanehart, Sonja L.},\n\tyear = {2009},\n\tnote = {OCLC: ocn455815986},\n\tpages = {127--141},\n}\n\n

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\n \n\n \n \n \n \n \n \n Introduction.\n \n \n \n \n\n\n \n Thomas, E. R.; and Yaeger-Dror, M.\n\n\n \n\n\n\n Publication of the American Dialect Society, 94(1): 1–20. January 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"Introduction$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{thomas_introduction_2009,\n\ttitle = {Introduction},\n\tvolume = {94},\n\tissn = {0002-8207, 2157-6114},\n\turl = {https://read.dukeupress.edu/pads/article/94/1/1-20/98497},\n\tdoi = {10.1215/-94-1-1},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-14},\n\tjournal = {Publication of the American Dialect Society},\n\tauthor = {Thomas, E. R. and Yaeger-Dror, M.},\n\tmonth = jan,\n\tyear = {2009},\n\tpages = {1--20},\n}\n\n

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\n \n\n \n \n \n \n \n Theorizing African American Women's Language: GIRL as a Discourse Marker.\n \n \n \n\n\n \n Spears, A. K.\n\n\n \n\n\n\n In Lanehart, S. L., editor(s), African American women's language: discourse, education and identity, pages 76–90. Cambridge Scholars, Newcastle upon Tyne, 2009.\n OCLC: ocn455815986\n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@incollection{lanehart_theorizing_2009,\n\taddress = {Newcastle upon Tyne},\n\ttitle = {Theorizing {African} {American} {Women}'s {Language}: {GIRL} as a {Discourse} {Marker}},\n\tisbn = {978-1-4438-1359-4},\n\tbooktitle = {African {American} women's language: discourse, education and identity},\n\tpublisher = {Cambridge Scholars},\n\tauthor = {Spears, Arthur K.},\n\teditor = {Lanehart, Sonja L.},\n\tyear = {2009},\n\tnote = {OCLC: ocn455815986},\n\tkeywords = {African American women, Syntax},\n\tpages = {76--90},\n}\n\n

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\n \n\n \n \n \n \n \n \n Chapter 13. On Shallow Grammar: African American English and the Critique of Exceptionalism.\n \n \n \n \n\n\n \n Spears, A. K.\n\n\n \n\n\n\n In Kleifgen, J. A.; and Bond, G. C., editor(s), TheLanguages of Africa and the Diaspora, pages 231–248. Multilingual Matters, Bristol, Blue Ridge Summit, December 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"Chapter$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@incollection{kleifgen_chapter_2009,\n\taddress = {Bristol, Blue Ridge Summit},\n\ttitle = {Chapter 13. {On} {Shallow} {Grammar}: {African} {American} {English} and the {Critique} of {Exceptionalism}},\n\tisbn = {978-1-84769-135-4},\n\tshorttitle = {Chapter 13. {On} {Shallow} {Grammar}},\n\turl = {http://www.degruyter.com/view/books/9781847691354/9781847691354-017/9781847691354-017.xml},\n\turldate = {2020-07-23},\n\tbooktitle = {{TheLanguages} of {Africa} and the {Diaspora}},\n\tpublisher = {Multilingual Matters},\n\tauthor = {Spears, Arthur K.},\n\teditor = {Kleifgen, Jo Anne and Bond, George C.},\n\tmonth = dec,\n\tyear = {2009},\n\tdoi = {10.21832/9781847691354-017},\n\tkeywords = {Exceptionalism, Syntax},\n\tpages = {231--248},\n}\n\n

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\n \n\n \n \n \n \n \n Between the Rhetoric and Reality.\n \n \n \n\n\n \n Simpkins, G.; and Simpkins, F.\n\n\n \n\n\n\n Lauriat Press, Pittsburgh, PA, 2009.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@book{simpkins_between_2009,\n\taddress = {Pittsburgh, PA},\n\ttitle = {Between the {Rhetoric} and {Reality}},\n\tpublisher = {Lauriat Press},\n\tauthor = {Simpkins, Gary and Simpkins, Frank},\n\tyear = {2009},\n\tkeywords = {Bridge Program, Education, Reading},\n}\n\n

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\n \n\n \n \n \n \n \n \n AAVE/creole copula absence: A critique of the imperfect learning hypothesis.\n \n \n \n \n\n\n \n Sharma, D.; and Rickford, J. R.\n\n\n \n\n\n\n Journal of Pidgin and Creole Languages, 24(1): 53–90. 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"AAVE/creole$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@article{sharma_aavecreole_2009,\n\ttitle = {{AAVE}/creole copula absence: {A} critique of the imperfect learning hypothesis},\n\tvolume = {24},\n\tissn = {0920-9034, 1569-9870},\n\tshorttitle = {{AAVE}/creole copula absence},\n\turl = {http://www.jbe-platform.com/content/journals/10.1075/jpcl.24.1.03sha},\n\tdoi = {10.1075/jpcl.24.1.03sha},\n\tabstract = {This study confirms the robustness of the finding in the literature on African American Vernacular English (AAVE) and creole English (especially in the Caribbean) that omission of copular and auxiliary\n              be\n              varies systematically according to predicate type. Verbal predicates are associated with the highest rates of copula absence and following NPs with the lowest rates; following adjectives or locatives show intermediate rates (see Rickford 1998:190). Although this pattern is highly consistent, convincing explanations for it remain elusive. A recurrent suggestion (McWhorter 2000; Winford 1998, 2004; Wolfram 2000) is that the AAVE and creole English pattern is inherited independently from general processes of imperfect second language learning (simplification, generalization) that operated as the African ancestors of today’s speakers acquired English. In this paper, we pursue this possibility, but discover that the grammatical conditioning of copula absence in AAVE and creole varieties is distinct from the patterns found in second language learning data. We examine four sets of data on English acquired as a second language (Indian English, South African Indian English, Singaporean English, Spanish English) and show, using two statistical measures, that conditioning of copula absence in the second language data does not resemble the AAVE and creole pattern. (One possible exception is the high rates of omitted\n              be\n              with verbal predicates, for which we explore possible explanations.) We show further that typological diversity in copula systems also militates against a universal markedness-based pattern. The findings reduce the possibility that the overall AAVE/creole pattern derives from a general tendency in second language acquisition and increase the possibility that the pattern reflects a shared substrate influence from West African languages or other historical contact factors.},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-07-02},\n\tjournal = {Journal of Pidgin and Creole Languages},\n\tauthor = {Sharma, Devyani and Rickford, John R.},\n\tyear = {2009},\n\tpages = {53--90},\n}\n\n

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\n \n\n \n \n \n \n \n \n Operationalizing Style: Quantifying the use and style shift in the speech of African American adolescents.\n \n \n \n \n\n\n \n Renn, J.; and Terry, J. M.\n\n\n \n\n\n\n American Speech, 84(4): 367–390. December 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"Operationalizing$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{renn_operationalizing_2009,\n\ttitle = {Operationalizing {Style}: {Quantifying} the use and style shift in the speech of {African} {American} adolescents},\n\tvolume = {84},\n\tissn = {0003-1283, 1527-2133},\n\tshorttitle = {{OPERATIONALIZING} {STYLE}},\n\turl = {https://read.dukeupress.edu/american-speech/article/84/4/367-390/5870},\n\tdoi = {10.1215/00031283-2009-030},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2020-04-13},\n\tjournal = {American Speech},\n\tauthor = {Renn, Jennifer and Terry, J. Michael},\n\tmonth = dec,\n\tyear = {2009},\n\tkeywords = {Durham, North Carolina, Frank Porter Graham Project},\n\tpages = {367--390},\n}\n\n

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\n \n\n \n \n \n \n \n \n The vowel phonology of urban southeastern Wisconsin.\n \n \n \n \n\n\n \n Purnell, T. C.\n\n\n \n\n\n\n Publication of the American Dialect Society, 94(1): 191–217. January 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{purnell_vowel_2009,\n\ttitle = {The vowel phonology of urban southeastern {Wisconsin}},\n\tvolume = {94},\n\tissn = {0002-8207, 2157-6114},\n\turl = {https://read.dukeupress.edu/pads/article/94/1/191-217/98505},\n\tdoi = {10.1215/-94-1-191},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-14},\n\tjournal = {Publication of the American Dialect Society},\n\tauthor = {Purnell, Thomas C.},\n\tmonth = jan,\n\tyear = {2009},\n\tkeywords = {Milwakee, Wisconsin, Vowels},\n\tpages = {191--217},\n}\n\n

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\n \n\n \n \n \n \n \n \n Writing, Rhetoric, and American Cultures (WRA) 125 - Writing: The Ethnic and Racial Experience.\n \n \n \n \n\n\n \n Perryman-Clark, S.\n\n\n \n\n\n\n Composition Studies, 37(2): 115–134. 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"Writing,$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{perryman-clark_writing_2009,\n\ttitle = {Writing, {Rhetoric}, and {American} {Cultures} ({WRA}) 125 - {Writing}: {The} {Ethnic} and {Racial} {Experience}},\n\tvolume = {37},\n\turl = {https://www.jstor.org/stable/pdf/43501776.pdf},\n\tnumber = {2},\n\tjournal = {Composition Studies},\n\tauthor = {Perryman-Clark, Staci},\n\tyear = {2009},\n\tkeywords = {Writing},\n\tpages = {115--134},\n}\n\n

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\n \n\n \n \n \n \n \n \n Phonological Milestones for African American English-Speaking Children Learning Mainstream American English as a Second Dialect.\n \n \n \n \n\n\n \n Pearson, B. Z.; Velleman, S. L.; Bryant, T. J.; and Charko, T.\n\n\n \n\n\n\n Language, Speech, and Hearing Services in Schools, 40(3): 229–244. July 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"Phonological$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{pearson_phonological_2009,\n\ttitle = {Phonological {Milestones} for {African} {American} {English}-{Speaking} {Children} {Learning} {Mainstream} {American} {English} as a {Second} {Dialect}},\n\tvolume = {40},\n\tissn = {0161-1461, 1558-9129},\n\turl = {http://pubs.asha.org/doi/10.1044/0161-1461%282008/08-0064%29},\n\tdoi = {10.1044/0161-1461(2008/08-0064)},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-05-21},\n\tjournal = {Language, Speech, and Hearing Services in Schools},\n\tauthor = {Pearson, Barbara Z. and Velleman, Shelley L. and Bryant, Timothy J. and Charko, Tiffany},\n\tmonth = jul,\n\tyear = {2009},\n\tkeywords = {Acquisition},\n\tpages = {229--244},\n}\n\n

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\n \n\n \n \n \n \n \n \n \"They're in My Culture, They Speak the Same Way\": African American Language in Multiethnic High Schools.\n \n \n \n \n\n\n \n Paris, D.\n\n\n \n\n\n\n Harvard Educational Review, 79(3): 428–448. September 2009.\n \n\n\n\n
\n\n\n\n \n \n $\""They're$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{paris_theyre_2009,\n\ttitle = {"{They}'re in {My} {Culture}, {They} {Speak} the {Same} {Way}": {African} {American} {Language} in {Multiethnic} {High} {Schools}},\n\tvolume = {79},\n\tissn = {0017-8055, 1943-5045},\n\tshorttitle = {"{They}'re in {My} {Culture}, {They} {Speak} the {Same} {Way}"},\n\turl = {http://hepgjournals.org/doi/10.17763/haer.79.3.64j4678647mj7g35},\n\tdoi = {10.17763/haer.79.3.64j4678647mj7g35},\n\tabstract = {In this article, Paris explores the deep linguistic and cultural ways in which youth in a multiethnic urban high school employ linguistic features of African American Language (AAL) across ethnic lines. The author also discusses how knowledge about the use of AAL in multiethnic contexts might be applied to language and literacy education and how such linguistic and cultural sharing can hell) us forge interethnic understanding in our changing urban schools. The article not only fosters an understanding of how AAL works in such multiethnic urban schools, but also sheds light on opportunities for a pedagogy of pluralism-a stance toward teaching both within and across differences.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-05-21},\n\tjournal = {Harvard Educational Review},\n\tauthor = {Paris, Django},\n\tmonth = sep,\n\tyear = {2009},\n\tkeywords = {San Francisco, California},\n\tpages = {428--448},\n}\n\n

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\n \n\n \n \n \n \n \n \"The way I speak for myself\": The social and linguistic context of counseling interviews with African American adolescent girls in Washington, DC\".\n \n \n \n\n\n \n Mallinson, C.; and Kendall, T.\n\n\n \n\n\n\n In Lanehart, S. L., editor(s), African American women's language: discourse, education and identity, pages 110–126. Cambridge Scholars, Newcastle upon Tyne, 2009.\n OCLC: ocn455815986\n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@incollection{lanehart_way_2009,\n\taddress = {Newcastle upon Tyne},\n\ttitle = {"{The} way {I} speak for myself": {The} social and linguistic context of counseling interviews with {African} {American} adolescent girls in {Washington}, {DC}"},\n\tisbn = {978-1-4438-1359-4},\n\tbooktitle = {African {American} women's language: discourse, education and identity},\n\tpublisher = {Cambridge Scholars},\n\tauthor = {Mallinson, Christine and Kendall, Tyler},\n\teditor = {Lanehart, Sonja L.},\n\tyear = {2009},\n\tnote = {OCLC: ocn455815986},\n\tkeywords = {Child AAE, Washington DC},\n\tpages = {110--126},\n}\n\n

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\n \n\n \n \n \n \n \n African American women's language: discourse, education and identity.\n \n \n \n\n\n \n Lanehart, S. L.,\n editor.\n \n\n\n \n\n\n\n Cambridge Scholars, Newcastle upon Tyne, 2009.\n OCLC: ocn455815986\n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@book{lanehart_african_2009,\n\taddress = {Newcastle upon Tyne},\n\ttitle = {African {American} women's language: discourse, education and identity},\n\tisbn = {978-1-4438-1359-4},\n\tshorttitle = {African {American} women's language},\n\tpublisher = {Cambridge Scholars},\n\teditor = {Lanehart, Sonja L.},\n\tyear = {2009},\n\tnote = {OCLC: ocn455815986},\n\tkeywords = {African American women, Edited Volume},\n}\n\n

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\n \n\n \n \n \n \n \n \n Localized patterns for global variants: The case of quotative systems of African American and Latino speakers.\n \n \n \n \n\n\n \n Kohn, M. E.; and Franz, H. A.\n\n\n \n\n\n\n American Speech, 84(3): 259–297. September 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"Localized$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{kohn_localized_2009,\n\ttitle = {Localized patterns for global variants: {The} case of quotative systems of {African} {American} and {Latino} speakers},\n\tvolume = {84},\n\tissn = {0003-1283, 1527-2133},\n\tshorttitle = {{LOCALIZED} {PATTERNS} {FOR} {GLOBAL} {VARIANTS}},\n\turl = {https://read.dukeupress.edu/american-speech/article/84/3/259-297/5855},\n\tdoi = {10.1215/00031283-2009-022},\n\tabstract = {This study explores quotative system norms within Latino communities and African American communities in two cities in North Carolina, Durham and Hickory, to identify how social and ethnic distribution intersects with regional distribution in such systems. Quotative frames were transcribed from sociolinguistic interviews conducted with 35 Latino and 27 African American participants between the ages of 9 and 21. The quotative verb form and the tense, person, and content of the quotation were analyzed as a basis for examining its distribution. Correlating Latino participants' length of residency in the United States to quotative usage provided insight into the possible effect of second-language acquisition on quotative systems. Quotative be like was found to be grammaticalized as a reporter of direct speech and thought in all communities and was favored in the first person for the Latino speech communities, mirroring prior studies of Anglo communities. Results indicate that Latino and African American quotative systems are aligning with other systems identified in the United States with respect to the types of verbal quotatives used and content constraints, though each group and region varies in the application of previously observed constraints.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-04-13},\n\tjournal = {American Speech},\n\tauthor = {Kohn, Mary Elizabeth and Franz, Hannah Askin},\n\tmonth = sep,\n\tyear = {2009},\n\tkeywords = {Quotatives},\n\tpages = {259--297},\n}\n\n

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\n \n\n \n \n \n \n \n \n Local and External Language Standards in African American English.\n \n \n \n \n\n\n \n Kendall, T.; and Wolfram, W.\n\n\n \n\n\n\n Journal of English Linguistics, 37(4): 305–330. December 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"Local$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{kendall_local_2009,\n\ttitle = {Local and {External} {Language} {Standards} in {African} {American} {English}},\n\tvolume = {37},\n\tissn = {0075-4242, 1552-5457},\n\turl = {http://journals.sagepub.com/doi/10.1177/0075424209339281},\n\tdoi = {10.1177/0075424209339281},\n\tabstract = {This investigation attempts to determine the social distribution and contextual shifting of African American English (AAE) within rural Southern African American communities. The study compares selective diagnostic AAE variables and features of speech rate and pause in the speech of three recognized sociopolitical leaders in public presentations and sociolinguistic interviews. The results show that there are not significant shifts in the use of AAE from the sociolinguistic interview to the public presentation settings and that leaders do not necessarily align their speech with their age and sex cohorts in terms of vernacular AAE usage. The authors conclude that the relative autonomy of the community, its endocentric versus exocentric orientation, the primary public service constituency of the leader, the different social affiliations and divisions within the community, the speaker’s personal background and history, and the socialized demands and expectations for public presentation are all factors in understanding the leaders’ use of local vernacular and mainstream standard variants.},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2020-04-16},\n\tjournal = {Journal of English Linguistics},\n\tauthor = {Kendall, Tyler and Wolfram, Walt},\n\tmonth = dec,\n\tyear = {2009},\n\tkeywords = {North Carolina, Vowels},\n\tpages = {305--330},\n}\n\n

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\n \n\n \n \n \n \n \n \n Syntactic Frames in Fast Mapping Verbs: Effect of Age, Dialect, and Clinical Status.\n \n \n \n \n\n\n \n Johnson, V. E.; and de Villiers, J. G.\n\n\n \n\n\n\n Journal of Speech, Language, and Hearing Research, 52(3): 610–622. June 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"Syntactic$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{johnson_syntactic_2009,\n\ttitle = {Syntactic {Frames} in {Fast} {Mapping} {Verbs}: {Effect} of {Age}, {Dialect}, and {Clinical} {Status}},\n\tvolume = {52},\n\tissn = {1092-4388, 1558-9102},\n\tshorttitle = {Syntactic {Frames} in {Fast} {Mapping} {Verbs}},\n\turl = {http://pubs.asha.org/doi/10.1044/1092-4388%282008/07-0135%29},\n\tdoi = {10.1044/1092-4388(2008/07-0135)},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-05-05},\n\tjournal = {Journal of Speech, Language, and Hearing Research},\n\tauthor = {Johnson, Valerie E. and de Villiers, Jill G.},\n\tmonth = jun,\n\tyear = {2009},\n\tkeywords = {Clinical, Speech Pathology},\n\tpages = {610--622},\n}\n\n

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\n \n\n \n \n \n \n \n Rhetorical Markers in Speech of Girls' Developing African American Language.\n \n \n \n\n\n \n Green, L. J.; and Connor, T.\n\n\n \n\n\n\n In Lanehart, S. L., editor(s), African American women's language: discourse, education and identity, pages 91–109. Cambridge Scholars, Newcastle upon Tyne, 2009.\n OCLC: ocn455815986\n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@incollection{lanehart_rhetorical_2009,\n\taddress = {Newcastle upon Tyne},\n\ttitle = {Rhetorical {Markers} in {Speech} of {Girls}' {Developing} {African} {American} {Language}},\n\tisbn = {978-1-4438-1359-4},\n\tbooktitle = {African {American} women's language: discourse, education and identity},\n\tpublisher = {Cambridge Scholars},\n\tauthor = {Green, Lisa J. and Connor, Tracy},\n\teditor = {Lanehart, Sonja L.},\n\tyear = {2009},\n\tnote = {OCLC: ocn455815986},\n\tkeywords = {African American women},\n\tpages = {91--109},\n}\n\n

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\n \n\n \n \n \n \n \n Authentically Black, Bona Fide Pittsburgher: A First Look at Intonation in African American Women’s Language in Pittsburgh.\n \n \n \n\n\n \n Gooden, S.\n\n\n \n\n\n\n In Lanehart, S. L., editor(s), African American women's language: discourse, education and identity, pages 142–164. Cambridge Scholars, Newcastle upon Tyne, 2009.\n OCLC: ocn455815986\n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{lanehart_authentically_2009,\n\taddress = {Newcastle upon Tyne},\n\ttitle = {Authentically {Black}, {Bona} {Fide} {Pittsburgher}: {A} {First} {Look} at {Intonation}  in {African} {American} {Women}’s {Language} in {Pittsburgh}},\n\tisbn = {978-1-4438-1359-4},\n\tbooktitle = {African {American} women's language: discourse, education and identity},\n\tpublisher = {Cambridge Scholars},\n\tauthor = {Gooden, Shelome},\n\teditor = {Lanehart, Sonja L.},\n\tyear = {2009},\n\tnote = {OCLC: ocn455815986},\n\tkeywords = {Intonation, Pittsburgh, Pennsylvania},\n\tpages = {142--164},\n}\n\n

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\n \n\n \n \n \n \n \n \n Convergence in blue-collar Columbus, Ohio, African American and White vowel systems?.\n \n \n \n \n\n\n \n Durian, D.; Dodsworth, R.; and Schumacher, J.\n\n\n \n\n\n\n Publication of the American Dialect Society, 94(1): 161–190. January 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"Convergence$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{durian_convergence_2009,\n\ttitle = {Convergence in blue-collar {Columbus}, {Ohio}, {African} {American} and {White} vowel systems?},\n\tvolume = {94},\n\tissn = {0002-8207, 2157-6114},\n\turl = {https://read.dukeupress.edu/pads/article/94/1/161-190/98504},\n\tdoi = {10.1215/-94-1-161},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-14},\n\tjournal = {Publication of the American Dialect Society},\n\tauthor = {Durian, David and Dodsworth, Robin and Schumacher, Jennifer},\n\tmonth = jan,\n\tyear = {2009},\n\tkeywords = {Columbus, Ohio, Vowels},\n\tpages = {161--190},\n}\n\n

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\n \n\n \n \n \n \n \n \n African American and White vowel systems in Pittsburgh.\n \n \n \n \n\n\n \n Eberhardt, M.\n\n\n \n\n\n\n Publication of the American Dialect Society, 94(1): 129–157. January 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"African$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{eberhardt_african_2009,\n\ttitle = {African {American} and {White} vowel systems in {Pittsburgh}},\n\tvolume = {94},\n\tissn = {0002-8207, 2157-6114},\n\turl = {https://read.dukeupress.edu/pads/article/94/1/129-157/98503},\n\tdoi = {10.1215/-94-1-129},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-14},\n\tjournal = {Publication of the American Dialect Society},\n\tauthor = {Eberhardt, Maeve},\n\tmonth = jan,\n\tyear = {2009},\n\tkeywords = {Pittsburgh, Pennsylvania},\n\tpages = {129--157},\n}\n\n

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\n \n\n \n \n \n \n \n Identities and local speech in Pittsburgh: A study of regional African American English.\n \n \n \n\n\n \n Eberhardt, M.\n\n\n \n\n\n\n Ph.D. Thesis, University of Pittsburgh, Pittsburgh, PA, 2009.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@phdthesis{eberhardt_identities_2009,\n\taddress = {Pittsburgh, PA},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {Identities and local speech in {Pittsburgh}: {A} study of regional {African} {American} {English}},\n\tschool = {University of Pittsburgh},\n\tauthor = {Eberhardt, Maeve},\n\tyear = {2009},\n\tkeywords = {Pittsburgh, Pennsylvania, Vowels},\n}\n\n

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\n \n\n \n \n \n \n \n Urban and rural African American English vowels in North Carolina: A supraregional shift and regional accommodation.\n \n \n \n\n\n \n Dodsworth, R.; and Kohn, M.\n\n\n \n\n\n\n 2009.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@misc{dodsworth_urban_2009,\n\taddress = {Ottawa},\n\ttitle = {Urban and rural {African} {American} {English} vowels in {North} {Carolina}: {A} supraregional shift and regional accommodation},\n\tabstract = {Recent work has demonstrated significant variation in vowel systems of African American English (AAE) (Yaeger-Dror \\& Thomas, forthcoming; Wolfram \\& Thomas 2002). The extent of this variation motivates several broad questions, including 1) whether AAE vowel systems show features of regional White vowels, and 2) what distinguishes urban and rural AAE vowels in a single region. \n\nThis study addresses both questions via acoustic analysis of the vowels of 35 AAE speakers in (urban) Raleigh, NC and (rural) Warren County, NC. We examine the front vowels – BEET, BIT, BAIT, BET, BAT, and BAN – as well as BOAT, searching for evidence of both the Southern Shift (Labov 1991) and the hypothesized African American Shift (Thomas 2007), wherein the front lax vowels raise. 20 White Raleigh speakers are included for comparison. \n\nThe front lax vowels all show a single pattern: in general linear models with age, sex, and urban vs. rural as independent variables, normalized F1 at the midpoint is not significantly different between urban and rural AAE speakers, but the midpoints are significantly higher for AAE than for White speakers (BAT and BIT: p=.000; BET: p{\\textless}.01), as predicted by Thomas (2007). However, the urban and rural AAE speakers differ in one respect: for rural speakers only, the BET and BAIT normalized F1 are not significantly different at the midpoint, and are reversed for one speaker. BIT and BEET are significantly different for both urban and rural AAE (p{\\textless}.001 for both). Neither the urban nor rural AAE speakers show change in the BOAT nucleus across apparent time, whereas the White speakers show increased fronting. \n\nThe results are consistent with the hypothesis that AAE varieties blend supra-regional AAE features – in this case, raised front lax vowels – with features of regional White varieties (Southern-shifted BET and BAIT, but not BOAT).},\n\tauthor = {Dodsworth, Robin and Kohn, Mary},\n\tyear = {2009},\n\tkeywords = {NWAV, North Carolina, Raleigh, North Carolina, Vowels},\n}\n\n

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\n \n\n \n \n \n \n \n \n The vowel phonologies of African American and White New York City residents.\n \n \n \n \n\n\n \n Coggshall, E. L.; and Becker, K.\n\n\n \n\n\n\n Publication of the American Dialect Society, 94(1): 101–128. January 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{coggshall_vowel_2009,\n\ttitle = {The vowel phonologies of {African} {American} and {White} {New} {York} {City} residents},\n\tvolume = {94},\n\tissn = {0002-8207, 2157-6114},\n\turl = {https://read.dukeupress.edu/pads/article/94/1/101-128/98502},\n\tdoi = {10.1215/-94-1-101},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-14},\n\tjournal = {Publication of the American Dialect Society},\n\tauthor = {Coggshall, Elizabeth L. and Becker, Kara},\n\tmonth = jan,\n\tyear = {2009},\n\tkeywords = {Lower East Side, Vowels},\n\tpages = {101--128},\n}\n\n

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\n \n\n \n \n \n \n \n \n Vowel phonology and ethnicity in North Carolina.\n \n \n \n \n\n\n \n Childs, B.; Mallinson, C.; and Carpenter, J.\n\n\n \n\n\n\n Publication of the American Dialect Society, 94(1): 23–47. January 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"Vowel$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{childs_vowel_2009,\n\ttitle = {Vowel phonology and ethnicity in {North} {Carolina}},\n\tvolume = {94},\n\tissn = {0002-8207, 2157-6114},\n\turl = {https://read.dukeupress.edu/pads/article/94/1/23-47/98498},\n\tdoi = {10.1215/-94-1-23},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-14},\n\tjournal = {Publication of the American Dialect Society},\n\tauthor = {Childs, Becky and Mallinson, Christine and Carpenter, Jeanine},\n\tmonth = jan,\n\tyear = {2009},\n\tkeywords = {North Carolina, Regional Variation},\n\tpages = {23--47},\n}\n\n

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\n \n\n \n \n \n \n \n \n “Y’all Listenin?”: Accessing Children’s Dialects in Preschool YEC.\n \n \n \n \n\n\n \n Cheatham, G. A.; Armstrong, J.; and Santos, R. M.\n\n\n \n\n\n\n Young Exceptional Children, 12(4): 2–14. September 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"“Y’all$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{cheatham_yall_2009,\n\ttitle = {“{Y}’all {Listenin}?”: {Accessing} {Children}’s {Dialects} in {Preschool} {YEC}},\n\tvolume = {12},\n\tissn = {1096-2506, 2154-400X},\n\tshorttitle = {“{Y}’all {Listenin}?},\n\turl = {http://journals.sagepub.com/doi/10.1177/1096250609337588},\n\tdoi = {10.1177/1096250609337588},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2020-05-04},\n\tjournal = {Young Exceptional Children},\n\tauthor = {Cheatham, Gregory A. and Armstrong, Jennifer and Santos, Rosa Milagros},\n\tmonth = sep,\n\tyear = {2009},\n\tkeywords = {Children's Speech, Education, Review Article},\n\tpages = {2--14},\n}\n\n

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\n \n\n \n \n \n \n \n African American English.\n \n \n \n\n\n \n Charity Hudley, A. H.\n\n\n \n\n\n\n In Neville, H. A.; Tynes, B. M.; and Utsey, S. O., editor(s), Handbook of African American psychology, pages 199–210. SAGE, Thousand Oaks, Calif, 2009.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@incollection{neville_african_2009,\n\taddress = {Thousand Oaks, Calif},\n\ttitle = {African {American} {English}},\n\tisbn = {978-1-4129-5687-1 978-1-4129-5688-8},\n\tbooktitle = {Handbook of {African} {American} psychology},\n\tpublisher = {SAGE},\n\tauthor = {Charity Hudley, Anne H.},\n\teditor = {Neville, Helen A. and Tynes, Brendesha M. and Utsey, Shawn O.},\n\tyear = {2009},\n\tkeywords = {Psychology, Review Article},\n\tpages = {199--210},\n}\n\n

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\n \n\n \n \n \n \n \n Voices of Jim Crow: Early Urban African American English in the Segregated South.\n \n \n \n\n\n \n Carpenter, J.\n\n\n \n\n\n\n Ph.D. Thesis, Duke University, Durham, NC, 2009.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@phdthesis{carpenter_voices_2009,\n\taddress = {Durham, NC},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {Voices of {Jim} {Crow}: {Early} {Urban} {African} {American} {English} in the {Segregated} {South}},\n\tabstract = {Debate about the development of African American English (AAE) dominated sociolinguistic inquiry for the second half of the 20th century and continues to be a subject of investigation. All hypotheses about the development of AAE integrate ideas of shared linguistic features coupled with strong regional influences or founding effects. Most Southern evidence used in the development of these hypotheses, however, is from rural communities or somehow unique enclave communities. The early urban centers of African American life in the South that followed the abolition of slavery and disintegration of plantation life have seldom been investigated with respect to the development of AAE. This study examines precisely those sites looking at AAE in three Southern urban centers during the time of Jim Crow or institutionalized segregation: Birmingham, Memphis, and New Orleans.\n\nThis analysis is based on a series of tape-recorded oral history interviews that were conducted as part of the Behind the Veil project at Duke University. The Behind the Veil project was launched in 1990 at Duke and the majority of the interviews were conducted between 1994 and 1997. Each speaker completed a survey regarding her/his life history, education, professional history, and family background. The speakers used for this study were chosen based on age (all born before 1942) and residency status in their respective communities - all speakers are lifelong residents of Birmingham, Memphis, or New Orleans. These criteria and others shape an inclusive corpus of 100 total tape-recorded interviews with 33 from Birmingham, 35 from Memphis, and 32 from New Orleans.\n\nQuantitative analysis of five core diagnostic structures of AAE (i.e. copula absence, plural -s, pre-vocalic consonant cluster reduction, rhoticity, and 3rd person singular verbal -s) was performed to provide a window for determining the shared and distinct patterns of early, urban AAE development. These data are used for inter-generational analyses, cross-gender analyses, analyses of socioeconomic factors and overall interpretation for each individual site and between different sites.\n\nThese data contribute to the continuing study and scholarship on the historical development of African American English, providing the first multi-community overview of core African American English linguistic variables from the early urban South. The trans-regional similarities of linguistic variables in AAE speakers are often attributed to the influence of early Southern English varieties. These data confirm the early presence of these variables in African American urban centers in the South, but also suggest how language ideologies relate to dialect development.},\n\tschool = {Duke University},\n\tauthor = {Carpenter, Jeanine},\n\tyear = {2009},\n\tkeywords = {Birmingham, AL, Consonants, Memphis, Tennessee, New Orleans, Louisiana, Syntax},\n}\n\n

\n

\n\n\n

\n Debate about the development of African American English (AAE) dominated sociolinguistic inquiry for the second half of the 20th century and continues to be a subject of investigation. All hypotheses about the development of AAE integrate ideas of shared linguistic features coupled with strong regional influences or founding effects. Most Southern evidence used in the development of these hypotheses, however, is from rural communities or somehow unique enclave communities. The early urban centers of African American life in the South that followed the abolition of slavery and disintegration of plantation life have seldom been investigated with respect to the development of AAE. This study examines precisely those sites looking at AAE in three Southern urban centers during the time of Jim Crow or institutionalized segregation: Birmingham, Memphis, and New Orleans. This analysis is based on a series of tape-recorded oral history interviews that were conducted as part of the Behind the Veil project at Duke University. The Behind the Veil project was launched in 1990 at Duke and the majority of the interviews were conducted between 1994 and 1997. Each speaker completed a survey regarding her/his life history, education, professional history, and family background. The speakers used for this study were chosen based on age (all born before 1942) and residency status in their respective communities - all speakers are lifelong residents of Birmingham, Memphis, or New Orleans. These criteria and others shape an inclusive corpus of 100 total tape-recorded interviews with 33 from Birmingham, 35 from Memphis, and 32 from New Orleans. Quantitative analysis of five core diagnostic structures of AAE (i.e. copula absence, plural -s, pre-vocalic consonant cluster reduction, rhoticity, and 3rd person singular verbal -s) was performed to provide a window for determining the shared and distinct patterns of early, urban AAE development. These data are used for inter-generational analyses, cross-gender analyses, analyses of socioeconomic factors and overall interpretation for each individual site and between different sites. These data contribute to the continuing study and scholarship on the historical development of African American English, providing the first multi-community overview of core African American English linguistic variables from the early urban South. The trans-regional similarities of linguistic variables in AAE speakers are often attributed to the influence of early Southern English varieties. These data confirm the early presence of these variables in African American urban centers in the South, but also suggest how language ideologies relate to dialect development.\n

\n\n\n

\n \n\n \n \n \n \n \n Academic English and African American vernacular English: Exploring possibilities for promoting the literacy learning of all children.\n \n \n \n\n\n \n Brock, C. H.; McMillon, G. T.; Pennington, J. L.; Townsend, D.; and Lapp, D.\n\n\n \n\n\n\n In Lapp, D.; Rueda, R.; and Morrow, L. M., editor(s), Handbook of Research on Literacy Instruction: Issues of Diversity, Policy and Equity, pages 137–157. The Guilford Press, New York, NY, 2009.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@incollection{lapp_academic_2009,\n\taddress = {New York, NY},\n\ttitle = {Academic {English} and {African} {American} vernacular {English}: {Exploring} possibilities for promoting the literacy learning of all children},\n\tabstract = {What is African American Vernacular English? How does it fit within a school-valued curriculum? This chapter explains the need for educators to understand the historical relevance of African American Vernacular English, and it's place in classroom discourse.},\n\tbooktitle = {Handbook of {Research} on {Literacy} {Instruction}: {Issues} of {Diversity}, {Policy} and {Equity}},\n\tpublisher = {The Guilford Press},\n\tauthor = {Brock, Cynthia H. and McMillon, Gwendolyn Thompson and Pennington, Julie L. and Townsend, Dianna and Lapp, Diane},\n\teditor = {Lapp, Diane and Rueda, Robert and Morrow, Leslie Mandel},\n\tyear = {2009},\n\tkeywords = {Education},\n\tpages = {137--157},\n}\n\n

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\n \n\n \n \n \n \n \n “People Say I Speak Proper, but Girl, I’m Ghetto!”: Regional Dialect Use and Adaptation by African American Women in Pennsylvania’s Lower Susquehanna Valley.\n \n \n \n\n\n \n Bloomquist, J.\n\n\n \n\n\n\n In Lanehart, S. L., editor(s), African American women's language: discourse, education and identity, pages 165–183. Cambridge Scholars, Newcastle upon Tyne, 2009.\n OCLC: ocn455815986\n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@incollection{lanehart_people_2009,\n\taddress = {Newcastle upon Tyne},\n\ttitle = {“{People} {Say} {I} {Speak} {Proper}, but {Girl}, {I}’m {Ghetto}!”: {Regional} {Dialect} {Use} and {Adaptation} by {African} {American} {Women} in {Pennsylvania}’s {Lower} {Susquehanna} {Valley}},\n\tisbn = {978-1-4438-1359-4},\n\tbooktitle = {African {American} women's language: discourse, education and identity},\n\tpublisher = {Cambridge Scholars},\n\tauthor = {Bloomquist, Jennifer},\n\teditor = {Lanehart, Sonja L.},\n\tyear = {2009},\n\tnote = {OCLC: ocn455815986},\n\tkeywords = {Pennsylvania},\n\tpages = {165--183},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Dialect differences in central Pennsylvania: Regional dialect use and adaptation by African Americans in the Lower Susquehanna Valley.\n \n \n \n \n\n\n \n Bloomquist, J.\n\n\n \n\n\n\n American Speech, 84(1): 27–47. March 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"Dialect$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{bloomquist_dialect_2009,\n\ttitle = {Dialect differences in central {Pennsylvania}: {Regional} dialect use and adaptation by {African} {Americans} in the {Lower} {Susquehanna} {Valley}},\n\tvolume = {84},\n\tissn = {0003-1283, 1527-2133},\n\tshorttitle = {{DIALECT} {DIFFERENCES} {IN} {CENTRAL} {PENNSYLVANIA}},\n\turl = {https://read.dukeupress.edu/american-speech/article/84/1/27-47/25230},\n\tdoi = {10.1215/00031283-2009-003},\n\tabstract = {This study examines the sociohistorical acquisition and nonacquisition of the regional dialect by African Americans who are at least second-generation residents (i.e., natives) of Pennsylvania's Lower Susquehanna Valley (including Harrisburg, York, and Lancaster). The linguistic factors that are considered are region-specific elements of lexicon and syntax; social and historical factors involve the migrant African Americans' relationships to the European American community including physical location (rural vs. urban, integrated vs. segregated), socioeconomic status, rates and types of contact among speakers, and the connections maintained by the relocated members to their home communities. Findings show that European Americans still use substantially more of the local expressions, and that the region's rural African Americans are no more likely to integrate the local lexicon into their everyday usage than the African Americans who reside in the area's urban centers. Despite the fact that urban Lower Susquehanna Valley African Americans are often closely connected to larger African American communities and have decreased rates of contact with non-African Americans, they also show evidence of familiarity with and usage of the local lexicon and report more usage of regional syntactic patterns (e.g., the car needs washed) than do the rural African American participants.},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-13},\n\tjournal = {American Speech},\n\tauthor = {Bloomquist, Jennifer},\n\tmonth = mar,\n\tyear = {2009},\n\tkeywords = {Pennsylvania},\n\tpages = {27--47},\n}\n\n

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\n \n\n \n \n \n \n \n \"Y'all ain't from 'round hurr\": Hip-Hop and a Case of Regional Variation in AAE.\n \n \n \n\n\n \n Blake, R.; Fix, S.; Shousterman, C.; and Moody, S.\n\n\n \n\n\n\n 2009.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@misc{blake_yall_2009,\n\ttitle = {"{Y}'all ain't from 'round hurr": {Hip}-{Hop} and a {Case} of {Regional} {Variation} in {AAE}},\n\tlanguage = {eng},\n\tauthor = {Blake, Renee and Fix, Sonya and Shousterman, Cara and Moody, Simanique},\n\tyear = {2009},\n\tkeywords = {Hip Hop},\n}\n\n

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\n \n\n \n \n \n \n \n \n African American Vernacular English: Vowel phonology in a Georgia community.\n \n \n \n \n\n\n \n Andres, C.; and Votta, R.\n\n\n \n\n\n\n Publication of the American Dialect Society, 94(1): 75–98. January 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"African$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{andres_african_2009,\n\ttitle = {African {American} {Vernacular} {English}: {Vowel} phonology in a {Georgia} community},\n\tvolume = {94},\n\tissn = {0002-8207, 2157-6114},\n\tshorttitle = {{AFRICAN} {AMERICAN} {VERNACULAR} {ENGLISH}},\n\turl = {https://read.dukeupress.edu/pads/article/94/1/75-98/98501},\n\tdoi = {10.1215/-94-1-75},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-14},\n\tjournal = {Publication of the American Dialect Society},\n\tauthor = {Andres, Claire and Votta, Rachel},\n\tmonth = jan,\n\tyear = {2009},\n\tkeywords = {Georgia, Vowels},\n\tpages = {75--98},\n}\n\n

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\n \n\n \n \n \n \n \n American English: history, structure, and usage.\n \n \n \n\n\n \n Amberg, J. S.; and Vause, D. J.\n\n\n \n\n\n\n Cambridge University Press, Cambridge ; New York, 2009.\n OCLC: ocn422753466\n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@book{amberg_american_2009,\n\taddress = {Cambridge ; New York},\n\ttitle = {American {English}: history, structure, and usage},\n\tisbn = {978-0-521-85257-9 978-0-521-61788-8},\n\tshorttitle = {American {English}},\n\tabstract = {"This lively introduction to the study of language explores American English and its place within contemporary society, highlighting the role of language in our daily lives. Beginning with a definition of language, the text unpacks the basic concepts used in linguistics, placing them in the context of real-life situations. Using examples from popular culture, the authors show how the study of language is relevant to students' experience. Teachers and students will appreciate the book's innovative structure, designed to build an understanding of how different aspects of language work together. A variety of exercises--individual, group, discussion, research--is provided to support every teaching style. Imaginatively organised and fun to use, American English is the ideal guide to language study for students taking the subject as a general education requirement, beginning undergraduates in linguistics, and future teachers of English"--Provided by publisher},\n\tpublisher = {Cambridge University Press},\n\tauthor = {Amberg, Julie S. and Vause, Deborah J.},\n\tyear = {2009},\n\tnote = {OCLC: ocn422753466},\n\tkeywords = {Textbook},\n}\n\n

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\n\n\n\n\n\n

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\n \n 2008\n \n \n (12)\n \n \n

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\n \n \n

\n \n\n \n \n \n \n \n \n Letter Perfect: The Present Perfect in early African American correspondence.\n \n \n \n \n\n\n \n Van Herk, G.\n\n\n \n\n\n\n English World-Wide. A Journal of Varieties of English, 29(1): 45–69. February 2008.\n \n\n\n\n
\n\n\n\n \n \n $\"Letter$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{van_herk_letter_2008,\n\ttitle = {Letter {Perfect}: {The} {Present} {Perfect} in early {African} {American} correspondence},\n\tvolume = {29},\n\tissn = {0172-8865, 1569-9730},\n\tshorttitle = {Letter {Perfect}},\n\turl = {http://www.jbe-platform.com/content/journals/10.1075/eww.29.1.04van},\n\tdoi = {10.1075/eww.29.1.04van},\n\tabstract = {This paper uses a multivariate analysis of 19th-century letters by semi-literate African American settlers in Liberia to investigate the frequency and distribution of the present perfect (PP) in earlier African American English (AAE). Despite descriptions elsewhere of the PP as marginal to AAE, it occurs here with great frequency, a finding attributed to the sensitivity of the form to genre differences. The linguistic factors conditioning choice between the PP and the preterite match those described for other varieties of English of that time period. This suggests that an English-like PP was part of the core grammar of the writers of these letters.},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2023-03-27},\n\tjournal = {English World-Wide. A Journal of Varieties of English},\n\tauthor = {Van Herk, Gerard},\n\tmonth = feb,\n\tyear = {2008},\n\tkeywords = {Early African American English, Liberia, Syntax},\n\tpages = {45--69},\n}\n\n

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\n \n\n \n \n \n \n \n Talkin' Country: African-American English of Black Women in the Mississippi Delta.\n \n \n \n\n\n \n Wilkerson, R.\n\n\n \n\n\n\n Ph.D. Thesis, Indiana University, Bloomington, IN, 2008.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@phdthesis{wilkerson_talkin_2008,\n\taddress = {Bloomington, IN},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {Talkin' {Country}: {African}-{American} {English} of {Black} {Women} in the {Mississippi} {Delta}},\n\tlanguage = {eng},\n\tschool = {Indiana University},\n\tauthor = {Wilkerson, Rose},\n\tyear = {2008},\n\tkeywords = {Consonants, Mississippi, Syntax},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Fear of a Black Phonology: The Northern Cities Shift as Linguistic White Flight.\n \n \n \n \n\n\n \n Van Herk, G.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 14(2): Article 19. 2008.\n \n\n\n\n
\n\n\n\n \n \n $\"Fear$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{van_herk_fear_2008,\n\ttitle = {Fear of a {Black} {Phonology}: {The} {Northern} {Cities} {Shift} as {Linguistic} {White} {Flight}},\n\tvolume = {14},\n\turl = {https://repository.upenn.edu/pwpl/vol14/iss2/19/},\n\tabstract = {The geographic distribution and potential linguistic triggers of the Northern Cities Shift (NCS), a complex chain shift of vowel realizations in urban areas between Madison, WI and upstate New York, have been well-documented (Labov, Yaeger and Steiner 1972; Labov, Ash and Boberg 2006). However, we are left with an actuation problem (Weinreich, Labov and Herzog 1968), especially with respect to social motivations. How might local identity practices (Eckert 1999) relate to similar linguistic processes across such a large area (Labov 2002)? Why should a vowel subsystem that has remained stable for a millenium suddenly shift? Why now, and why should only part of the area with the appropriate pre-existing linguistic system be involved? Why should the shift be absent or delayed among African Americans, rural speakers, or Canadians?\n\nThis paper proposes a social-historical explanation for the shift: that it was triggered by the Great Migration, the movement from the South into NCS cities of millions of African Americans in the period between 1916 and approximately 1960 (Marks 1989). This population movement, the largest in American history, dramatically changed the ethnic composition of NCS cities. I argue that the first stages of the NCS represented an attempt by white residents to differentiate their speech from that of their new fellow citizens, in effect, a linguistic version of "white flight", the rapid residential segregation that took place in these same cities.\n\nWorking from 100 years of US Census data and historical descriptions of the Great Migration (e.g., Work 1937), I demonstrate powerful correlations between participation in the NCS and the speed and degree to which communities increased their African American populations, as well as the degree of residential white flight, as indicated by racial segregation and differentiation scales (Mumford Centre 2001). These correlations, paired with the original sound systems of the areas involved, account remarkably well for the temporal, social and geographic boundaries of the NCS, including such distinct features as the exclusion or partial exclusion of Canadians, African Americans, Erie, PA, and rural areas; the eastern and western boundaries of the shift; and the participation of outliers in some other areas, including the St. Louis corridor. I suggest that more detailed city-by-city historical correlative studies might illuminate some of the apparent internal distinctions in the core NCS area, in particular the differences between the highly-focused sound change in western New York state and the apparently more diffuse participation of cities from Cleveland westward.\n\nI essay a preliminary theoretical situation of the NCS as an extension of traditionally-invoked social differentiation processes, and suggest ways in which studying the actual processes involved in linguistic white flight might both inform and be informed by work on identity, other changes in progress in American English, the divergence hypothesis (Labov and Harris 1986), and regional differences in African American English (Wolfram 2005).},\n\tnumber = {2},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {Van Herk, Gerard},\n\tyear = {2008},\n\tkeywords = {Great Migration, Northern Cities Shift, Vowels},\n\tpages = {Article 19},\n}\n\n

\n

\n\n\n

\n The geographic distribution and potential linguistic triggers of the Northern Cities Shift (NCS), a complex chain shift of vowel realizations in urban areas between Madison, WI and upstate New York, have been well-documented (Labov, Yaeger and Steiner 1972; Labov, Ash and Boberg 2006). However, we are left with an actuation problem (Weinreich, Labov and Herzog 1968), especially with respect to social motivations. How might local identity practices (Eckert 1999) relate to similar linguistic processes across such a large area (Labov 2002)? Why should a vowel subsystem that has remained stable for a millenium suddenly shift? Why now, and why should only part of the area with the appropriate pre-existing linguistic system be involved? Why should the shift be absent or delayed among African Americans, rural speakers, or Canadians? This paper proposes a social-historical explanation for the shift: that it was triggered by the Great Migration, the movement from the South into NCS cities of millions of African Americans in the period between 1916 and approximately 1960 (Marks 1989). This population movement, the largest in American history, dramatically changed the ethnic composition of NCS cities. I argue that the first stages of the NCS represented an attempt by white residents to differentiate their speech from that of their new fellow citizens, in effect, a linguistic version of \"white flight\", the rapid residential segregation that took place in these same cities. Working from 100 years of US Census data and historical descriptions of the Great Migration (e.g., Work 1937), I demonstrate powerful correlations between participation in the NCS and the speed and degree to which communities increased their African American populations, as well as the degree of residential white flight, as indicated by racial segregation and differentiation scales (Mumford Centre 2001). These correlations, paired with the original sound systems of the areas involved, account remarkably well for the temporal, social and geographic boundaries of the NCS, including such distinct features as the exclusion or partial exclusion of Canadians, African Americans, Erie, PA, and rural areas; the eastern and western boundaries of the shift; and the participation of outliers in some other areas, including the St. Louis corridor. I suggest that more detailed city-by-city historical correlative studies might illuminate some of the apparent internal distinctions in the core NCS area, in particular the differences between the highly-focused sound change in western New York state and the apparently more diffuse participation of cities from Cleveland westward. I essay a preliminary theoretical situation of the NCS as an extension of traditionally-invoked social differentiation processes, and suggest ways in which studying the actual processes involved in linguistic white flight might both inform and be informed by work on identity, other changes in progress in American English, the divergence hypothesis (Labov and Harris 1986), and regional differences in African American English (Wolfram 2005).\n

\n\n\n

\n \n\n \n \n \n \n \n \n Addressing African American English in Early Literacy Assessment and Instruction.\n \n \n \n \n\n\n \n Terry, N. P.\n\n\n \n\n\n\n Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations, 15(2): 54–61. July 2008.\n \n\n\n\n
\n\n\n\n \n \n $\"Addressing$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{terry_addressing_2008,\n\ttitle = {Addressing {African} {American} {English} in {Early} {Literacy} {Assessment} and {Instruction}},\n\tvolume = {15},\n\tissn = {1940-753X, 1940-7548},\n\turl = {http://pubs.asha.org/doi/10.1044/cds15.2.54},\n\tdoi = {10.1044/cds15.2.54},\n\tabstract = {Abstract\n            Determining how best to address young children's African American English use in formal literacy assessment and instruction is a challenge. Evidence is not yet available to discern which theory best accounts for the relation between AAE use and literacy skills or to delineate which dialect-informed educational practices are most effective for children in preschool and the primary grades. Nonetheless, consistent observations of an educationally significant relation between AAE use and various early literacy skills suggest that dialect variation should be considered in assessment and instruction practices involving children who are learning to read and write. The speech-language pathologist can play a critical role in instituting such practices in schools.},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-07-20},\n\tjournal = {Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations},\n\tauthor = {Terry, Nicole Patton},\n\tmonth = jul,\n\tyear = {2008},\n\tkeywords = {Literacy},\n\tpages = {54--61},\n}\n\n

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\n\n\n\n\n\n

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\n \n\n \n \n \n \n \n Affirming students' right to their own language: bridging language policies and pedagogical practices.\n \n \n \n\n\n \n Scott, J. C.; Straker, D. Y.; Katz, L.; and of Teachers of English, N. C.,\n editors.\n \n\n\n \n\n\n\n Routledge ; National Council of Teachers of English, New York : Urbana, Ill, 2008.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@book{scott_affirming_2008,\n\taddress = {New York : Urbana, Ill},\n\ttitle = {Affirming students' right to their own language: bridging language policies and pedagogical practices},\n\tisbn = {978-0-8058-6348-2 978-0-8058-6349-9 978-1-4106-1813-9},\n\tshorttitle = {Affirming students' right to their own language},\n\tpublisher = {Routledge ; National Council of Teachers of English},\n\teditor = {Scott, Jerrie Cobb and Straker, Dolores Y. and Katz, Laurie and National Council of Teachers of English},\n\tyear = {2008},\n\tkeywords = {Edited Volume, Education},\n}\n\n

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\n \n\n \n \n \n \n \n \n Interview with Walt Wolfram.\n \n \n \n \n\n\n \n Schilling-Estes, N.\n\n\n \n\n\n\n Journal of English Linguistics, 36(4): 354–371. December 2008.\n \n\n\n\n
\n\n\n\n \n \n $\"Interview$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{schilling-estes_interview_2008,\n\ttitle = {Interview with {Walt} {Wolfram}},\n\tvolume = {36},\n\tissn = {0075-4242, 1552-5457},\n\turl = {http://journals.sagepub.com/doi/10.1177/0075424208326267},\n\tdoi = {10.1177/0075424208326267},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2020-04-16},\n\tjournal = {Journal of English Linguistics},\n\tauthor = {Schilling-Estes, Natalie},\n\tmonth = dec,\n\tyear = {2008},\n\tkeywords = {Interview},\n\tpages = {354--371},\n}\n\n

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\n \n\n \n \n \n \n \n \n Vernacular Language Varieties in Educational Settings: Research and Development.\n \n \n \n \n\n\n \n Reaser, J.; and Temple Adger, C.\n\n\n \n\n\n\n In Spolsky, B.; and Hult, F. M., editor(s), The Handbook of Educational Linguistics, pages 161–173. Blackwell Publishing Ltd, Oxford, UK, March 2008.\n \n\n\n\n
\n\n\n\n \n \n $\"Vernacular$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@incollection{spolsky_vernacular_2008,\n\taddress = {Oxford, UK},\n\ttitle = {Vernacular {Language} {Varieties} in {Educational} {Settings}: {Research} and {Development}},\n\tisbn = {978-0-470-69413-8 978-1-4051-5410-9},\n\tshorttitle = {Vernacular {Language} {Varieties} in {Educational} {Settings}},\n\turl = {http://doi.wiley.com/10.1002/9780470694138.ch12},\n\turldate = {2020-07-02},\n\tbooktitle = {The {Handbook} of {Educational} {Linguistics}},\n\tpublisher = {Blackwell Publishing Ltd},\n\tauthor = {Reaser, Jeffrey and Temple Adger, Carolyn},\n\teditor = {Spolsky, Bernard and Hult, Francis M.},\n\tmonth = mar,\n\tyear = {2008},\n\tdoi = {10.1002/9780470694138.ch12},\n\tpages = {161--173},\n}\n\n

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\n \n\n \n \n \n \n \n \n Middle-Class African Americans: Reactions and Attitudes Toward African American English.\n \n \n \n \n\n\n \n Rahman, J.\n\n\n \n\n\n\n American Speech, 83(2): 141–176. June 2008.\n \n\n\n\n
\n\n\n\n \n \n $\"Middle-Class$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{rahman_middle-class_2008,\n\ttitle = {Middle-{Class} {African} {Americans}: {Reactions} and {Attitudes} {Toward} {African} {American} {English}},\n\tvolume = {83},\n\tissn = {0003-1283, 1527-2133},\n\tshorttitle = {{MIDDLE}-{CLASS} {AFRICAN} {AMERICANS}},\n\turl = {https://read.dukeupress.edu/american-speech/article/83/2/141-176/5819},\n\tdoi = {10.1215/00031283-2008-009},\n\tabstract = {This article examines the attitudes of a group of middle-class African Americans toward varieties that are available to them for helping to project the attitudes, stances, and affiliations that they perceive as effective in negotiating social and professional environments where vastly distinct linguistic norms may prevail. The research uses subjective reaction tests, interviews, and an online survey to ask questions about the significance of “sounding black” in judgments the participants make about standardness, social class, and appropriateness of speech styles for various environments. The research also examines linguistic features that contribute to the social judgments. Results show a correlation between the perception of African American identity and judgments that occur in other areas; the consultants value AAVE as their heritage language, but see standard African American English as the one variety that can meet the demands of all environments.},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-04-30},\n\tjournal = {American Speech},\n\tauthor = {Rahman, Jacquelyn},\n\tmonth = jun,\n\tyear = {2008},\n\tkeywords = {Attitudes, Middle Class},\n\tpages = {141--176},\n}\n\n

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\n \n\n \n \n \n \n \n \n African American English: Connecting Linguistics' Message with a Mission.\n \n \n \n \n\n\n \n Queen, R.; and Baptista, M.\n\n\n \n\n\n\n Journal of English Linguistics, 36(2): 185–188. June 2008.\n \n\n\n\n
\n\n\n\n \n \n $\"African$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@article{queen_african_2008,\n\ttitle = {African {American} {English}: {Connecting} {Linguistics}' {Message} with a {Mission}},\n\tvolume = {36},\n\tissn = {0075-4242, 1552-5457},\n\tshorttitle = {African {American} {English}},\n\turl = {http://journals.sagepub.com/doi/10.1177/0075424208317324},\n\tdoi = {10.1177/0075424208317324},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-04-16},\n\tjournal = {Journal of English Linguistics},\n\tauthor = {Queen, Robin and Baptista, Marlyse},\n\tmonth = jun,\n\tyear = {2008},\n\tpages = {185--188},\n}\n\n

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\n \n\n \n \n \n \n \n \n The low-back merger in the Steel City: African American English in Pittsburgh.\n \n \n \n \n\n\n \n Eberhardt, M.\n\n\n \n\n\n\n American Speech, 83(3): 284–311. September 2008.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{eberhardt_low-back_2008,\n\ttitle = {The low-back merger in the {Steel} {City}: {African} {American} {English} in {Pittsburgh}},\n\tvolume = {83},\n\tissn = {0003-1283, 1527-2133},\n\tshorttitle = {{THE} {LOW}-{BACK} {MERGER} {IN} {THE} {STEEL} {CITY}},\n\turl = {https://read.dukeupress.edu/american-speech/article/83/3/284-311/5822},\n\tdoi = {10.1215/00031283-2008-021},\n\tabstract = {This article investigates the status of the low-back vowels in African American English in Pittsburgh, Pennsylvania, where the vowels have been merged since at least the late 1800s. The low-back merger is currently spreading across much of the United States, but to date, its incidence in African American speech has been found to be limited. This article draws from a sample of 34 African Americans native to Pittsburgh. Using data from a word list along with an acoustic analysis of the low-back vowels in conversational speech from sociolinguistic interviews, this article shows that African Americans in Pittsburgh have merged the low-back vowels, thus sharing in this feature of the local phonological system. The article also explores the sociohistorical conditions that facilitated the spread of the merger from white to African American speech in the region.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-04-30},\n\tjournal = {American Speech},\n\tauthor = {Eberhardt, M.},\n\tmonth = sep,\n\tyear = {2008},\n\tkeywords = {Pittsburgh, Pennsylvania, Vowels},\n\tpages = {284--311},\n}\n\n

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\n \n\n \n \n \n \n \n \n An AAE Camouflage Construction.\n \n \n \n \n\n\n \n Collins, C.; Moody, S.; and Postal, P. M.\n\n\n \n\n\n\n Language, 84(1): 29–68. 2008.\n \n\n\n\n
\n\n\n\n \n \n $\"An$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{collins_aae_2008,\n\ttitle = {An {AAE} {Camouflage} {Construction}},\n\tvolume = {84},\n\tissn = {1535-0665},\n\turl = {http://muse.jhu.edu/content/crossref/journals/language/v084/84.1collins.pdf},\n\tdoi = {10.1353/lan.2008.0059},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-12},\n\tjournal = {Language},\n\tauthor = {Collins, Chris and Moody, Simanique and Postal, Paul Martin},\n\tyear = {2008},\n\tkeywords = {Syntax},\n\tpages = {29--68},\n}\n\n

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\n \n\n \n \n \n \n \n \n African American English: An Overview.\n \n \n \n \n\n\n \n Charity, A. H.\n\n\n \n\n\n\n Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 15(2): 33–42. July 2008.\n \n\n\n\n
\n\n\n\n \n \n $\"African$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{charity_african_2008,\n\ttitle = {African {American} {English}: {An} {Overview}},\n\tvolume = {15},\n\tissn = {1940-753X, 1940-7548},\n\tshorttitle = {African {American} {English}},\n\turl = {http://pubs.asha.org/doi/10.1044/cds15.2.33},\n\tdoi = {10.1044/cds15.2.33},\n\tabstract = {Abstract\n            This article presents a summary of African-American English (AAE) for the speech-language pathologist. An overview of research on AAE and of the specific linguistic characteristics of AAE is presented. Examples of lexical, phonological, grammatical, and prosodic features of AAE and their implications for assessment are discussed. Linguistic variation within AAE is also described. Educational issues surrounding AAE and teachers' attitudes concerning student use of AAE are considered. The challenges in assessment that AAE presents for the SLP are highlighted along with resources for further information regarding AAE.},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-04-30},\n\tjournal = {Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations},\n\tauthor = {Charity, Anne H.},\n\tmonth = jul,\n\tyear = {2008},\n\tkeywords = {Review Article, Speech Pathology},\n\tpages = {33--42},\n}\n\n

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\n \n 2007\n \n \n (21)\n \n \n

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\n \n\n \n \n \n \n \n \n Voices of North Carolina Dialect Awareness Curriculum.\n \n \n \n \n\n\n \n Wolfram, W.; and Reaser, J.\n\n\n \n\n\n\n 2007.\n \n\n\n\n
\n\n\n\n \n \n $\"Voices$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@misc{wolfram_voices_2007,\n\ttitle = {Voices of {North} {Carolina} {Dialect} {Awareness} {Curriculum}},\n\turl = {https://linguistics.chass.ncsu.edu/thinkanddo/vonc.php},\n\turldate = {2020-07-02},\n\tauthor = {Wolfram, Walt and Reaser, Jeffrey},\n\tyear = {2007},\n\tkeywords = {Awareness},\n}\n\n

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\n \n\n \n \n \n \n \n \n Sociolinguistic Folklore in the Study of African American English.\n \n \n \n \n\n\n \n Wolfram, W.\n\n\n \n\n\n\n Language and Linguistics Compass, 1(4): 292–313. July 2007.\n \n\n\n\n
\n\n\n\n \n \n $\"Sociolinguistic$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@article{wolfram_sociolinguistic_2007,\n\ttitle = {Sociolinguistic {Folklore} in the {Study} of {African} {American} {English}},\n\tvolume = {1},\n\tissn = {1749-818X, 1749-818X},\n\turl = {http://doi.wiley.com/10.1111/j.1749-818X.2007.00016.x},\n\tdoi = {10.1111/j.1749-818X.2007.00016.x},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2020-04-30},\n\tjournal = {Language and Linguistics Compass},\n\tauthor = {Wolfram, Walt},\n\tmonth = jul,\n\tyear = {2007},\n\tpages = {292--313},\n}\n\n

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\n \n\n \n \n \n \n \n The \"Sound\" of Blackness: African American Language, Social and Cultural Identities, and Academic Success in a Middle School Language Arts Classroom Environment.\n \n \n \n\n\n \n Williams, C. H.\n\n\n \n\n\n\n Ph.D. Thesis, Vanderbilt University, Nashville, TN, 2007.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@phdthesis{williams_sound_2007,\n\taddress = {Nashville, TN},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {The "{Sound}" of {Blackness}: {African} {American} {Language}, {Social} and {Cultural} {Identities}, and {Academic} {Success} in a {Middle} {School} {Language} {Arts} {Classroom} {Environment}},\n\tlanguage = {end},\n\tschool = {Vanderbilt University},\n\tauthor = {Williams, Cynthia Hansberry},\n\tyear = {2007},\n\tkeywords = {Education},\n}\n\n

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\n \n\n \n \n \n \n \n \n Comparing Phonetic Characteristics of African American and European American Speech.\n \n \n \n \n\n\n \n Thomas, E. R.; and Coggshall, E. L.\n\n\n \n\n\n\n Linguistica Atlantica, 27: 112–116. 2007.\n \n\n\n\n
\n\n\n\n \n \n $\"Comparing$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{thomas_comparing_2007,\n\ttitle = {Comparing {Phonetic} {Characteristics} of {African} {American} and {European} {American} {Speech}},\n\tvolume = {27},\n\turl = {https://journals.lib.unb.ca/index.php/la/article/view/22631},\n\tabstract = {African American English (AAE) has been studied more heavily, by far, than any other forms of American English. Nevertheless, much of the emphasis has been placed on morphosyntactic variants and its phonetic characteristics are poorly known. We examined several variables to see how AAE differs phonetically from European American English (EAE) varieties in North Carolina.\nForty interviews were drawn from the North Carolina Language and Life Project corpus at North Carolina State University from three North Carolina counties: Hyde, Robeson, and Warren. Speakers included ten older and ten younger African Americans and ten older and ten younger European Americans, balanced among the three counties and by sex. The interviews were all conversational. Tokens were measured with the Praat software using methods appropriate to the particular variable.},\n\tjournal = {Linguistica Atlantica},\n\tauthor = {Thomas, Erik R. and Coggshall, Elizabeth L.},\n\tyear = {2007},\n\tkeywords = {Hyde County, North Carolina, North Carolina, Robeson County, North Carolina, Vowels, Warren County, North Carolina},\n\tpages = {112--116},\n}\n\n

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\n \n\n \n \n \n \n \n \n Phonological and Phonetic Characteristics of African American Vernacular English.\n \n \n \n \n\n\n \n Thomas, E. R.\n\n\n \n\n\n\n Language and Linguistics Compass, 1(5): 450–475. September 2007.\n \n\n\n\n
\n\n\n\n \n \n $\"Phonological$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{thomas_phonological_2007,\n\ttitle = {Phonological and {Phonetic} {Characteristics} of {African} {American} {Vernacular} {English}},\n\tvolume = {1},\n\tissn = {1749-818X, 1749-818X},\n\turl = {http://doi.wiley.com/10.1111/j.1749-818X.2007.00029.x},\n\tdoi = {10.1111/j.1749-818X.2007.00029.x},\n\tlanguage = {en},\n\tnumber = {5},\n\turldate = {2020-04-30},\n\tjournal = {Language and Linguistics Compass},\n\tauthor = {Thomas, Erik R.},\n\tmonth = sep,\n\tyear = {2007},\n\tkeywords = {African American Vowel Shift, Consonants, Review Article, Vowels},\n\tpages = {450--475},\n}\n\n

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\n \n\n \n \n \n \n \n \n Social-political influences on research practices: examining language acquisition by African American children.\n \n \n \n \n\n\n \n Stockman, I. J.\n\n\n \n\n\n\n In Bayley, R.; and Lucas, C., editor(s), Sociolinguistic Variation, pages 297–317. Cambridge University Press, Cambridge, 2007.\n \n\n\n\n
\n\n\n\n \n \n $\"Social-political$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@incollection{bayley_social-political_2007,\n\taddress = {Cambridge},\n\ttitle = {Social-political influences on research practices: examining language acquisition by {African} {American} children},\n\tisbn = {978-0-511-61949-6},\n\tshorttitle = {Social-political influences on research practices},\n\turl = {https://www.cambridge.org/core/product/identifier/CBO9780511619496A028/type/book_part},\n\tabstract = {Spoken language is a complex human process involving biological, mental, and social sub-systems. It ought not be surprising that language is acquired over time, its social-pragmatic aspects extending across the human life span. Age-dependent patterns of typical language use are important to the professional practices of applied fields such as communication disorders and education. They guide the diagnosis and treatment of communication disorders. They also guide the pedagogical practices, e.g. curricular planning and evaluation of student readiness to participate in school programs. Aside from professional practices, implicit norms of behavior, inclusive of spoken communication, guide the rules of social engagement and participation in the cultural institutions of religion, work, play, and the rituals of daily living. Even the staunchest defenders of nativist views of language acquisition concede that social factors influence language learning. Compromised language development in feral children (Curtiss 1977) is prima facie evidence that human social interaction is critical. However, what has been debatable is whether all social groups learn a language and/or engage in socialization practices that enable their adequate development. A case in point is the native-born group of African Americans in the United States (US), who are the focus of this chapter. It is the second largest racial minority group in this country (2000 Census). Many of its thirty million African American citizens acquire a non-prestige dialect of English as their first language, which is referred to here as African American Vernacular English (AAVE). The perception that African Americans are culturally and linguistically inferior is likely to stem from their social-political history in the US.},\n\turldate = {2020-07-20},\n\tbooktitle = {Sociolinguistic {Variation}},\n\tpublisher = {Cambridge University Press},\n\tauthor = {Stockman, Ida J.},\n\teditor = {Bayley, Robert and Lucas, Ceil},\n\tyear = {2007},\n\tdoi = {10.1017/CBO9780511619496.016},\n\tpages = {297--317},\n}\n\n

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\n \n\n \n \n \n \n \n \n 15. Bare nouns in African American English (AAE).\n \n \n \n \n\n\n \n Spears, A. K.\n\n\n \n\n\n\n In Baptista, M.; and Guéron, J., editor(s), Creole Language Library, volume 31, pages 421–434. John Benjamins Publishing Company, Amsterdam, 2007.\n \n\n\n\n
\n\n\n\n \n \n $\"15.$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@incollection{baptista_15_2007,\n\taddress = {Amsterdam},\n\ttitle = {15. {Bare} nouns in {African} {American} {English} ({AAE})},\n\tvolume = {31},\n\tisbn = {978-90-272-5253-1 978-90-272-9182-0},\n\turl = {https://benjamins.com/catalog/cll.31.23spe},\n\tlanguage = {en},\n\turldate = {2020-07-23},\n\tbooktitle = {Creole {Language} {Library}},\n\tpublisher = {John Benjamins Publishing Company},\n\tauthor = {Spears, Arthur K.},\n\teditor = {Baptista, Marlyse and Guéron, Jacqueline},\n\tyear = {2007},\n\tdoi = {10.1075/cll.31.23spe},\n\tkeywords = {Syntax},\n\tpages = {421--434},\n}\n\n

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\n \n\n \n \n \n \n \n Addressing dialect differences: Advances in policty, research, and practice.\n \n \n \n\n\n \n Scarborough, H. S.; Terry, N. P.; and Griffin, D. M.\n\n\n \n\n\n\n In Boston, MA, November 2007. \n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@inproceedings{scarborough_addressing_2007,\n\taddress = {Boston, MA},\n\ttitle = {Addressing dialect differences: {Advances} in policty, research, and practice},\n\tauthor = {Scarborough, Hollis S. and Terry, Nicole Patton and Griffin, Darion M.},\n\tmonth = nov,\n\tyear = {2007},\n\tkeywords = {Speech Pathology},\n}\n\n

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\n \n\n \n \n \n \n \n \n Variation, versatility, and Contrastive Analysis in the classroom.\n \n \n \n \n\n\n \n Rickford, A. E.; and Rickford, J. R.\n\n\n \n\n\n\n In Bayley, R.; and Lucas, C., editor(s), Sociolinguistic Variation, pages 276–296. Cambridge University Press, Cambridge, 2007.\n \n\n\n\n
\n\n\n\n \n \n $\"Variation,$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@incollection{bayley_variation_2007,\n\taddress = {Cambridge},\n\ttitle = {Variation, versatility, and {Contrastive} {Analysis} in the classroom},\n\tisbn = {978-0-511-61949-6},\n\turl = {https://www.cambridge.org/core/product/identifier/CBO9780511619496A027/type/book_part},\n\turldate = {2020-07-02},\n\tbooktitle = {Sociolinguistic {Variation}},\n\tpublisher = {Cambridge University Press},\n\tauthor = {Rickford, Angela E. and Rickford, John R.},\n\teditor = {Bayley, Robert and Lucas, Ceil},\n\tyear = {2007},\n\tdoi = {10.1017/CBO9780511619496.015},\n\tpages = {276--296},\n}\n\n

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\n \n\n \n \n \n \n \n \n Developing Language Awareness Materials for Nonlinguists: Lessons Learned from the Do You Speak American? Curriculum Development Project.\n \n \n \n \n\n\n \n Reaser, J.; and Adger, C.\n\n\n \n\n\n\n Language and Linguistics Compass, 1(3): 155–167. May 2007.\n \n\n\n\n
\n\n\n\n \n \n $\"Developing$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{reaser_developing_2007,\n\ttitle = {Developing {Language} {Awareness} {Materials} for {Nonlinguists}: {Lessons} {Learned} from the {Do} {You} {Speak} {American}? {Curriculum} {Development} {Project}},\n\tvolume = {1},\n\tissn = {1749-818X, 1749-818X},\n\tshorttitle = {Developing {Language} {Awareness} {Materials} for {Nonlinguists}},\n\turl = {http://doi.wiley.com/10.1111/j.1749-818X.2007.00011.x},\n\tdoi = {10.1111/j.1749-818X.2007.00011.x},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-07-02},\n\tjournal = {Language and Linguistics Compass},\n\tauthor = {Reaser, Jeffrey and Adger, Carolyn},\n\tmonth = may,\n\tyear = {2007},\n\tkeywords = {Teaching},\n\tpages = {155--167},\n}\n\n

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\n \n\n \n \n \n \n \n Measuring Style Shift: A Quantitative Approach of African American English.\n \n \n \n\n\n \n Renn, J.\n\n\n \n\n\n\n Master's thesis, University of North Carolina, Chapel Hill, NC, 2007.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@mastersthesis{renn_measuring_2007,\n\taddress = {Chapel Hill, NC},\n\ttitle = {Measuring {Style} {Shift}: {A} {Quantitative} {Approach} of {African} {American} {English}},\n\tlanguage = {eng},\n\tschool = {University of North Carolina},\n\tauthor = {Renn, Jennifer},\n\tyear = {2007},\n\tkeywords = {Dialect Density Measure, Frank Porter Graham Project, Style Shifting},\n}\n\n

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\n \n\n \n \n \n \n \n \n Social Class, Social Status and Stratification: Revisiting Familiar Concepts in Sociolinguistics.\n \n \n \n \n\n\n \n Mallinson, C.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 13(2): Article 12. 2007.\n \n\n\n\n
\n\n\n\n \n \n $\"Social$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{mallinson_social_2007,\n\ttitle = {Social {Class}, {Social} {Status} and {Stratification}: {Revisiting} {Familiar} {Concepts} in {Sociolinguistics}},\n\tvolume = {13},\n\turl = {https://repository.upenn.edu/pwpl/vol13/iss2/12/},\n\tnumber = {2},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {Mallinson, Christine},\n\tyear = {2007},\n\tkeywords = {Communities of Practice, North Carolina, Social Class},\n\tpages = {Article 12},\n}\n\n

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\n \n\n \n \n \n \n \n \"The people what makes the town\": The semiotics of home and town spaces in Princeville, NC.\n \n \n \n\n\n \n Kendall, T.\n\n\n \n\n\n\n The North Carolina Folklore Journal, 54(1): 33–53. 2007.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{kendall_people_2007,\n\ttitle = {"{The} people what makes the town": {The} semiotics of home and town spaces in {Princeville}, {NC}},\n\tvolume = {54},\n\tnumber = {1},\n\tjournal = {The North Carolina Folklore Journal},\n\tauthor = {Kendall, Tyler},\n\tyear = {2007},\n\tkeywords = {Discourse analysis, Princeville, North Carolina},\n\tpages = {33--53},\n}\n\n

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\n \n\n \n \n \n \n \n \n The lost consonants of Atlanta.\n \n \n \n \n\n\n \n Harrison, P.\n\n\n \n\n\n\n Language Sciences, 29(2-3): 237–246. March 2007.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{harrison_lost_2007,\n\ttitle = {The lost consonants of {Atlanta}},\n\tvolume = {29},\n\tissn = {03880001},\n\turl = {https://linkinghub.elsevier.com/retrieve/pii/S0388000106000817},\n\tdoi = {10.1016/j.langsci.2006.12.011},\n\tlanguage = {en},\n\tnumber = {2-3},\n\turldate = {2020-04-12},\n\tjournal = {Language Sciences},\n\tauthor = {Harrison, Phil},\n\tmonth = mar,\n\tyear = {2007},\n\tkeywords = {Atlanta, Georgia, Consonants},\n\tpages = {237--246},\n}\n\n

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\n \n\n \n \n \n \n \n \n Event Arguments and 'Be' in Child African American English.\n \n \n \n \n\n\n \n Green, L. J.; Wyatt, T. A.; and Lopez, Q.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 13(2): Article 2. 2007.\n \n\n\n\n
\n\n\n\n \n \n $\"Event$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{green_event_2007,\n\ttitle = {Event {Arguments} and '{Be}' in {Child} {African} {American} {English}},\n\tvolume = {13},\n\turl = {https://repository.upenn.edu/pwpl/vol13/iss2/8/},\n\tnumber = {2},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {Green, Lisa J. and Wyatt, Toya A. and Lopez, Qiuana},\n\tyear = {2007},\n\tkeywords = {Child AAE, Louisiana, Syntax},\n\tpages = {Article 2},\n}\n\n

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\n \n\n \n \n \n \n \n \n 14. NPs in aspectual Be constructions in African American English.\n \n \n \n \n\n\n \n Green, L. J.\n\n\n \n\n\n\n In Baptista, M.; and Guéron, J., editor(s), Creole Language Library, volume 31, pages 403–420. John Benjamins Publishing Company, Amsterdam, 2007.\n \n\n\n\n
\n\n\n\n \n \n $\"14.$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@incollection{baptista_14_2007,\n\taddress = {Amsterdam},\n\ttitle = {14. {NPs} in aspectual \\textit{{Be}} constructions in {African} {American} {English}},\n\tvolume = {31},\n\tisbn = {978-90-272-5253-1 978-90-272-9182-0},\n\turl = {https://benjamins.com/catalog/cll.31.22gre},\n\tlanguage = {en},\n\turldate = {2020-07-22},\n\tbooktitle = {Creole {Language} {Library}},\n\tpublisher = {John Benjamins Publishing Company},\n\tauthor = {Green, Lisa J.},\n\teditor = {Baptista, Marlyse and Guéron, Jacqueline},\n\tyear = {2007},\n\tdoi = {10.1075/cll.31.22gre},\n\tkeywords = {Syntax},\n\tpages = {403--420},\n}\n\n

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\n \n\n \n \n \n \n \n \n Local Identity and Ethnicity in Pittsburgh AAVE.\n \n \n \n \n\n\n \n Gooden, S.; and Eberhardt, M.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 13(2): Article 7. 2007.\n \n\n\n\n
\n\n\n\n \n \n $\"Local$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{gooden_local_2007,\n\ttitle = {Local {Identity} and {Ethnicity} in {Pittsburgh} {AAVE}},\n\tvolume = {13},\n\turl = {https://repository.upenn.edu/pwpl/vol13/iss2/7/},\n\tnumber = {2},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {Gooden, Shelome and Eberhardt, Maeve},\n\tyear = {2007},\n\tkeywords = {Identity, Pittsburgh, Pennsylvania},\n\tpages = {Article 7},\n}\n\n

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\n \n\n \n \n \n \n \n \n The information in third-person /s/: acquisition across dialects of American English.\n \n \n \n \n\n\n \n De Villiers, J. G.; and Johnson, V. E.\n\n\n \n\n\n\n Journal of Child Language, 34(1): 133–158. February 2007.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{de_villiers_information_2007,\n\ttitle = {The information in third-person /s/: acquisition across dialects of {American} {English}},\n\tvolume = {34},\n\tissn = {0305-0009, 1469-7602},\n\tshorttitle = {The information in third-person /s/},\n\turl = {https://www.cambridge.org/core/product/identifier/S0305000906007768/type/journal_article},\n\tdoi = {10.1017/S0305000906007768},\n\tabstract = {The production of third-person /s/ on English verbs seems to be ahead of comprehension. Mainstream American English (MAE) is contrasted with African American English (AAE), in which /s/ is rarely supplied. Two studies explored what information children get solely from /s/ on the end of a verb. Sixty-five MAE- and 65 AAE-speaking four- to seven-year-olds participated in one of two experimental picture-choice comprehension studies. Neither group of four-year-olds could use the /s/ to determine if the event was generic rather than past tense on a verb (e.g.\n              cuts\n              /\n              cut\n              ), or whether it was a verb or a noun compound as in\n              The penguin dresses\n              /\n              The penguin dress\n              . MAE-speakers do not use the information in third-person /s/ alone until age five, and not reliably until age six years. In keeping with AAE production, AAE-speaking children do not use the information in /s/ at all in this age range.},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-05-05},\n\tjournal = {Journal of Child Language},\n\tauthor = {De Villiers, Jill G. and Johnson, Valerie E.},\n\tmonth = feb,\n\tyear = {2007},\n\tkeywords = {Acquisition, Child AAE, Connecticut, Massachusetts},\n\tpages = {133--158},\n}\n\n

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\n \n\n \n \n \n \n \n \n Regional differences in low SES African-American children's speech in the school setting.\n \n \n \n \n\n\n \n Charity, A. H.\n\n\n \n\n\n\n Language Variation and Change, 19(3): 281–293. October 2007.\n \n\n\n\n
\n\n\n\n \n \n $\"Regional$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{charity_regional_2007,\n\ttitle = {Regional differences in low {SES} {African}-{American} children's speech in the school setting},\n\tvolume = {19},\n\tissn = {0954-3945, 1469-8021},\n\turl = {https://www.cambridge.org/core/product/identifier/S0954394507000129/type/journal_article},\n\tdoi = {10.1017/S0954394507000129},\n\tabstract = {Comprehensive investigations of African-American Vernacular English (AAVE) have demonstrated that most features of AAVE reported in the sociolinguistic literature are consistently seen in nearly every African-American speech community in which vernacular speech has been documented. This article highlights quantitative regional differences in the speech produced by African-American children from three U.S. cities in an academic setting. In this analysis, 157 5- to 8-year-old African-American children in New Orleans, LA, Washington, DC, and Cleveland, OH imitated the sentences of a story presented in Standard American English (SAE) by teachers. The 15 sentences included many items that were possible mismatches between the child's vernacular and SAE. Afterwards, the children retold the story in their own words. Children's use of SAE and AAVE features in both tasks was analyzed. Higher rates of AAVE feature use occurred in New Orleans than in Cleveland or Washington, DC.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-04-14},\n\tjournal = {Language Variation and Change},\n\tauthor = {Charity, Anne H.},\n\tmonth = oct,\n\tyear = {2007},\n\tkeywords = {Child AAE, Cleveland, Ohio, New Orleans, Louisiana, Washington DC},\n\tpages = {281--293},\n}\n\n

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\n \n\n \n \n \n \n \n Dialects in schools and communities.\n \n \n \n\n\n \n Adger, C. T.; Wolfram, W.; and Christian, D.\n\n\n \n\n\n\n Erlbaum, Mahwah, NJ, 2. ed edition, 2007.\n OCLC: 255800915\n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@book{adger_dialects_2007,\n\taddress = {Mahwah, NJ},\n\tedition = {2. ed},\n\ttitle = {Dialects in schools and communities},\n\tisbn = {978-0-8058-4316-3 978-0-8058-4315-6},\n\tlanguage = {eng},\n\tpublisher = {Erlbaum},\n\tauthor = {Adger, Carolyn Temple and Wolfram, Walt and Christian, Donna},\n\tyear = {2007},\n\tnote = {OCLC: 255800915},\n\tkeywords = {Education},\n}\n\n

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\n \n\n \n \n \n \n \n Talkin black talk: language, education, and social change.\n \n \n \n\n\n \n Alim, H. S.; and Baugh, J.,\n editors.\n \n\n\n \n\n\n\n of Multicultural education seriesTeachers College Press, New York, 2007.\n OCLC: ocm71322097\n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@book{alim_talkin_2007,\n\taddress = {New York},\n\tseries = {Multicultural education series},\n\ttitle = {Talkin black talk: language, education, and social change},\n\tisbn = {978-0-8077-4746-9 978-0-8077-4747-6},\n\tshorttitle = {Talkin black talk},\n\tpublisher = {Teachers College Press},\n\teditor = {Alim, H. Samy and Baugh, John},\n\tyear = {2007},\n\tnote = {OCLC: ocm71322097},\n\tkeywords = {Education},\n}\n\n

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\n \n 2006\n \n \n (25)\n \n \n

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\n \n\n \n \n \n \n \n \n Features of AAVE as features of PRE: A study of adolescents in Philadelphia.\n \n \n \n \n\n\n \n Wolford, T. E.; and Evanini, K.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 12(2): Article 18. 2006.\n \n\n\n\n
\n\n\n\n \n \n $\"Features$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{wolford_features_2006,\n\ttitle = {Features of {AAVE} as features of {PRE}: {A} study of adolescents in {Philadelphia}},\n\tvolume = {12},\n\turl = {https://repository.upenn.edu/pwpl/vol12/iss2/18/},\n\tnumber = {2},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {Wolford, Tonya E. and Evanini, Keelan},\n\tyear = {2006},\n\tkeywords = {Philadelphia, Pennsylvania},\n\tpages = {Article 18},\n}\n\n

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\n \n\n \n \n \n \n \n \n Variation in the expression of possession by Latino children.\n \n \n \n \n\n\n \n Wolford, T. E.\n\n\n \n\n\n\n Language Variation and Change, 18(01). March 2006.\n \n\n\n\n
\n\n\n\n \n \n $\"Variation$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{wolford_variation_2006,\n\ttitle = {Variation in the expression of possession by {Latino} children},\n\tvolume = {18},\n\tissn = {0954-3945, 1469-8021},\n\turl = {http://www.journals.cambridge.org/abstract_S0954394506060054},\n\tdoi = {10.1017/S0954394506060054},\n\tabstract = {As part of a national effort to improve reading levels, spontaneous speech samples were collected from 630 Latino, African American, and white children in grades 2 through 4 in Georgia, California, and Pennsylvania. In this study, data was used from 126 Latinos, and a comparison group of 28 African American and 28 white children to study their use of 3rd person possessive pronouns, periphrastic of possessives, and attributive -s possessives. It was found that Latino children confused his for her and her for his; used more periphrastic of constructions; and omitted the attributive -s marker in noun + -s + noun constructions. Multivariate analyses revealed that beyond Spanish influence, speaker sex, language origin, and grade also affected the expression of possession. Most striking are the differences according to speaker sex, and between Mexican and Puerto Rico origin children, which are considered in light of the closer relationship between Puerto Ricans and African Americans in Philadelphia.},\n\tlanguage = {en},\n\tnumber = {01},\n\turldate = {2020-04-14},\n\tjournal = {Language Variation and Change},\n\tauthor = {Wolford, Tonya E.},\n\tmonth = mar,\n\tyear = {2006},\n\tkeywords = {Atlanta, Georgia, California, Children's Speech, Latino English, Philadelphia, Pennsylvania},\n}\n\n

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\n \n\n \n \n \n \n \n \n Prosodic rhythm and African American English.\n \n \n \n \n\n\n \n Thomas, E. R.; and Carter, P. M.\n\n\n \n\n\n\n English World-Wide, 27(3): 331–355. 2006.\n \n\n\n\n
\n\n\n\n \n \n $\"Prosodic$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{thomas_prosodic_2006,\n\ttitle = {Prosodic rhythm and {African} {American} {English}},\n\tvolume = {27},\n\tissn = {0172-8865, 1569-9730},\n\turl = {http://www.jbe-platform.com/content/journals/10.1075/eww.27.3.06tho},\n\tdoi = {10.1075/eww.27.3.06tho},\n\tabstract = {Prosodic rhythm was measured for a sample of 20 African American and 20 European American speakers from North Carolina using the metric devised by Low, Grabe and Nolan (2000), which involves comparisons of the durations of vowels in adjacent syllables. In order to gain historical perspective, the same technique was applied to the ex-slave recordings described in Bailey, Maynor and Cukor-Avila (1991) and to recordings of five Southern European Americans born before the Civil War. In addition, Jamaicans, Hispanics of Mexican origin who spoke English as their L2, and Hispanics speaking Spanish served as control groups. Results showed that the North Carolina African Americans and European Americans were both quite stress-timed overall, with no significant difference between them. Spanish emerged as solidly syllable-timed, while Jamaican English and Hispanic English were intermediate. The ex-slaves were significantly less stress-timed than either younger African Americans or European Americans born before the Civil War. This finding suggests that African American English was once similar to Jamaican English in prosodic rhythm.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-04-30},\n\tjournal = {English World-Wide},\n\tauthor = {Thomas, Erik R. and Carter, Phillip M.},\n\tyear = {2006},\n\tkeywords = {North Carolina, Prosody},\n\tpages = {331--355},\n}\n\n

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\n \n\n \n \n \n \n \n \n Relations Between Dialect Variation, Grammar, and Early Spelling Skills.\n \n \n \n \n\n\n \n Terry, N. P.\n\n\n \n\n\n\n Reading and Writing, 19(9): 907–931. December 2006.\n \n\n\n\n
\n\n\n\n \n \n $\"Relations$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{terry_relations_2006,\n\ttitle = {Relations {Between} {Dialect} {Variation}, {Grammar}, and {Early} {Spelling} {Skills}},\n\tvolume = {19},\n\tissn = {0922-4777, 1573-0905},\n\turl = {http://link.springer.com/10.1007/s11145-006-9023-0},\n\tdoi = {10.1007/s11145-006-9023-0},\n\tlanguage = {en},\n\tnumber = {9},\n\turldate = {2020-06-29},\n\tjournal = {Reading and Writing},\n\tauthor = {Terry, Nicole Patton},\n\tmonth = dec,\n\tyear = {2006},\n\tkeywords = {Child AAE, Education},\n\tpages = {907--931},\n}\n\n

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\n \n\n \n \n \n \n \n Teaching Writing in the African American Classroom: A Sociolinguistic Approach.\n \n \n \n\n\n \n Sweetland, J.\n\n\n \n\n\n\n Ph.D. Thesis, Stanford University, Palo Alto, CA, 2006.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@phdthesis{sweetland_teaching_2006,\n\taddress = {Palo Alto, CA},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {Teaching {Writing} in the {African} {American} {Classroom}: {A} {Sociolinguistic} {Approach}},\n\tschool = {Stanford University},\n\tauthor = {Sweetland, Julie},\n\tyear = {2006},\n\tkeywords = {Curriculum, Writing},\n}\n\n

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\n\n\n

\n \n\n \n \n \n \n \n \n Alveolar Bias in the Final Consonant Deletion Patterns of African American Children.\n \n \n \n \n\n\n \n Stockman, I. J.\n\n\n \n\n\n\n Language, Speech, and Hearing Services in Schools, 37(2): 85–95. April 2006.\n \n\n\n\n
\n\n\n\n \n \n $\"Alveolar$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@article{stockman_alveolar_2006,\n\ttitle = {Alveolar {Bias} in the {Final} {Consonant} {Deletion} {Patterns} of {African} {American} {Children}},\n\tvolume = {37},\n\tissn = {0161-1461, 1558-9129},\n\turl = {http://pubs.asha.org/doi/10.1044/0161-1461%282006/011%29},\n\tdoi = {10.1044/0161-1461(2006/011)},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-07-23},\n\tjournal = {Language, Speech, and Hearing Services in Schools},\n\tauthor = {Stockman, Ida J.},\n\tmonth = apr,\n\tyear = {2006},\n\tkeywords = {Child AAE, Consonants},\n\tpages = {85--95},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Evidence for a minimal competence core of consonant sounds in the speech of African American children: A preliminary study.\n \n \n \n \n\n\n \n Stockman, I. J.\n\n\n \n\n\n\n Clinical Linguistics & Phonetics, 20(10): 723–749. January 2006.\n \n\n\n\n
\n\n\n\n \n \n $\"Evidence$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@article{stockman_evidence_2006,\n\ttitle = {Evidence for a minimal competence core of consonant sounds in the speech of {African} {American} children: {A} preliminary study},\n\tvolume = {20},\n\tissn = {0269-9206, 1464-5076},\n\tshorttitle = {Evidence for a minimal competence core of consonant sounds in the speech of {African} {American} children},\n\turl = {http://www.tandfonline.com/doi/full/10.1080/02699200500322803},\n\tdoi = {10.1080/02699200500322803},\n\tlanguage = {en},\n\tnumber = {10},\n\turldate = {2020-07-23},\n\tjournal = {Clinical Linguistics \\& Phonetics},\n\tauthor = {Stockman, Ida J.},\n\tmonth = jan,\n\tyear = {2006},\n\tkeywords = {Child AAE, Consonants},\n\tpages = {723--749},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Word from the mother: language and African Americans.\n \n \n \n\n\n \n Smitherman, G.\n\n\n \n\n\n\n Routledge, New York, 1st ed edition, 2006.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@book{smitherman_word_2006,\n\taddress = {New York},\n\tedition = {1st ed},\n\ttitle = {Word from the mother: language and {African} {Americans}},\n\tisbn = {978-0-415-35875-0},\n\tshorttitle = {Word from the mother},\n\tpublisher = {Routledge},\n\tauthor = {Smitherman, Geneva},\n\tyear = {2006},\n\tkeywords = {Black English},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Spoken Soul: The Language of Black Imagination and Reality.\n \n \n \n \n\n\n \n Sealey-Ruiz, Y.\n\n\n \n\n\n\n The Educational Forum, 70(1): 37–46. March 2006.\n \n\n\n\n
\n\n\n\n \n \n $\"Spoken$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{sealey-ruiz_spoken_2006,\n\ttitle = {Spoken {Soul}: {The} {Language} of {Black} {Imagination} and {Reality}},\n\tvolume = {70},\n\tissn = {0013-1725, 1938-8098},\n\tshorttitle = {Spoken {Soul}},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/00131720508984870},\n\tdoi = {10.1080/00131720508984870},\n\tabstract = {Despite American schools administrators' refusal to accept the language of African-American students and their overzealousness to frame language and literacy skills in terms of an “achievement gap,” African-American Vernacular English (AAVE) is the language of African-American imagination and reality. This article discusses the characteristics of AAVE that make it a real language, as well as The Dozens—an original use of AAVE and one of many creative vehicles of expression used in the African-American community. The article also describes how African-American adult learners used AAVE in their composition class discussions and writings.},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-05-21},\n\tjournal = {The Educational Forum},\n\tauthor = {Sealey-Ruiz, Yolanda},\n\tmonth = mar,\n\tyear = {2006},\n\tkeywords = {The Dozens},\n\tpages = {37--46},\n}\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n When I started to using BLUR: Accounting for Unusual Verb Complementation Patterns in an Electronic Corpus of Earlier African American English.\n \n \n \n \n\n\n \n Schneider, E. W.; and Miethaner, U.\n\n\n \n\n\n\n Journal of English Linguistics, 34(3): 233–256. September 2006.\n \n\n\n\n
\n\n\n\n \n \n $\"When$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{schneider_when_2006,\n\ttitle = {When {I} started to using {BLUR}: {Accounting} for {Unusual} {Verb} {Complementation} {Patterns} in an {Electronic} {Corpus} of {Earlier} {African} {American} {English}},\n\tvolume = {34},\n\tissn = {0075-4242, 1552-5457},\n\tshorttitle = {When {I} \\textit{started to using} {BLUR}},\n\turl = {http://journals.sagepub.com/doi/10.1177/0075424206293381},\n\tdoi = {10.1177/0075424206293381},\n\tabstract = {This article introduces BLUR, an electronic corpus of Blues lyrics from the early twentieth century, as a valuable resource for the study of syntactic phenomena in Earlier African American English and investigates the properties and origins of a peculiar construction found in it. The design of the BLUR corpus is presented, and methodological consequences resulting from the nature of the texts are discussed. Subsequently, a few noteworthy syntactic structures documented in it are briefly illustrated. The most challenging of these, a sequence of inchoative verbs (notably begin, start, or commence), the particle to, and a verbal –ing form, as in begin to falling, is then analyzed in some detail, considering syntactic constraints and historical documentation in potentially related varieties, represented by electronic corpora and other sources from Late Middle English to present-day dialects. Based on these findings, a hypothesis on the likely origins and diffusion of this construction is developed.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-04-16},\n\tjournal = {Journal of English Linguistics},\n\tauthor = {Schneider, Edgar W. and Miethaner, Ulrich},\n\tmonth = sep,\n\tyear = {2006},\n\tkeywords = {BLUR},\n\tpages = {233--256},\n}\n\n

\n

\n\n\n\n\n\n

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\n \n\n \n \n \n \n \n \n English, African-American Vernacular.\n \n \n \n \n\n\n \n Patrick, P.\n\n\n \n\n\n\n In Encyclopedia of Language & Linguistics, pages 159–163. Elsevier, 2006.\n \n\n\n\n
\n\n\n\n \n \n $\"English,$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@incollection{patrick_english_2006,\n\ttitle = {English, {African}-{American} {Vernacular}},\n\tisbn = {978-0-08-044854-1},\n\turl = {https://linkinghub.elsevier.com/retrieve/pii/B0080448542050926},\n\tlanguage = {en},\n\turldate = {2020-04-30},\n\tbooktitle = {Encyclopedia of {Language} \\& {Linguistics}},\n\tpublisher = {Elsevier},\n\tauthor = {Patrick, P.L.},\n\tyear = {2006},\n\tdoi = {10.1016/B0-08-044854-2/05092-6},\n\tpages = {159--163},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n On Race, Language, Power and Identity: Understanding the Intricacies through Multicultural Communication, Language Policies, and the Ebonics Debate.\n \n \n \n \n\n\n \n Parmegiani, A.; Holliday, A.; Hyde, M.; Kullman, J.; Ricento, T.; Ramirez, J.; Wiley, T.; de Klerk, G.; Lee, E.; and Wright, W.\n\n\n \n\n\n\n TESOL Quarterly, 40(3): 641. September 2006.\n \n\n\n\n
\n\n\n\n \n \n $\"On$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{parmegiani_race_2006,\n\ttitle = {On {Race}, {Language}, {Power} and {Identity}: {Understanding} the {Intricacies} through {Multicultural} {Communication}, {Language} {Policies}, and the {Ebonics} {Debate}},\n\tvolume = {40},\n\tissn = {00398322},\n\tshorttitle = {On {Race}, {Language}, {Power} and {Identity}},\n\turl = {https://www.jstor.org/stable/10.2307/40264550?origin=crossref},\n\tdoi = {10.2307/40264550},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-07-02},\n\tjournal = {TESOL Quarterly},\n\tauthor = {Parmegiani, Andrea and Holliday, A. and Hyde, M. and Kullman, J. and Ricento, T. and Ramirez, J. and Wiley, T. and de Klerk, G. and Lee, E. and Wright, W.},\n\tmonth = sep,\n\tyear = {2006},\n\tkeywords = {Ebonics Debate, Language and Power, Review Article},\n\tpages = {641},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Variation Within Dialects: A Case of Cajun/Creole Influence Within Child SAAE and SWE.\n \n \n \n \n\n\n \n Oetting, J. B.; and Garrity, A. W.\n\n\n \n\n\n\n Journal of Speech, Language, and Hearing Research, 49(1): 16–26. February 2006.\n \n\n\n\n
\n\n\n\n \n \n $\"Variation$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@article{oetting_variation_2006,\n\ttitle = {Variation {Within} {Dialects}: {A} {Case} of {Cajun}/{Creole} {Influence} {Within} {Child} {SAAE} and {SWE}},\n\tvolume = {49},\n\tissn = {1092-4388, 1558-9102},\n\tshorttitle = {Variation {Within} {Dialects}},\n\turl = {http://pubs.asha.org/doi/10.1044/1092-4388%282006/002%29},\n\tdoi = {10.1044/1092-4388(2006/002)},\n\tabstract = {Purpose: This study examined whether child speakers of Southern African American English (SAAE) and Southern White English (SWE) who were also perceived by some listeners to present a Cajun/Creole English (CE) influence within their dialects produced elevated rates of 6 phonological and 5 morphological patterns of vernacular relative to other SAAE- and SWE-speaking children.\n\nMethod: A group comparison design was followed. The data were listener judgments, 1-min audiotaped excerpts of conversational speech, and transcribed language samples from 93 children (31 classified as specifically language impaired while the others were classified as either aged-matched or language-matched controls; 13 classified as SWE with CE, 40 classified as SWE only, 18 classified as SAAE with CE, and 22 classified as SAAE only).\n\nResults: Results indicated that children with a CE influence produced elevated rates of vernacular phonology relative to the others, with 2 patterns (nonaspirated stops and glide reduction) showing statistically significant group differences. In contrast, the children's use of vernacular morphology was unrelated to their CE status, but was instead related to their primary dialect (SWE vs. SAAE) and language ability classification (impaired vs. normal).\n\nConclusions: The findings highlight the role of phonology in listeners' perceptions of dialect variation within 2 nonmainstream dialects (SWE and SAAE). The findings also demonstrate the ways phonological and morphological forms of vernacular can be independently influenced by different types of child variables.},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-05-21},\n\tjournal = {Journal of Speech, Language, and Hearing Research},\n\tauthor = {Oetting, Janna B. and Garrity, April Wimberly},\n\tmonth = feb,\n\tyear = {2006},\n\tkeywords = {Louisiana, Speech Pathology},\n\tpages = {16--26},\n}\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n The changing social and linguistic orientation of the African American middle class.\n \n \n \n\n\n \n Nguyen, J.\n\n\n \n\n\n\n Ph.D. Thesis, University of Michigan, Ann Arbor, MI, 2006.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@phdthesis{nguyen_changing_2006,\n\taddress = {Ann Arbor, MI},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {The changing social and linguistic orientation of the {African} {American} middle class},\n\tabstract = {In this dissertation, I quantify the use of five phonological features of African American English (hereafter, AAE) by African Americans in Detroit, including middle-class and female speakers, who are often overlooked in analyses of AAE. I also include both contemporary and 1966 recordings, which allows me to examine speakers' changing linguistic orientation. Results from this project address the heterogeneity of AAE, challenging traditional assumptions about language variation and posing questions for aspects of the divergence hypothesis. My results show that African American speakers cannot be labeled as simply being deficient or inauthentic speakers of two opposing varieties; in fact, middle-class African American speakers create a unique linguistic position. In this analysis, I include twenty-four speakers, twelve each from the 1966 and contemporary recordings. Each sample is equally divided by gender. Further, each speaker is assigned a score on a social status index, and speakers with a wide range of social status scores are included here. I analyze each speaker's use of non-initial (r), syllable-final (d), (ai) before voiced consonants, (ai) before voiceless consonants, and (upsilon). Results of these analyses show that two variables, both contexts of (ai), have remained stable over time; the amount of glide reduction has not changed between the 1966 and contemporary recordings. Both consonantal variables, (r) and (d), have changed significantly over time, but in opposite directions. The use of [r]-less variant has decreased dramatically, while the use of multiple variants for (d) has rapidly increased. Finally, the fronting of /upsilon/ has increased over time as well, but these changes have been closely tied to following context in phonetically predictable ways. The cross-time comparison in this analysis allows me to compare my real-time results with age-stratified results from 1966 in order to assess the accuracy of predictions based on apparent-time evidence. Further, by combining results for variables' use over time and the social embedding of the variables in each recording period, I trace changes in variables' social embedding and conclude that such an examination provides vital evidence for understanding how changes are instantiated among groups of speakers.},\n\tschool = {University of Michigan},\n\tauthor = {Nguyen, Jennifer},\n\tyear = {2006},\n\tkeywords = {Consonants, Detroit Dialect Study, Detroit, Michigan, Middle Class, Real Time Analysis, Vowels},\n}\n\n

\n

\n\n\n

\n In this dissertation, I quantify the use of five phonological features of African American English (hereafter, AAE) by African Americans in Detroit, including middle-class and female speakers, who are often overlooked in analyses of AAE. I also include both contemporary and 1966 recordings, which allows me to examine speakers' changing linguistic orientation. Results from this project address the heterogeneity of AAE, challenging traditional assumptions about language variation and posing questions for aspects of the divergence hypothesis. My results show that African American speakers cannot be labeled as simply being deficient or inauthentic speakers of two opposing varieties; in fact, middle-class African American speakers create a unique linguistic position. In this analysis, I include twenty-four speakers, twelve each from the 1966 and contemporary recordings. Each sample is equally divided by gender. Further, each speaker is assigned a score on a social status index, and speakers with a wide range of social status scores are included here. I analyze each speaker's use of non-initial (r), syllable-final (d), (ai) before voiced consonants, (ai) before voiceless consonants, and (upsilon). Results of these analyses show that two variables, both contexts of (ai), have remained stable over time; the amount of glide reduction has not changed between the 1966 and contemporary recordings. Both consonantal variables, (r) and (d), have changed significantly over time, but in opposite directions. The use of [r]-less variant has decreased dramatically, while the use of multiple variants for (d) has rapidly increased. Finally, the fronting of /upsilon/ has increased over time as well, but these changes have been closely tied to following context in phonetically predictable ways. The cross-time comparison in this analysis allows me to compare my real-time results with age-stratified results from 1966 in order to assess the accuracy of predictions based on apparent-time evidence. Further, by combining results for variables' use over time and the social embedding of the variables in each recording period, I trace changes in variables' social embedding and conclude that such an examination provides vital evidence for understanding how changes are instantiated among groups of speakers.\n

\n\n\n

\n \n\n \n \n \n \n \n \n Real-time changes in social stratification: Status and gender in trajectories of change for AAE variables.\n \n \n \n \n\n\n \n Nguyen, J.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 12(2): Article 13. 2006.\n \n\n\n\n
\n\n\n\n \n \n $\"Real-time$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{nguyen_real-time_2006,\n\ttitle = {Real-time changes in social stratification: {Status} and gender in trajectories of change for {AAE} variables},\n\tvolume = {12},\n\turl = {https://repository.upenn.edu/pwpl/vol12/iss2/13/},\n\tnumber = {2},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {Nguyen, Jennifer},\n\tyear = {2006},\n\tkeywords = {Detroit Dialect Study, Detroit, Michigan},\n\tpages = {Article 13},\n}\n\n

\n

\n\n\n\n

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\n \n\n \n \n \n \n \n The Dynamic Construction of Race, Class, and Gender through Linguistic Practice among Women in a Black Appalachian Community.\n \n \n \n\n\n \n Mallinson, C.\n\n\n \n\n\n\n Ph.D. Thesis, North Carolina State University, Raleigh, NC, 2006.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@phdthesis{mallinson_dynamic_2006,\n\taddress = {Raleigh, NC},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {The {Dynamic} {Construction} of {Race}, {Class}, and {Gender} through {Linguistic} {Practice} among {Women} in a {Black} {Appalachian} {Community}},\n\tlanguage = {eng},\n\tschool = {North Carolina State University},\n\tauthor = {Mallinson, Christine},\n\tyear = {2006},\n\tkeywords = {Appalachia, North Carolina},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n The atlas of North American English: phonetics, phonology, and sound change: a multimedia reference tool.\n \n \n \n\n\n \n Labov, W.; Ash, S.; and Boberg, C.\n\n\n \n\n\n\n Mouton de Gruyter, Berlin ; New York, 2006.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@book{labov_atlas_2006,\n\taddress = {Berlin ; New York},\n\ttitle = {The atlas of {North} {American} {English}: phonetics, phonology, and sound change: a multimedia reference tool},\n\tisbn = {978-3-11-016746-7},\n\tshorttitle = {The atlas of {North} {American} {English}},\n\tpublisher = {Mouton de Gruyter},\n\tauthor = {Labov, William and Ash, Sharon and Boberg, Charles},\n\tyear = {2006},\n\tkeywords = {Vowels},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n AAE and Identity: Constructing and deploying linguistic resources.\n \n \n \n\n\n \n Jones, J.; and Preston, D. R.\n\n\n \n\n\n\n The Joy of Language: Proceedings of a symposium honoring the colleagues of David Dwyer on the occasion of his retirement. 2006.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@article{jones_aae_2006,\n\ttitle = {{AAE} and {Identity}: {Constructing} and deploying linguistic resources},\n\tjournal = {The Joy of Language: Proceedings of a symposium honoring the colleagues of David Dwyer on the occasion of his retirement},\n\tauthor = {Jones, Jamilla and Preston, Dennis R.},\n\teditor = {Dwyer, David},\n\tyear = {2006},\n\tkeywords = {Identity, Northern Cities Shift},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Phonological Features Exhibited by Children Speaking African American English at Three Grade Levels.\n \n \n \n \n\n\n \n Harris, K. L.; and Moran, M. J.\n\n\n \n\n\n\n Communication Disorders Quarterly, 27(4): 195–205. September 2006.\n \n\n\n\n
\n\n\n\n \n \n $\"Phonological$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@article{harris_phonological_2006,\n\ttitle = {Phonological {Features} {Exhibited} by {Children} {Speaking} {African} {American} {English} at {Three} {Grade} {Levels}},\n\tvolume = {27},\n\tissn = {1525-7401, 1538-4837},\n\turl = {http://journals.sagepub.com/doi/10.1177/15257401060270040201},\n\tdoi = {10.1177/15257401060270040201},\n\tabstract = {This study compared phonological features of African American English speakers at 3 grade levels: preschool, elementary school, and middle school. The phonological features exhibited at all 3 grade levels were quite similar. The frequency of usage, determined by the percentage of speakers exhibiting the feature and by the mean number of occurrences of the feature, varied. The frequency of occurrence of some features decreased as grade level increased, the frequency of others remained the same, and the frequency of others was quite variable at the different grade levels. We noted I unusual feature (bazin for bathing) among several younger speakers.},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2020-05-05},\n\tjournal = {Communication Disorders Quarterly},\n\tauthor = {Harris, Kandis L. and Moran, Michael J.},\n\tmonth = sep,\n\tyear = {2006},\n\tkeywords = {Alabama, Child AAE},\n\tpages = {195--205},\n}\n\n

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\n \n\n \n \n \n \n \n \n Interview with William Labov.\n \n \n \n \n\n\n \n Gordon, M. J.\n\n\n \n\n\n\n Journal of English Linguistics, 34(4): 332–351. December 2006.\n \n\n\n\n
\n\n\n\n \n \n $\"Interview$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{gordon_interview_2006,\n\ttitle = {Interview with {William} {Labov}},\n\tvolume = {34},\n\tissn = {0075-4242, 1552-5457},\n\turl = {http://journals.sagepub.com/doi/10.1177/0075424206294308},\n\tdoi = {10.1177/0075424206294308},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2020-07-22},\n\tjournal = {Journal of English Linguistics},\n\tauthor = {Gordon, Matthew J.},\n\tmonth = dec,\n\tyear = {2006},\n\tkeywords = {Interview},\n\tpages = {332--351},\n}\n\n

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\n \n\n \n \n \n \n \n \n Preparing Teachers for Dialectally Diverse Classrooms.\n \n \n \n \n\n\n \n Godley, A. J.; Sweetland, J.; Wheeler, R. S.; Minnici, A.; and Carpenter, B. D.\n\n\n \n\n\n\n Educational Researcher, 35(8): 30–37. November 2006.\n \n\n\n\n
\n\n\n\n \n \n $\"Preparing$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{godley_preparing_2006,\n\ttitle = {Preparing {Teachers} for {Dialectally} {Diverse} {Classrooms}},\n\tvolume = {35},\n\tissn = {0013-189X, 1935-102X},\n\turl = {http://journals.sagepub.com/doi/10.3102/0013189X035008030},\n\tdoi = {10.3102/0013189X035008030},\n\tlanguage = {en},\n\tnumber = {8},\n\turldate = {2020-05-05},\n\tjournal = {Educational Researcher},\n\tauthor = {Godley, Amanda J. and Sweetland, Julie and Wheeler, Rebecca S. and Minnici, Angela and Carpenter, Brian D.},\n\tmonth = nov,\n\tyear = {2006},\n\tkeywords = {Education, Teaching},\n\tpages = {30--37},\n}\n\n

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\n \n\n \n \n \n \n \n \n The social and linguistic conditioning of back vowel fronting across ethnic groups in Memphis, Tennessee.\n \n \n \n \n\n\n \n Fridland, V.; and Bartlett, K.\n\n\n \n\n\n\n English Language and Linguistics, 10(1): 1–22. May 2006.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{fridland_social_2006,\n\ttitle = {The social and linguistic conditioning of back vowel fronting across ethnic groups in {Memphis}, {Tennessee}},\n\tvolume = {10},\n\tissn = {1360-6743, 1469-4379},\n\turl = {https://www.cambridge.org/core/product/identifier/S1360674305001681/type/journal_article},\n\tdoi = {10.1017/S1360674305001681},\n\tabstract = {While a number of recent studies have documented the back vowel changes affecting White varieties nationally, few studies have examined back vowel fronting in non-Anglo dialects or compared the social and linguistic commonalties and contrasts in the progress of the shift and the vowel classes affected. The present study explores how ethnic and regional alignment affects the dispersion of fronting in three key back vowel classes, the\n              BOOT\n              ,\n              BOOK\n              , and\n              BOAT\n              classes. Using instrumental acoustic measurement of relevant vowel classes, this article will examine both the social and linguistic conditioning governing the fronting of these classes in White and Black speakers in Memphis, TN, looking at these results in light of those found by Anderson, Milroy \\& Nguyen (2002), Ash (1996), and Labov (1994) elsewhere in the US.},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-30},\n\tjournal = {English Language and Linguistics},\n\tauthor = {Fridland, Valerie and Bartlett, Kathryn},\n\tmonth = may,\n\tyear = {2006},\n\tkeywords = {Memphis, Tennessee, Vowels},\n\tpages = {1--22},\n}\n\n

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\n \n\n \n \n \n \n \n \n Language and Ethnicity.\n \n \n \n \n\n\n \n Fought, C.\n\n\n \n\n\n\n Cambridge University Press, Cambridge, 2006.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@book{fought_language_2006,\n\taddress = {Cambridge},\n\ttitle = {Language and {Ethnicity}},\n\tisbn = {978-0-511-79121-5},\n\turl = {http://ebooks.cambridge.org/ref/id/CBO9780511791215},\n\turldate = {2020-05-05},\n\tpublisher = {Cambridge University Press},\n\tauthor = {Fought, Carmen},\n\tyear = {2006},\n\tdoi = {10.1017/CBO9780511791215},\n\tkeywords = {Ethnicity, Textbook},\n}\n\n

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\n \n\n \n \n \n \n \n Malik goes to school: examining the language skills of African American students from preschool-5th grade.\n \n \n \n\n\n \n Craig, H. K.; and Washington, J. A.\n\n\n \n\n\n\n L. Erlbaum Associates, Mahwah, N.J, 2006.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@book{craig_malik_2006,\n\taddress = {Mahwah, N.J},\n\ttitle = {Malik goes to school: examining the language skills of {African} {American} students from preschool-5th grade},\n\tisbn = {978-0-8058-4089-6 978-0-8058-5811-2},\n\tshorttitle = {Malik goes to school},\n\tpublisher = {L. Erlbaum Associates},\n\tauthor = {Craig, Holly K. and Washington, Julie A.},\n\tyear = {2006},\n\tkeywords = {Acquisition, Child AAE},\n}\n\n

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\n \n\n \n \n \n \n \n \n African American Preschoolers' Language, Emergent Literacy Skills, and Use of African American English: A Complex Relation.\n \n \n \n \n\n\n \n Connor, C. M.; and Craig, H. K.\n\n\n \n\n\n\n Journal of Speech, Language, and Hearing Research, 49(4): 771–792. August 2006.\n \n\n\n\n
\n\n\n\n \n \n $\"African$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{connor_african_2006,\n\ttitle = {African {American} {Preschoolers}' {Language}, {Emergent} {Literacy} {Skills}, and {Use} of {African} {American} {English}: {A} {Complex} {Relation}},\n\tvolume = {49},\n\tissn = {1092-4388, 1558-9102},\n\tshorttitle = {African {American} {Preschoolers}' {Language}, {Emergent} {Literacy} {Skills}, and {Use} of {African} {American} {English}},\n\turl = {http://pubs.asha.org/doi/10.1044/1092-4388%282006/055%29},\n\tdoi = {10.1044/1092-4388(2006/055)},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2020-05-04},\n\tjournal = {Journal of Speech, Language, and Hearing Research},\n\tauthor = {Connor, Carol McDonald and Craig, Holly K.},\n\tmonth = aug,\n\tyear = {2006},\n\tkeywords = {Acquisition, Child AAE},\n\tpages = {771--792},\n}\n\n

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\n \n 2005\n \n \n (20)\n \n \n

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\n \n\n \n \n \n \n \n \n The ain't constraint: Not-contraction in early African American English.\n \n \n \n \n\n\n \n Walker, J. A.\n\n\n \n\n\n\n Language Variation and Change, 17(01). March 2005.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{walker_aint_2005,\n\ttitle = {The ain't constraint: {Not}-contraction in early {African} {American} {English}},\n\tvolume = {17},\n\tissn = {0954-3945, 1469-8021},\n\tshorttitle = {The ain't constraint},\n\turl = {http://www.journals.cambridge.org/abstract_S0954394505050015},\n\tdoi = {10.1017/S0954394505050015},\n\tabstract = {Studies of negation in African American English (AAE) typically focus on its most salient exponents, ain't and negative concord. Because ain't arose during the development of auxiliary- and not-contraction in Early Modern English, an interesting question is whether constraints on ain't can be attributed to more general constraints on contraction. This article examines the constraints on not-contraction in three varieties argued to be representative of Early AAE. Although the analysis is complicated by the ever-narrowing variable context of ain't and by the competition of not-contraction with auxiliary contraction, results are largely parallel across the three varieties, pointing to a common origin. The parallels between ain't and not-contraction provide evidence that ain't is the extension of more general processes of contraction. The most consistent effect, the presence of negative concord, is argued to reflect a recurrent process of reinforcement in the history of English negation.},\n\tlanguage = {en},\n\tnumber = {01},\n\turldate = {2020-04-14},\n\tjournal = {Language Variation and Change},\n\tauthor = {Walker, James A.},\n\tmonth = mar,\n\tyear = {2005},\n\tkeywords = {Morphosyntax, Negation},\n}\n\n

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\n \n\n \n \n \n \n \n \n S marks the spot? Regional variation and early African American correspondence.\n \n \n \n \n\n\n \n Van Herk, G.; and Walker, J. A.\n\n\n \n\n\n\n Language Variation and Change, 17(02). July 2005.\n \n\n\n\n
\n\n\n\n \n \n $\"S$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@article{van_herk_s_2005,\n\ttitle = {S marks the spot? {Regional} variation and early {African} {American} correspondence},\n\tvolume = {17},\n\tissn = {0954-3945, 1469-8021},\n\tshorttitle = {S marks the spot?},\n\turl = {http://www.journals.cambridge.org/abstract_S0954394505050052},\n\tdoi = {10.1017/S0954394505050052},\n\tlanguage = {en},\n\tnumber = {02},\n\turldate = {2020-04-14},\n\tjournal = {Language Variation and Change},\n\tauthor = {Van Herk, Gerard and Walker, James A.},\n\tmonth = jul,\n\tyear = {2005},\n\tkeywords = {Early African American English, Liberia},\n}\n\n

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\n \n\n \n \n \n \n \n The Development of African American English in the Oldest Black Town in American: Plural -s Absence in Princeville, North Carolina.\n \n \n \n\n\n \n Rowe, R.\n\n\n \n\n\n\n Master's thesis, North Carolina State University, Raleigh, NC, 2005.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@mastersthesis{rowe_development_2005,\n\taddress = {Raleigh, NC},\n\ttitle = {The {Development} of {African} {American} {English} in the {Oldest} {Black} {Town} in {American}: {Plural} -s {Absence} in {Princeville}, {North} {Carolina}},\n\tschool = {North Carolina State University},\n\tauthor = {Rowe, Ryan},\n\tyear = {2005},\n\tkeywords = {North Carolina, Princeville, North Carolina, Syntax},\n}\n\n

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\n \n\n \n \n \n \n \n \n Appropriation of African American slang by Asian American youth.\n \n \n \n \n\n\n \n Reyes, A.\n\n\n \n\n\n\n Journal of Sociolinguistics, 9(4): 509–532. November 2005.\n \n\n\n\n
\n\n\n\n \n \n $\"Appropriation$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{reyes_appropriation_2005,\n\ttitle = {Appropriation of {African} {American} slang by {Asian} {American} youth},\n\tvolume = {9},\n\tissn = {1360-6441, 1467-9841},\n\turl = {http://doi.wiley.com/10.1111/j.1360-6441.2005.00304.x},\n\tdoi = {10.1111/j.1360-6441.2005.00304.x},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2020-07-02},\n\tjournal = {Journal of Sociolinguistics},\n\tauthor = {Reyes, Angela},\n\tmonth = nov,\n\tyear = {2005},\n\tkeywords = {Appropriation, Slang},\n\tpages = {509--532},\n}\n\n

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\n \n\n \n \n \n \n \n \n Curriculum Accompanying the Public Broadcaster Service Series 'Do You Speak American?'.\n \n \n \n \n\n\n \n Reaser, J.; Adger, C.; and Hoyle, S.\n\n\n \n\n\n\n 2005.\n \n\n\n\n
\n\n\n\n \n \n $\"Curriculum$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@misc{reaser_curriculum_2005,\n\ttitle = {Curriculum {Accompanying} the {Public} {Broadcaster} {Service} {Series} '{Do} {You} {Speak} {American}?'},\n\turl = {https://www.pbs.org/speak/education/},\n\tauthor = {Reaser, Jeffrey and Adger, Carolyn and Hoyle, Susan},\n\tyear = {2005},\n\tkeywords = {Education},\n}\n\n

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\n \n\n \n \n \n \n \n A teacher's introduction to African American English: what a writing teacher should know.\n \n \n \n\n\n \n Redd, T. M.; and Webb, K. S.\n\n\n \n\n\n\n of NCTE teacher's introduction seriesNational Council of Teachers of English, Urbana, Ill, 2005.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@book{redd_teachers_2005,\n\taddress = {Urbana, Ill},\n\tseries = {{NCTE} teacher's introduction series},\n\ttitle = {A teacher's introduction to {African} {American} {English}: what a writing teacher should know},\n\tisbn = {978-0-8141-5007-8},\n\tshorttitle = {A teacher's introduction to {African} {American} {English}},\n\tpublisher = {National Council of Teachers of English},\n\tauthor = {Redd, Teresa M. and Webb, Karen Schuster},\n\tyear = {2005},\n\tkeywords = {Teaching},\n}\n\n

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\n \n\n \n \n \n \n \n Ebonics: the urban education debate.\n \n \n \n\n\n \n Ramirez, J. D.,\n editor.\n \n\n\n \n\n\n\n of New perspectives on language and educationMultilingual Matters, Clevedon, Hants, England ; Buffalo, 2nd ed edition, 2005.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@book{ramirez_ebonics_2005,\n\taddress = {Clevedon, Hants, England ; Buffalo},\n\tedition = {2nd ed},\n\tseries = {New perspectives on language and education},\n\ttitle = {Ebonics: the urban education debate},\n\tisbn = {978-1-85359-796-1 978-1-85359-797-8 978-1-85359-798-5},\n\tshorttitle = {Ebonics},\n\tpublisher = {Multilingual Matters},\n\teditor = {Ramirez, J. David},\n\tyear = {2005},\n\tkeywords = {Edited Volume, Education},\n}\n\n

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\n \n\n \n \n \n \n \n \n Transcription as Methodology: Using Transcription Tasks to Assess Language Attitudes.\n \n \n \n \n\n\n \n Nguyen, J.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 10(2): Article 15. 2005.\n \n\n\n\n
\n\n\n\n \n \n $\"Transcription$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{nguyen_transcription_2005,\n\ttitle = {Transcription as {Methodology}: {Using} {Transcription} {Tasks} to {Assess} {Language} {Attitudes}},\n\tvolume = {10},\n\turl = {https://repository.upenn.edu/pwpl/vol10/iss2/15/},\n\tnumber = {2},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {Nguyen, Jennifer},\n\tyear = {2005},\n\tkeywords = {Attitudes, Michigan},\n\tpages = {Article 15},\n}\n\n

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\n \n\n \n \n \n \n \n I can look through muddy water: analyzing earlier African American English in blues lyics (BLUR).\n \n \n \n\n\n \n Miethaner, U.\n\n\n \n\n\n\n of Regensburger Arbeiten zur Anglistik und AmerikanistikPeter Lang, Frankfurt am Main ; New York, 2005.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@book{miethaner_i_2005,\n\taddress = {Frankfurt am Main ; New York},\n\tseries = {Regensburger {Arbeiten} zur {Anglistik} und {Amerikanistik}},\n\ttitle = {I can look through muddy water: analyzing earlier {African} {American} {English} in blues lyics ({BLUR})},\n\tisbn = {978-0-8204-7735-0 978-3-631-54057-2},\n\tshorttitle = {I can look through muddy water},\n\tabstract = {With its 1.5 million words BLUR is the biggest electronic corpus of nonstandard English. The present study describes the stages in the design, the compilation, and the editing of BLUR and attempts to gauge its linguistic profit. This is done both from a theoretical perspective – blues poetry vs. natural speech, representativeness, validity – and from an analytical perspective in particular qualitative, quantitative, and comparative analyses of morphological, morphosyntactic, and syntactic features. The findings indicate that BLUR provides an outstandingly rich and reliable documentation of the vernaculars spoken by African Americans between the Civil War and World War II. The more than 1,000 illustrative examples presented throughout this study attest to the correctness of this statement.},\n\tnumber = {Bd. 47},\n\tpublisher = {Peter Lang},\n\tauthor = {Miethaner, Ulrich},\n\tyear = {2005},\n\tkeywords = {Blues (Music), Discourse analysis, Early African American English},\n}\n\n

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\n \n\n \n \n \n \n \n \n Communities of Practice in Sociolinguisitc Description: African American Women's Language in Appalachia.\n \n \n \n \n\n\n \n Mallinson, C.; and Childs, B.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 10(2): Article 2. 2005.\n \n\n\n\n
\n\n\n\n \n \n $\"Communities$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@article{mallinson_communities_2005,\n\ttitle = {Communities of {Practice} in {Sociolinguisitc} {Description}: {African} {American} {Women}'s {Language} in {Appalachia}},\n\tvolume = {10},\n\turl = {https://repository.upenn.edu/pwpl/vol10/iss2/2/},\n\tnumber = {2},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {Mallinson, Christine and Childs, Becky},\n\tyear = {2005},\n\tkeywords = {Appalachia, Communities of Practice},\n\tpages = {Article 2},\n}\n\n

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\n \n\n \n \n \n \n \n \n Tense and Aspectual be in Child African American English.\n \n \n \n \n\n\n \n Jackson, J. E.; and Green, L.\n\n\n \n\n\n\n In Verkuyl, H. J.; de Swart, H.; and van Hout, A., editor(s), Perspectives on Aspect, pages 233–250. Springer Netherlands, Dordrecht, 2005.\n \n\n\n\n
\n\n\n\n \n \n $\"Tense$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@incollection{verkuyl_tense_2005,\n\taddress = {Dordrecht},\n\ttitle = {Tense and {Aspectual} be in {Child} {African} {American} {English}},\n\tisbn = {978-1-4020-3230-1 978-1-4020-3232-5},\n\turl = {http://link.springer.com/10.1007/1-4020-3232-3_13},\n\tlanguage = {en},\n\turldate = {2020-07-01},\n\tbooktitle = {Perspectives on {Aspect}},\n\tpublisher = {Springer Netherlands},\n\tauthor = {Jackson, Janice E. and Green, Lisa},\n\teditor = {Verkuyl, Henk J. and de Swart, Henriette and van Hout, Angeliek},\n\tyear = {2005},\n\tdoi = {10.1007/1-4020-3232-3_13},\n\tkeywords = {Child AAE, Syntax},\n\tpages = {233--250},\n}\n\n

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\n \n\n \n \n \n \n \n \n Negation in African American Vernacular English.\n \n \n \n \n\n\n \n Howe, D.\n\n\n \n\n\n\n In Iyeiri, Y., editor(s), Aspects of English Negation, pages 173–203. John Benjamins Publishing Company, Amsterdam, 2005.\n \n\n\n\n
\n\n\n\n \n \n $\"Negation$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@incollection{iyeiri_negation_2005,\n\taddress = {Amsterdam},\n\ttitle = {Negation in {African} {American} {Vernacular} {English}},\n\tisbn = {978-90-272-3231-1 978-90-272-8535-5},\n\turl = {https://benjamins.com/catalog/z.132.16how},\n\tlanguage = {en},\n\turldate = {2020-07-29},\n\tbooktitle = {Aspects of {English} {Negation}},\n\tpublisher = {John Benjamins Publishing Company},\n\tauthor = {Howe, Darin},\n\teditor = {Iyeiri, Yoko},\n\tyear = {2005},\n\tdoi = {10.1075/z.132.16how},\n\tkeywords = {Negation},\n\tpages = {173--203},\n}\n\n

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\n \n\n \n \n \n \n \n \n Mergers in the mountains: West Virginia division and unification.\n \n \n \n \n\n\n \n Hazen, K.\n\n\n \n\n\n\n English World-Wide, 26(2): 199–221. June 2005.\n \n\n\n\n
\n\n\n\n \n \n $\"Mergers$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@article{hazen_mergers_2005,\n\ttitle = {Mergers in the mountains: {West} {Virginia} division and unification},\n\tvolume = {26},\n\tissn = {0172-8865, 1569-9730},\n\tshorttitle = {Mergers in the mountains},\n\turl = {http://www.jbe-platform.com/content/journals/10.1075/eww.26.2.05haz},\n\tdoi = {10.1075/eww.26.2.05haz},\n\tabstract = {This paper examines the status of two vowel mergers in a rural area of the United States. The front-lax merger has traditionally been a southern US merger, and the low-back merger has traditionally been a northern or western US merger. In areas of West Virginia, the same speakers demonstrate both. This geographic overlap of both mergers reinforces the idea that West Virginia is a transitional dialect region. In addition, the traditionally distinct dialect regions of West Virginia are finding increased unity in this overlap of mergers.},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-04-30},\n\tjournal = {English World-Wide},\n\tauthor = {Hazen, Kirk},\n\tmonth = jun,\n\tyear = {2005},\n\tkeywords = {Vowels, West Virginia},\n\tpages = {199--221},\n}\n\n

\n

\n\n\n\n\n\n

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\n \n\n \n \n \n \n \n \n In Search of Ethnic Cues: The Status of /æ/ and /ε/ and Their Implications for Linguistic Profiling.\n \n \n \n \n\n\n \n Grimes, D.\n\n\n \n\n\n\n Master's thesis, North Carolina State University, Raleigh, NC, 2005.\n \n\n\n\n
\n\n\n\n \n \n $\"In$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@mastersthesis{grimes_search_2005,\n\taddress = {Raleigh, NC},\n\ttitle = {In {Search} of {Ethnic} {Cues}: {The} {Status} of /æ/ and /ε/ and {Their} {Implications} for {Linguistic} {Profiling}},\n\turl = {https://repository.lib.ncsu.edu/handle/1840.16/2244},\n\tabstract = {Historically, the study of African American English (AAE), perhaps the most thoroughly documented language variety in the United States, has been centered on syntactic and morphological characteristics. The phonological features that have been discussed are generally limited to consonantal characteristics such as consonant cluster reduction; thorough studies of the vowel systems of African American speakers have only begun to appear in earnest in the literature since the 1990s. Similarly, systematic studies of dialect perception, despite a long tradition in experimental phonetics, have only sporadically been employed in sociolinguistics. This thesis begins to fill both of these gaps by (1) reporting results from two ethnic identification experiments conducted in North Carolina and by (2) reporting data collected from a comparative analysis of two vowels as produced by NC black and white speakers. The vowels examined were /æ/ and /ε/, which are both reported to be raised by African American speakers. The perception experiments required a process of instrumental resynthesis of recorded speech to generate stimuli approximating a continuum of values between two dialectal vowel variants. This process, used for both /æ/ and /ε/, is based on the source-filter theory of vowel production and entails the use of the phonetics software Praat. Using LPC analysis, Praat can synthetically extract a 'filter' from a recorded vowel sound, thereby leaving an approximation of the speaker's unfiltered glottal source. This 'filter' can then be manipulated to represent different formant values and used to refilter the previously generated source signal. With this procedure, a range of experimental stimuli were created for /æ/ and /ε/, representing a continuum of vowels between the black and white variants for each. Results from experimental subjects who heard the stimuli demonstrate that for both /æ/ and /ε/, there was a significant correlation between vowel height and ethnic identification: the stimuli representing a higher vowel position were perceived more often to have been produced by an African American speaker than the stimuli representing a lower vowel position. Furthermore, this correlation seems to be stronger for /æ/ than for /ε/. The data generated by the production study corroborate these perception results. In the production study, F₁ measurements were taken from African American (AA) and European American (EA) pronunciations of the vowels /æ/ and /ε/. These measurements came from field recordings of North Carolina speakers from the North Carolina Language and Life Project archives. The results from this study show a statistically significant difference in the mean AA height and the mean EA height for both of these vowels; furthermore, the difference between the two means for /æ/ was much greater than the difference for /ε/. The impetus for this ethnic identification approach to the analysis of dialect perception comes from the reality of linguistic profiling. Potential landlords and other real estate professionals use this type of racial discrimination to deny housing opportunities to minorities inquiring over the telephone about property availability. The use of such practices is a documented reality; however, many people reject the notion that speakers' ethnicities can be identified based only on their voices. It is hoped that the empirically generated perception data presented here will provide incontestable evidence for the plausibility of linguistically based discrimination practices, and thereby help to solidify the case for legal defendants who have experienced this type of discrimination.},\n\tschool = {North Carolina State University},\n\tauthor = {Grimes, Drew},\n\tyear = {2005},\n\tkeywords = {North Carolina, Perception, Vowels},\n}\n\n

\n

\n\n\n

\n Historically, the study of African American English (AAE), perhaps the most thoroughly documented language variety in the United States, has been centered on syntactic and morphological characteristics. The phonological features that have been discussed are generally limited to consonantal characteristics such as consonant cluster reduction; thorough studies of the vowel systems of African American speakers have only begun to appear in earnest in the literature since the 1990s. Similarly, systematic studies of dialect perception, despite a long tradition in experimental phonetics, have only sporadically been employed in sociolinguistics. This thesis begins to fill both of these gaps by (1) reporting results from two ethnic identification experiments conducted in North Carolina and by (2) reporting data collected from a comparative analysis of two vowels as produced by NC black and white speakers. The vowels examined were /æ/ and /ε/, which are both reported to be raised by African American speakers. The perception experiments required a process of instrumental resynthesis of recorded speech to generate stimuli approximating a continuum of values between two dialectal vowel variants. This process, used for both /æ/ and /ε/, is based on the source-filter theory of vowel production and entails the use of the phonetics software Praat. Using LPC analysis, Praat can synthetically extract a 'filter' from a recorded vowel sound, thereby leaving an approximation of the speaker's unfiltered glottal source. This 'filter' can then be manipulated to represent different formant values and used to refilter the previously generated source signal. With this procedure, a range of experimental stimuli were created for /æ/ and /ε/, representing a continuum of vowels between the black and white variants for each. Results from experimental subjects who heard the stimuli demonstrate that for both /æ/ and /ε/, there was a significant correlation between vowel height and ethnic identification: the stimuli representing a higher vowel position were perceived more often to have been produced by an African American speaker than the stimuli representing a lower vowel position. Furthermore, this correlation seems to be stronger for /æ/ than for /ε/. The data generated by the production study corroborate these perception results. In the production study, F₁ measurements were taken from African American (AA) and European American (EA) pronunciations of the vowels /æ/ and /ε/. These measurements came from field recordings of North Carolina speakers from the North Carolina Language and Life Project archives. The results from this study show a statistically significant difference in the mean AA height and the mean EA height for both of these vowels; furthermore, the difference between the two means for /æ/ was much greater than the difference for /ε/. The impetus for this ethnic identification approach to the analysis of dialect perception comes from the reality of linguistic profiling. Potential landlords and other real estate professionals use this type of racial discrimination to deny housing opportunities to minorities inquiring over the telephone about property availability. The use of such practices is a documented reality; however, many people reject the notion that speakers' ethnicities can be identified based only on their voices. It is hoped that the empirically generated perception data presented here will provide incontestable evidence for the plausibility of linguistically based discrimination practices, and thereby help to solidify the case for legal defendants who have experienced this type of discrimination.\n

\n\n\n

\n \n\n \n \n \n \n \n \n The Sociology of African American Language.\n \n \n \n \n\n\n \n DeBose, C. E.\n\n\n \n\n\n\n Palgrave Macmillan UK, London, 2005.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@book{debose_sociology_2005,\n\taddress = {London},\n\ttitle = {The {Sociology} of {African} {American} {Language}},\n\tisbn = {978-1-349-52010-7 978-0-230-50208-6},\n\turl = {http://link.springer.com/10.1057/9780230502086},\n\tlanguage = {en},\n\turldate = {2020-04-29},\n\tpublisher = {Palgrave Macmillan UK},\n\tauthor = {DeBose, Charles E.},\n\tyear = {2005},\n\tdoi = {10.1057/9780230502086},\n}\n\n

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\n \n\n \n \n \n \n \n Investigating the local construction of identity: Sociophonetic variation in Smoky Mountain African American speech.\n \n \n \n\n\n \n Childs, B.\n\n\n \n\n\n\n Ph.D. Thesis, University of Georgia, Athens, GA, 2005.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@phdthesis{childs_investigating_2005,\n\taddress = {Athens, GA},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {Investigating the local construction of identity: {Sociophonetic} variation in {Smoky} {Mountain} {African} {American} speech},\n\tabstract = {This dissertation examines the social meaning of phonetic detail among two African American women’s communities of practice, specifically investigating ways in which these African American women use subtle phonetic variation in the construction of their identity.  Over the years, studies of African American English have been a major focus of sociolinguistics; however, this research has often overlooked the place of African American women’s language.  This research goes beyond these traditional sociolinguistic studies to look specifically at African American women’s language and the ways that social practices can affect women’s language in a regional context. Using an integration of sociolinguistic and acoustic phonetic methodologies this study accounts for phonetic variables such as coarticulation and duration, and for social variables particular to each community of practice that have an effect on vocalic production.   The results of this study can be used by linguists to compare the phonetic characteristics of different regional and social groups of African American women and to gain a sense of the complexity and heterogeneity that can be found within one small community.  This study also provides one of the few quantitative and phonetic studies of African American women’s language.  Additionally, it will build on the variationist research tradition by analyzing this variety not only with regard to traditional variables such as race, region, and age, but also with these variables as they are manifested in social practice.  This research should add to our knowledge about Smoky Mountain English, since it is one of a very few studies that has examined the dialect of African Americans living in this region of the United States.},\n\tschool = {University of Georgia},\n\tauthor = {Childs, Becky},\n\tyear = {2005},\n\tkeywords = {Appalachia, North Carolina, Vowels},\n}\n\n

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\n \n\n \n \n \n \n \n \n The invisible community of the lost colony: African American English on Roanoke Island.\n \n \n \n \n\n\n \n Carpenter, J.\n\n\n \n\n\n\n American Speech, 80(3): 227–255. September 2005.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{carpenter_invisible_2005,\n\ttitle = {The invisible community of the lost colony: {African} {American} {English} on {Roanoke} {Island}},\n\tvolume = {80},\n\tissn = {0003-1283, 1527-2133},\n\tshorttitle = {{THE} {INVISIBLE} {COMMUNITY} {OF} {THE} {LOST} {COLONY}},\n\turl = {https://read.dukeupress.edu/american-speech/article/80/3/227-255/5435},\n\tdoi = {10.1215/00031283-80-3-227},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-04-29},\n\tjournal = {American Speech},\n\tauthor = {Carpenter, J.},\n\tmonth = sep,\n\tyear = {2005},\n\tkeywords = {Roanoke Island, North Carolina},\n\tpages = {227--255},\n}\n\n

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\n\n\n

\n \n\n \n \n \n \n \n \n Shifting Parameters of Individual and Group Variation: African American English on Roanoke Island.\n \n \n \n \n\n\n \n Carpenter, J.; and Hilliard, S.\n\n\n \n\n\n\n Journal of English Linguistics, 33(2): 161–184. June 2005.\n \n\n\n\n
\n\n\n\n \n \n $\"Shifting$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{carpenter_shifting_2005,\n\ttitle = {Shifting {Parameters} of {Individual} and {Group} {Variation}: {African} {American} {English} on {Roanoke} {Island}},\n\tvolume = {33},\n\tissn = {0075-4242, 1552-5457},\n\tshorttitle = {Shifting {Parameters} of {Individual} and {Group} {Variation}},\n\turl = {http://journals.sagepub.com/doi/10.1177/0075424205278952},\n\tdoi = {10.1177/0075424205278952},\n\tabstract = {The relationship of the individual to the group is one of the central issues in language variation, particularly in mono-ethnic enclaves. This study examines the role of the individual and the group in Roanoke Island, NC, the largest African American community on the Outer Banks. Phonological and morphosyntactic variables representing four generations of African American speakers indicate increasing group accommodation to regional dialect norms while preserving core ethnolinguistic traits. Despite the macro-level trends, the speech of individuals on Roanoke Island reveals high levels of variation within each generation. Several factors may affect the variable frequencies expressed by individuals: mobility (both realized and desired), inter-ethnic contact, and personal versus public identities. We investigate how multiple factors affect individual variation, demonstrating both common and distinctive generational trends. Although individuals often align with the overall patterns of their generational cohorts, their speech also exhibits flexibility of group affiliation and personal style.},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-04-16},\n\tjournal = {Journal of English Linguistics},\n\tauthor = {Carpenter, Jeannine and Hilliard, Sarah},\n\tmonth = jun,\n\tyear = {2005},\n\tkeywords = {North Carolina, Roanoke Island, North Carolina},\n\tpages = {161--184},\n}\n\n

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\n \n\n \n \n \n \n \n Gettin' our groove on: rhetoric, language, and literacy for the hip hop generation.\n \n \n \n\n\n \n Campbell, K. E.\n\n\n \n\n\n\n of African American life seriesWayne State University Press, Detroit, Mich, 2005.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@book{campbell_gettin_2005,\n\taddress = {Detroit, Mich},\n\tseries = {African {American} life series},\n\ttitle = {Gettin' our groove on: rhetoric, language, and literacy for the hip hop generation},\n\tisbn = {978-0-8143-2925-2},\n\tshorttitle = {Gettin' our groove on},\n\tabstract = {Because of the increasing influence of hip hop music and culture on a generation raised during its dominance, it is important to address hip hop and African American vernacular not merely as elements of folk and popular cultures but as rhetoric worthy of serious scrutiny. In Gettin’ Our Groove On, Kermit E. Campbell not only insists on this worthiness but also investigates the role that African American vernacular plays in giving a voice to the lived experiences of America’s ghetto marginalized.\n\nCampbell’s work shows the persistence and force of the vernacular tradition in the face of increasing criticism from the American mainstream. A broad area of research is covered with surprising depth as Campbell addresses issues of language and rhetoric within the historical context of African oral tradition and African American folklore, poetry, popular music, fiction, and film. The text presents gangsta/reality rap as a rhetorical tactic consistent with ghetto hustling culture, rather than just entertainment, and also explores the negation of black vernacular in the classroom that has resulted in misguided approaches to teaching literacy to black students. Itself infused with the hip hop idiom and an engaging style free of academic jargon, Gettin’ Our Groove On presents a thorough and provocative contribution to cultural and rhetorical studies.},\n\tpublisher = {Wayne State University Press},\n\tauthor = {Campbell, Kermit Ernest},\n\tyear = {2005},\n\tkeywords = {Hip Hop, Literacy},\n}\n\n

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\n \n\n \n \n \n \n \n \n 'You Know My Steez': The Effects of Race, Gender, and Hip Hop Cultural Knowledge on the Speech Styles of Black Youth.\n \n \n \n \n\n\n \n Alim, H. S.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 10(2): Article 3. 2005.\n \n\n\n\n
\n\n\n\n \n \n $\"'You$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{alim_you_2005,\n\ttitle = {'{You} {Know} {My} {Steez}': {The} {Effects} of {Race}, {Gender}, and {Hip} {Hop} {Cultural} {Knowledge} on the {Speech} {Styles} of {Black} {Youth}},\n\tvolume = {10},\n\turl = {https://repository.upenn.edu/pwpl/vol10/iss2/3/},\n\tnumber = {2},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {Alim, H. Samy},\n\tyear = {2005},\n\tkeywords = {Syntax},\n\tpages = {Article 3},\n}\n\n

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\n \n 2004\n \n \n (23)\n \n \n

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\n \n\n \n \n \n \n \n The grammar of urban African American Vernacular English.\n \n \n \n\n\n \n Wolfram, W.\n\n\n \n\n\n\n In Kortmann, B.; Burridge, K.; Mesthrie, R.; and Schneider, E. W., editor(s), A Handbook of Varieties of English. Vol. 2:Morphology and Syntax, pages 111–132. Mouton de Gruyter, Berlin and New York, 2004.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@incollection{wolfram_grammar_2004,\n\taddress = {Berlin and New York},\n\ttitle = {The grammar of urban {African} {American} {Vernacular} {English}},\n\tlanguage = {eng},\n\tbooktitle = {A {Handbook} of {Varieties} of {English}. {Vol}. 2:{Morphology} and {Syntax}},\n\tpublisher = {Mouton de Gruyter},\n\tauthor = {Wolfram, Walt},\n\teditor = {Kortmann, Bernd and Burridge, Kate and Mesthrie, Rajend and Schneider, Edgar W.},\n\tyear = {2004},\n\tkeywords = {Review Article, Syntax},\n\tpages = {111--132},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n The grammar of social and ethnic varieties in the Southeast.\n \n \n \n\n\n \n Wolfram, W.\n\n\n \n\n\n\n In Kortmann, B.; Burridge, K.; Mesthrie, R.; and Schneider, E. W., editor(s), A Handbook of Varieties of English. Vol. 2:Morphology and Syntax, pages 74–94. Mouton de Gruyter, Berlin and New York, 2004.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@incollection{wolfram_grammar_2004-1,\n\taddress = {Berlin and New York},\n\ttitle = {The grammar of social and ethnic varieties in the {Southeast}},\n\tlanguage = {eng},\n\tbooktitle = {A {Handbook} of {Varieties} of {English}. {Vol}. 2:{Morphology} and {Syntax}},\n\tpublisher = {Mouton de Gruyter},\n\tauthor = {Wolfram, Walt},\n\teditor = {Kortmann, Bernd and Burridge, Kate and Mesthrie, Rajend and Schneider, Edgar W.},\n\tyear = {2004},\n\tkeywords = {Review Article, Syntax},\n\tpages = {74--94},\n}\n\n

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\n \n\n \n \n \n \n \n \n Addressing Ideologies Around African American English.\n \n \n \n \n\n\n \n Wassink, A. B.; and Curzan, A.\n\n\n \n\n\n\n Journal of English Linguistics, 32(3): 171–185. September 2004.\n \n\n\n\n
\n\n\n\n \n \n $\"Addressing$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 8 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{wassink_addressing_2004,\n\ttitle = {Addressing {Ideologies} {Around} {African} {American} {English}},\n\tvolume = {32},\n\tissn = {0075-4242, 1552-5457},\n\turl = {http://journals.sagepub.com/doi/10.1177/0075424204268229},\n\tdoi = {10.1177/0075424204268229},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-04-30},\n\tjournal = {Journal of English Linguistics},\n\tauthor = {Wassink, Alicia Beckford and Curzan, Anne},\n\tmonth = sep,\n\tyear = {2004},\n\tkeywords = {Ideologies},\n\tpages = {171--185},\n}\n\n

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\n\n\n

\n \n\n \n \n \n \n \n Southern vowels and the social construction of salience.\n \n \n \n\n\n \n Torbert, B.\n\n\n \n\n\n\n Ph.D. Thesis, Duke University, Durham, NC, 2004.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@phdthesis{torbert_southern_2004,\n\taddress = {Durham, NC},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {Southern vowels and the social construction of salience},\n\tschool = {Duke University},\n\tauthor = {Torbert, Benjamin},\n\tyear = {2004},\n\tkeywords = {North Carolina, Vowels},\n}\n\n

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\n \n\n \n \n \n \n \n \n Delimiting perceptual cues used for the ethnic labeling of African American and European American voices.\n \n \n \n \n\n\n \n Thomas, E. R.; and Reaser, J.\n\n\n \n\n\n\n Journal of Sociolinguistics, 8(1): 54–87. February 2004.\n \n\n\n\n
\n\n\n\n \n \n $\"Delimiting$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{thomas_delimiting_2004,\n\ttitle = {Delimiting perceptual cues used for the ethnic labeling of {African} {American} and {European} {American} voices},\n\tvolume = {8},\n\tissn = {1360-6441, 1467-9841},\n\turl = {http://doi.wiley.com/10.1111/j.1467-9841.2004.00251.x},\n\tdoi = {10.1111/j.1467-9841.2004.00251.x},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-29},\n\tjournal = {Journal of Sociolinguistics},\n\tauthor = {Thomas, Erik R. and Reaser, Jeffrey},\n\tmonth = feb,\n\tyear = {2004},\n\tkeywords = {Perception},\n\tpages = {54--87},\n}\n\n

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\n \n\n \n \n \n \n \n \n Spelling and dialect: Comparisons between speakers of African American vernacular English and White speakers.\n \n \n \n \n\n\n \n Treiman, R.\n\n\n \n\n\n\n Psychonomic Bulletin & Review, 11(2): 338–342. April 2004.\n \n\n\n\n
\n\n\n\n \n \n $\"Spelling$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{treiman_spelling_2004,\n\ttitle = {Spelling and dialect: {Comparisons} between speakers of {African} {American} vernacular {English} and {White} speakers},\n\tvolume = {11},\n\tissn = {1069-9384, 1531-5320},\n\tshorttitle = {Spelling and dialect},\n\turl = {http://link.springer.com/10.3758/BF03196580},\n\tdoi = {10.3758/BF03196580},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-05-21},\n\tjournal = {Psychonomic Bulletin \\& Review},\n\tauthor = {Treiman, Rebecca},\n\tmonth = apr,\n\tyear = {2004},\n\tkeywords = {Consonants, Detroit, Michigan, Writing},\n\tpages = {338--342},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n On the articulation of aspectual meaning in African-American English.\n \n \n \n\n\n \n Terry, J. M.\n\n\n \n\n\n\n Ph.D. Thesis, University of Massachusetts Amherst, Amherst, MA, 2004.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@phdthesis{terry_articulation_2004,\n\taddress = {Amherst, MA},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {On the articulation of aspectual meaning in {African}-{American} {English}},\n\tabstract = {This dissertation investigates the articulation of aspect in African-American English (AAE). Its primary goal is the development of a formal semantics of AAE simple V-ed sentences that explains their compositional interpretation and relationship to done V-ed sentences. Building largely on the valuable works of Green (1993; 1998), Déchaine (1993), Dayton (1996), the work herein supports the conclusions that AAE simple V-ed sentences such as The frog done jumped are ambiguous, having both past perfective and present perfect readings, and that AAE done V-ed sentences such as The frog done jumped are unambiguously present perfect. Further, it identifies a distinction in meaning between AAE simple V-ed perfects and done V-ed perfects. This distinction makes untenable analyses of the simple V-ed ambiguity in which a silent done is responsible for contributing perfect aspect to the present perfect versions of these sentences. Instead, this work traces the ambiguity to the presence of a covert present tense operator found in the present perfect (but not past perfective) versions of simple V-ed sentences, and the interaction of this operator with the -ed morpheme. In the proposed analysis, single AAE -ed morpheme unambiguously denotes a temporal relation of precedence, contrasting with the two distinct Standard American English (SAE) morphemes often notated as -ed and -en and often argued to denote past and perfect respectively. When it interacts with a covert present tense operator, AAE -ed contributes its precedence relation to the domain of aspect, resulting in the perfect aspect relation (situation time precedes topic time). When it is the highest tense/aspect marker in a sentence, it contributes its precedence relation to the domain of tense, resulting in the past tense relation (topic time precedes utterance time). On the proposed analysis, -ed thus makes the same semantic contribution to simple V-ed sentences and done V-ed sentences on all of their readings. One theoretically interesting result of this investigation is the finding that a semantically unambiguous operator may contribute sometimes to the interpretation of aspect and sometimes to the interpretation of tense.},\n\tschool = {University of Massachusetts Amherst},\n\tauthor = {Terry, J. Michael},\n\tyear = {2004},\n\tkeywords = {Aspect, Syntax},\n}\n\n

\n

\n\n\n

\n This dissertation investigates the articulation of aspect in African-American English (AAE). Its primary goal is the development of a formal semantics of AAE simple V-ed sentences that explains their compositional interpretation and relationship to done V-ed sentences. Building largely on the valuable works of Green (1993; 1998), Déchaine (1993), Dayton (1996), the work herein supports the conclusions that AAE simple V-ed sentences such as The frog done jumped are ambiguous, having both past perfective and present perfect readings, and that AAE done V-ed sentences such as The frog done jumped are unambiguously present perfect. Further, it identifies a distinction in meaning between AAE simple V-ed perfects and done V-ed perfects. This distinction makes untenable analyses of the simple V-ed ambiguity in which a silent done is responsible for contributing perfect aspect to the present perfect versions of these sentences. Instead, this work traces the ambiguity to the presence of a covert present tense operator found in the present perfect (but not past perfective) versions of simple V-ed sentences, and the interaction of this operator with the -ed morpheme. In the proposed analysis, single AAE -ed morpheme unambiguously denotes a temporal relation of precedence, contrasting with the two distinct Standard American English (SAE) morphemes often notated as -ed and -en and often argued to denote past and perfect respectively. When it interacts with a covert present tense operator, AAE -ed contributes its precedence relation to the domain of aspect, resulting in the perfect aspect relation (situation time precedes topic time). When it is the highest tense/aspect marker in a sentence, it contributes its precedence relation to the domain of tense, resulting in the past tense relation (topic time precedes utterance time). On the proposed analysis, -ed thus makes the same semantic contribution to simple V-ed sentences and done V-ed sentences on all of their readings. One theoretically interesting result of this investigation is the finding that a semantically unambiguous operator may contribute sometimes to the interpretation of aspect and sometimes to the interpretation of tense.\n

\n\n\n

\n \n\n \n \n \n \n \n \n Language and African Americans: Movin on up a Lil Higher.\n \n \n \n \n\n\n \n Smitherman, G.\n\n\n \n\n\n\n Journal of English Linguistics, 32(3): 186–196. September 2004.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{smitherman_language_2004,\n\ttitle = {Language and {African} {Americans}: {Movin} on up a {Lil} {Higher}},\n\tvolume = {32},\n\tissn = {0075-4242, 1552-5457},\n\tshorttitle = {Language and {African} {Americans}},\n\turl = {http://journals.sagepub.com/doi/10.1177/0075424204268223},\n\tdoi = {10.1177/0075424204268223},\n\tabstract = {It was nearly a generation between Martin Luther King Junior Elementary School Children, et al., v. Ann Arbor School District Board (l979) and Oakland, California, Unified School District Board’s “Resolution on Ebonics” (l996). In that time, however, public knowledge of and attitudes toward African American Language (AAL) remained largely unchanged, as was exceedingly clear from the public outcry that greeted Oakland’s resolution. The author compares King and Oakland and finds that although it is clear that history did in fact repeat itself in many ways, there are also unmistakable signs of progress in language research, pedagogy, and policy. The author points out opportunities for linguists to infuse research on African American educational achievement with the results of Black Language research. For the sake of all children, it is time to act in ways that reflect genuine valuation of language diversity and to implement policies fostering multilingualism and dialect awareness.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-04-16},\n\tjournal = {Journal of English Linguistics},\n\tauthor = {Smitherman, Geneva},\n\tmonth = sep,\n\tyear = {2004},\n\tkeywords = {Oakland Ebonics Controversy},\n\tpages = {186--196},\n}\n\n

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\n \n\n \n \n \n \n \n \n A Noncontrastive Model for Assessment of Phonology.\n \n \n \n \n\n\n \n Seymour, H.\n\n\n \n\n\n\n Seminars in Speech and Language, 25(01): 91–99. April 2004.\n \n\n\n\n
\n\n\n\n \n \n $\"A$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{seymour_noncontrastive_2004,\n\ttitle = {A {Noncontrastive} {Model} for {Assessment} of {Phonology}},\n\tvolume = {25},\n\tissn = {0734-0478, 1098-9056},\n\turl = {http://www.thieme-connect.de/DOI/DOI?10.1055/s-2004-824828},\n\tdoi = {10.1055/s-2004-824828},\n\tlanguage = {en},\n\tnumber = {01},\n\turldate = {2020-07-23},\n\tjournal = {Seminars in Speech and Language},\n\tauthor = {Seymour, Harry},\n\tmonth = apr,\n\tyear = {2004},\n\tkeywords = {Child AAE, Phonology, Speech Pathology},\n\tpages = {91--99},\n}\n\n

\n

\n\n\n\n

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\n \n\n \n \n \n \n \n Reactions to African-American Vernacular English: Do More Phonological Features Matter?.\n \n \n \n\n\n \n Rodriguez, J. I.; Cargile, A. C.; and Rich, M. D.\n\n\n \n\n\n\n Western Journal of Black Studies, 28(3): 407–414. 2004.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@article{rodriguez_reactions_2004,\n\ttitle = {Reactions to {African}-{American} {Vernacular} {English}: {Do} {More} {Phonological} {Features} {Matter}?},\n\tvolume = {28},\n\tabstract = {This study examined the relationship between the strength of speaker accent and subsequent listener judgments about the speaker. The study employed a 3x2 factorial design featuring speaker accent (strong AAVE/ moderate AAVE/ mainstream U.S. English) and listener ethnicity (ethnic majority/ ethnic minority). Results demonstrated that listeners rated speakers with strong AAVE accents both less attractive and less status-possessing than speakers with moderate AAVE accents, who in turn were rated as less attractive and status-possessing than speakers with mainstream U. S. English accents. In addition, listener ethnicity also had an impact resembling in-group bias. Even so, the results still demonstrated a trend consistent with the generalization that both dominant and non-dominant group members internalize the language ideology that favors so-called "standard" speakers.},\n\tnumber = {3},\n\tjournal = {Western Journal of Black Studies},\n\tauthor = {Rodriguez, Jose I. and Cargile, Aaron Castelan and Rich, Marc D.},\n\tyear = {2004},\n\tkeywords = {Attitudes, Perception},\n\tpages = {407--414},\n}\n\n

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\n\n\n

\n \n\n \n \n \n \n \n \n African American English and other Vernaculars in Education: A Topic-Coded Bibliography.\n \n \n \n \n\n\n \n Rickford, J. R.; Sweetland, J.; and Rickford, A. E.\n\n\n \n\n\n\n Journal of English Linguistics, 32(3): 230–320. September 2004.\n \n\n\n\n
\n\n\n\n \n \n $\"African$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@article{rickford_african_2004,\n\ttitle = {African {American} {English} and other {Vernaculars} in {Education}: {A} {Topic}-{Coded} {Bibliography}},\n\tvolume = {32},\n\tissn = {0075-4242, 1552-5457},\n\tshorttitle = {African {American} {English} and other {Vernaculars} in {Education}},\n\turl = {http://journals.sagepub.com/doi/10.1177/0075424204268226},\n\tdoi = {10.1177/0075424204268226},\n\tabstract = {For more than 50 years, linguists have been interested in the educational challenges faced by speakers of African American Vernacular English, creoles, and other vernaculars, believing that the perspective of our discipline could be helpful to teachers and students alike. Psychologists, educators, and other scholars have also contributed insights from their disciplines. In this bibliography, we assemble nearly 700 references on this topic, assigning them codes depending on the topics to which they are relevant: assessment and achievement; bidialectalism and contrastive analysis; culture and curriculum; dialect readers; edited volumes; linguistic descriptions; pidgins and creoles; controversies about AAVE in the schools; narratives and other discourse-level features; speaking and listening; politics and policy; reading; strategies for instruction; teacher preparation; writing; linguistic interference; and normal and abnormal language acquisition and development. The bibliography is preceded by abbreviated (author/date) lists of citations indicating which references are relevant to each topic, along with a brief introduction.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-04-16},\n\tjournal = {Journal of English Linguistics},\n\tauthor = {Rickford, John R. and Sweetland, Julie and Rickford, Angela E.},\n\tmonth = sep,\n\tyear = {2004},\n\tkeywords = {Bibliographical References, Education},\n\tpages = {230--320},\n}\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Earlier African American English: Morphology and Syntax.\n \n \n \n\n\n \n Kautzsch, A.\n\n\n \n\n\n\n In Kortmann, B.; Burridge, K.; Mesthrie, R.; and Schneider, E. W., editor(s), A Handbook of Varieties of English. Vol. 2:Morphology and Syntax, pages 341–355. Mouton de Gruyter, Berlin and New York, 2004.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@incollection{kautzsch_earlier_2004,\n\taddress = {Berlin and New York},\n\ttitle = {Earlier {African} {American} {English}: {Morphology} and {Syntax}},\n\tbooktitle = {A {Handbook} of {Varieties} of {English}. {Vol}. 2:{Morphology} and {Syntax}},\n\tpublisher = {Mouton de Gruyter},\n\tauthor = {Kautzsch, Alexander},\n\teditor = {Kortmann, Bernd and Burridge, Kate and Mesthrie, Rajend and Schneider, Edgar W.},\n\tyear = {2004},\n\tkeywords = {Early African American English, Syntax},\n\tpages = {341--355},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n African American English.\n \n \n \n \n\n\n \n Green, L. J.\n\n\n \n\n\n\n In Finegan, E.; and Rickford, J. R., editor(s), Language in the USA, pages 76–91. Cambridge University Press, 1 edition, June 2004.\n \n\n\n\n
\n\n\n\n \n \n $\"African$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@incollection{finegan_african_2004,\n\tedition = {1},\n\ttitle = {African {American} {English}},\n\tisbn = {978-0-521-77175-7 978-0-521-77747-6 978-0-511-80988-0},\n\turl = {https://www.cambridge.org/core/product/identifier/CBO9780511809880A017/type/book_part},\n\turldate = {2020-05-05},\n\tbooktitle = {Language in the {USA}},\n\tpublisher = {Cambridge University Press},\n\tauthor = {Green, Lisa J.},\n\teditor = {Finegan, Edward and Rickford, John R.},\n\tmonth = jun,\n\tyear = {2004},\n\tdoi = {10.1017/CBO9780511809880.007},\n\tpages = {76--91},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Research on African American English Since 1998: Origins, Description, Theory, and Practice.\n \n \n \n \n\n\n \n Green, L. J.\n\n\n \n\n\n\n Journal of English Linguistics, 32(3): 210–229. September 2004.\n \n\n\n\n
\n\n\n\n \n \n $\"Research$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{green_research_2004,\n\ttitle = {Research on {African} {American} {English} {Since} 1998: {Origins}, {Description}, {Theory}, and {Practice}},\n\tvolume = {32},\n\tissn = {0075-4242, 1552-5457},\n\tshorttitle = {Research on {African} {American} {English} {Since} 1998},\n\turl = {http://journals.sagepub.com/doi/10.1177/0075424204268225},\n\tdoi = {10.1177/0075424204268225},\n\tabstract = {Research on African American English (AAE) since 1998 has covered topics ranging from origins of the variety to formal semantic computations used to explain the different readings of ambiguous sentences. Much of the work on AAE during this period, especially that related to the origins debate, is in the variation theory framework. The focus of the descriptive research has been on syntactic and semantic patterns in AAE used by speakers in the adolescent to adult age group. While research on phonological patterns and formal semantics of constructions has lagged behind other areas, some noteworthy studies in these areas have appeared since 1998. As the discussion of AAE has broadened, it has been possible to compare data and approaches in different studies and raise questions that provide more insight into the linguistic variety. It is also possible to extend descriptive analyses of different constructions to use in illustrations of the systematic nature of language in introductory linguistics courses and in linguistics and education courses.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-04-16},\n\tjournal = {Journal of English Linguistics},\n\tauthor = {Green, Lisa J.},\n\tmonth = sep,\n\tyear = {2004},\n\tkeywords = {Bibliographical References},\n\tpages = {210--229},\n}\n\n

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\n \n\n \n \n \n \n \n \n Do you hear what I hear? Experimental measurement of the perceptual salience of acoustically manipulated vowel variants by Southern speakers in Memphis, TN.\n \n \n \n \n\n\n \n Fridland, V.; Bartlett, K.; and Kreuz, R.\n\n\n \n\n\n\n Language Variation and Change, 16(01). March 2004.\n \n\n\n\n
\n\n\n\n \n \n $\"Do$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{fridland_you_2004,\n\ttitle = {Do you hear what {I} hear? {Experimental} measurement of the perceptual salience of acoustically manipulated vowel variants by {Southern} speakers in {Memphis}, {TN}},\n\tvolume = {16},\n\tissn = {0954-3945, 1469-8021},\n\tshorttitle = {Do you hear what {I} hear?},\n\turl = {http://www.journals.cambridge.org/abstract_S0954394504161012},\n\tdoi = {10.1017/S0954394504161012},\n\tlanguage = {en},\n\tnumber = {01},\n\turldate = {2020-04-14},\n\tjournal = {Language Variation and Change},\n\tauthor = {Fridland, Valerie and Bartlett, Kathryn and Kreuz, Roger},\n\tmonth = mar,\n\tyear = {2004},\n\tkeywords = {Memphis, Tennessee, Perception, Vowels},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Language in the USA: Themes for the Twenty-first Century.\n \n \n \n \n\n\n \n Finegan, E.; and Rickford, J. R.,\n editors.\n \n\n\n \n\n\n\n Cambridge University Press, 1 edition, June 2004.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@book{finegan_language_2004,\n\tedition = {1},\n\ttitle = {Language in the {USA}: {Themes} for the {Twenty}-first {Century}},\n\tisbn = {978-0-521-77175-7 978-0-521-77747-6 978-0-511-80988-0},\n\tshorttitle = {Language in the {USA}},\n\turl = {https://www.cambridge.org/core/product/identifier/9780511809880/type/book},\n\turldate = {2020-05-05},\n\tpublisher = {Cambridge University Press},\n\teditor = {Finegan, Edward and Rickford, John R.},\n\tmonth = jun,\n\tyear = {2004},\n\tdoi = {10.1017/CBO9780511809880},\n\tkeywords = {Edited Volume, Textbook},\n}\n\n

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\n \n\n \n \n \n \n \n \n Grade-Related Changes in the Production of African American English.\n \n \n \n \n\n\n \n Craig, H. K.; and Washington, J. A.\n\n\n \n\n\n\n Journal of Speech, Language, and Hearing Research, 47(2): 450–463. April 2004.\n \n\n\n\n
\n\n\n\n \n \n $\"Grade-Related$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{craig_grade-related_2004,\n\ttitle = {Grade-{Related} {Changes} in the {Production} of {African} {American} {English}},\n\tvolume = {47},\n\tissn = {1092-4388, 1558-9102},\n\turl = {http://pubs.asha.org/doi/10.1044/1092-4388%282004/036%29},\n\tdoi = {10.1044/1092-4388(2004/036)},\n\tabstract = {This investigation examined grade as a source of systematic variation in the African American English (AAE) produced by students in preschool through fifth grades. Participants were 400 typically developing African American boys and girls residing in low- or middle-income homes in an urban-fringe community or midsize central city in the metropolitan Detroit area. Between preschoolers and kindergartners, and between first through fifth graders, there were no significant differences in the amounts of dialect produced during a picture description language elicitation context. However, there was a significant downward shift in dialect production at first grade. Students who evidenced dialect shifting outper-formed their nonshifting peers on standardized tests of reading achievement and vocabulary breadth.},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-05-04},\n\tjournal = {Journal of Speech, Language, and Hearing Research},\n\tauthor = {Craig, Holly K. and Washington, Julie A.},\n\tmonth = apr,\n\tyear = {2004},\n\tkeywords = {Child AAE, Detroit, Michigan},\n\tpages = {450--463},\n}\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n African American English in Appalachia: Dialect accommodation and substrate influence.\n \n \n \n \n\n\n \n Childs, B.; and Mallinson, C.\n\n\n \n\n\n\n English World-Wide, 25(1): 27–50. 2004.\n \n\n\n\n
\n\n\n\n \n \n $\"African$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{childs_african_2004,\n\ttitle = {African {American} {English} in {Appalachia}: {Dialect} accommodation and substrate influence},\n\tvolume = {25},\n\tissn = {0172-8865, 1569-9730},\n\tshorttitle = {African {American} {English} in {Appalachia}},\n\turl = {http://www.jbe-platform.com/content/journals/10.1075/eww.25.1.03chi},\n\tdoi = {10.1075/eww.25.1.03chi},\n\tabstract = {Recent studies of bi-ethnic enclave dialect communities in the American South suggest that earlier versions of African American speech both accommodated local dialect norms and exhibited a persistent substratal effect from the early African-European contact situation. We examine this hypothesis by considering the sociolinguistic situation in Texana, North Carolina, a small African American community in the Smoky Mountain region of Appalachia. Though its population is only about 150 residents, it is the largest African American community in the Smoky Mountains. This study considers diagnostic sociolinguistic variables for Texana residents in order to examine the extent to which the members of this African American community align their speech with local dialect norms as the basis for evaluating the status of earlier and contemporary African American English (AAE) in Appalachia. Morphosyntactic variables examined are 3rd pl. -\n              s\n              attachment, 3rd sg. -\n              s\n              absence, copula absence, and past tense\n              be\n              leveling; phonological variables include rhoticity, syllable coda consonant cluster reduction, and /ai/ glide weakening. When compared to cohort white Appalachian speakers, data from older Texana residents confirm the regional accommodation of earlier AAE and at the same time point toward substrate influence in the historical development of AAE. However, unlike AAE in other enclave regional contexts, we find that the dialect of younger residents is not moving toward a supraregional norm of AAE. Instead, young speakers are accommodating several key features of Southern American English, specifically the Southern Appalachian English (AppE) variety that is characteristic of the Smoky Mountain region of North Carolina. Explanations for the attested diachronic changes as well as future trajectories of change for Texana speakers must appeal to sociopsychological factors such as regional identity and orientation to explain local community language norms.},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-14},\n\tjournal = {English World-Wide},\n\tauthor = {Childs, Becky and Mallinson, Christine},\n\tyear = {2004},\n\tkeywords = {Appalachia, North Carolina, Vowels},\n\tpages = {27--50},\n}\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Familiarity With School English in African American Children and Its Relation to Early Reading Achievement.\n \n \n \n \n\n\n \n Charity, A. H.; Scarborough, H. S.; and Griffin, D. M.\n\n\n \n\n\n\n Child Development, 75(5): 1340–1356. September 2004.\n \n\n\n\n
\n\n\n\n \n \n $\"Familiarity$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{charity_familiarity_2004,\n\ttitle = {Familiarity {With} {School} {English} in {African} {American} {Children} and {Its} {Relation} to {Early} {Reading} {Achievement}},\n\tvolume = {75},\n\tissn = {0009-3920, 1467-8624},\n\turl = {http://doi.wiley.com/10.1111/j.1467-8624.2004.00744.x},\n\tdoi = {10.1111/j.1467-8624.2004.00744.x},\n\tabstract = {For children whose everyday speech differs greatly from the School English (SE) they encounter in academic materials and settings, it was hypothesized that greater familiarity with SE would be associated with more successful early reading acquisition. Sentence imitation and reading skills of 217 urban African American students in kindergarten through second grade (ages 5 to 8 years) were assessed. Children in each grade varied widely in the extent to which their imitations of SE sentences included phonological and grammatical forms that are acceptable in African American Vernacular English but not in SE. Higher familiarity with SE (reproducing SE features more often when imitating) was associated with better reading achievement, and these relationships were independent of memory ability.},\n\tlanguage = {en},\n\tnumber = {5},\n\turldate = {2020-05-04},\n\tjournal = {Child Development},\n\tauthor = {Charity, Anne H. and Scarborough, Hollis S. and Griffin, Darion M.},\n\tmonth = sep,\n\tyear = {2004},\n\tkeywords = {Child AAE},\n\tpages = {1340--1356},\n}\n\n

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\n \n\n \n \n \n \n \n \n Ebonics and its controversy.\n \n \n \n \n\n\n \n Baugh, J.\n\n\n \n\n\n\n In Finegan, E.; and Rickford, J. R., editor(s), Language in the USA, pages 305–318. Cambridge University Press, 1 edition, June 2004.\n \n\n\n\n
\n\n\n\n \n \n $\"Ebonics$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@incollection{finegan_ebonics_2004,\n\tedition = {1},\n\ttitle = {Ebonics and its controversy},\n\tisbn = {978-0-521-77175-7 978-0-521-77747-6 978-0-511-80988-0},\n\turl = {https://www.cambridge.org/core/product/identifier/CBO9780511809880A030/type/book_part},\n\turldate = {2020-05-05},\n\tbooktitle = {Language in the {USA}},\n\tpublisher = {Cambridge University Press},\n\tauthor = {Baugh, John},\n\teditor = {Finegan, Edward and Rickford, John R.},\n\tmonth = jun,\n\tyear = {2004},\n\tdoi = {10.1017/CBO9780511809880.018},\n\tkeywords = {Oakland Ebonics Controversy},\n\tpages = {305--318},\n}\n\n

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\n \n\n \n \n \n \n \n The social stratification of glottalized variants of /d/ among Detroit African American speakers.\n \n \n \n\n\n \n Anderson, B. L.; and Nguyen, J.\n\n\n \n\n\n\n 2004.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@misc{anderson_social_2004,\n\taddress = {University of Michigan},\n\ttitle = {The social stratification of glottalized variants of /d/ among {Detroit} {African} {American} speakers},\n\tauthor = {Anderson, Bridget L. and Nguyen, Jennifer},\n\tyear = {2004},\n\tkeywords = {Consonants, Detroit, Michigan, NWAV},\n}\n\n

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\n \n\n \n \n \n \n \n \n Hip Hop Nation Language.\n \n \n \n \n\n\n \n Alim, H. S.\n\n\n \n\n\n\n In Finegan, E.; and Rickford, J. R., editor(s), Language in the USA, pages 387–409. Cambridge University Press, 1 edition, June 2004.\n \n\n\n\n
\n\n\n\n \n \n $\"Hip$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@incollection{finegan_hip_2004,\n\tedition = {1},\n\ttitle = {Hip {Hop} {Nation} {Language}},\n\tisbn = {978-0-521-77175-7 978-0-521-77747-6 978-0-511-80988-0},\n\turl = {https://www.cambridge.org/core/product/identifier/CBO9780511809880A035/type/book_part},\n\turldate = {2020-05-05},\n\tbooktitle = {Language in the {USA}},\n\tpublisher = {Cambridge University Press},\n\tauthor = {Alim, H. Samy},\n\teditor = {Finegan, Edward and Rickford, John R.},\n\tmonth = jun,\n\tyear = {2004},\n\tdoi = {10.1017/CBO9780511809880.023},\n\tkeywords = {Hip Hop},\n\tpages = {387--409},\n}\n\n

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\n \n\n \n \n \n \n \n \n You Know My Steez: An Ethnographic and Sociolinguistic Study of Styleshifting in a Black American Speech Community.\n \n \n \n \n\n\n \n Alim, H. S.\n\n\n \n\n\n\n Volume 89 of Publication of the American Dialect SocietyDuke University Press, Durham, NC, 2004.\n \n\n\n\n
\n\n\n\n \n \n $\"You$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@book{alim_you_2004,\n\taddress = {Durham, NC},\n\tseries = {Publication of the {American} {Dialect} {Society}},\n\ttitle = {You {Know} {My} {Steez}: {An} {Ethnographic} and {Sociolinguistic} {Study} of {Styleshifting} in a {Black} {American} {Speech} {Community}},\n\tvolume = {89},\n\turl = {https://read.dukeupress.edu/pads/issue/89/1},\n\tpublisher = {Duke University Press},\n\tauthor = {Alim, H. Samy},\n\tyear = {2004},\n\tkeywords = {Style Shifting},\n}\n\n

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\n \n 2003\n \n \n (21)\n \n \n

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\n \n\n \n \n \n \n \n \n Reexamining the Development of African American English: Evidence from Isolated Communities.\n \n \n \n \n\n\n \n Wolfram, W.\n\n\n \n\n\n\n Language, 79(2): 282–316. 2003.\n \n\n\n\n
\n\n\n\n \n \n $\"Reexamining$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@article{wolfram_reexamining_2003,\n\ttitle = {Reexamining the {Development} of {African} {American} {English}: {Evidence} from {Isolated} {Communities}},\n\tvolume = {79},\n\tissn = {1535-0665},\n\tshorttitle = {Reexamining the {Development} of {African} {American} {English}},\n\turl = {http://muse.jhu.edu/content/crossref/journals/language/v079/79.2wolfram.pdf},\n\tdoi = {10.1353/lan.2003.0144},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-04-13},\n\tjournal = {Language},\n\tauthor = {Wolfram, Walt},\n\tyear = {2003},\n\tkeywords = {Appalachia, North Carolina},\n\tpages = {282--316},\n}\n\n

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\n \n\n \n \n \n \n \n \n Copula variability in Gullah.\n \n \n \n \n\n\n \n Weldon, T.\n\n\n \n\n\n\n Language Variation and Change, 15(01). March 2003.\n \n\n\n\n
\n\n\n\n \n \n $\"Copula$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@article{weldon_copula_2003,\n\ttitle = {Copula variability in {Gullah}},\n\tvolume = {15},\n\tissn = {0954-3945, 1469-8021},\n\turl = {http://www.journals.cambridge.org/abstract_S0954394503151022},\n\tdoi = {10.1017/S0954394503151022},\n\tlanguage = {en},\n\tnumber = {01},\n\turldate = {2020-04-14},\n\tjournal = {Language Variation and Change},\n\tauthor = {Weldon, Tracey},\n\tmonth = mar,\n\tyear = {2003},\n\tkeywords = {Copula, Gullah},\n}\n\n

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\n \n\n \n \n \n \n \n \n African American English suprasegmentals: Α study of pitch patterns in the Black English of the United States.\n \n \n \n \n\n\n \n Sutcliffe, D.\n\n\n \n\n\n\n In Plag, I., editor(s), Phonology and Morphology of Creole Languages. DE GRUYTER, Berlin, Boston, January 2003.\n \n\n\n\n
\n\n\n\n \n \n $\"African$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@incollection{plag_african_2003,\n\taddress = {Berlin, Boston},\n\ttitle = {African {American} {English} suprasegmentals: Α study of pitch patterns in the {Black} {English} of the {United} {States}},\n\tisbn = {978-3-11-092956-0},\n\tshorttitle = {African {American} {English} suprasegmentals},\n\turl = {https://www.degruyter.com/doi/10.1515/9783110929560.147},\n\turldate = {2020-07-29},\n\tbooktitle = {Phonology and {Morphology} of {Creole} {Languages}},\n\tpublisher = {DE GRUYTER},\n\tauthor = {Sutcliffe, David},\n\teditor = {Plag, Ingo},\n\tmonth = jan,\n\tyear = {2003},\n\tdoi = {10.1515/9783110929560.147},\n\tkeywords = {Intonation, Prosody},\n}\n\n

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\n \n\n \n \n \n \n \n Language diversity in the classroom: from intention to practice.\n \n \n \n\n\n \n Smitherman, G.; and Villanueva, V.,\n editors.\n \n\n\n \n\n\n\n of Studies in writing & rhetoricSouthern Illinois University Press, Carbondale, 2003.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@book{smitherman_language_2003,\n\taddress = {Carbondale},\n\tseries = {Studies in writing \\& rhetoric},\n\ttitle = {Language diversity in the classroom: from intention to practice},\n\tisbn = {978-0-8093-2532-0},\n\tshorttitle = {Language diversity in the classroom},\n\tpublisher = {Southern Illinois University Press},\n\teditor = {Smitherman, Geneva and Villanueva, Victor},\n\tyear = {2003},\n\tkeywords = {Edited Volume},\n}\n\n

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\n \n\n \n \n \n \n \n \n Relation of dialect to phonological processing: African American Vernacular English vs. Standard American English.\n \n \n \n \n\n\n \n Sligh, A. C; and Conners, F. A\n\n\n \n\n\n\n Contemporary Educational Psychology, 28(2): 205–228. April 2003.\n \n\n\n\n
\n\n\n\n \n \n $\"Relation$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{sligh_relation_2003,\n\ttitle = {Relation of dialect to phonological processing: {African} {American} {Vernacular} {English} vs. {Standard} {American} {English}},\n\tvolume = {28},\n\tissn = {0361476X},\n\tshorttitle = {Relation of dialect to phonological processing},\n\turl = {https://linkinghub.elsevier.com/retrieve/pii/S0361476X02000139},\n\tdoi = {10.1016/S0361-476X(02)00013-9},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-07-03},\n\tjournal = {Contemporary Educational Psychology},\n\tauthor = {Sligh, Allison C and Conners, Frances A},\n\tmonth = apr,\n\tyear = {2003},\n\tkeywords = {Child AAE},\n\tpages = {205--228},\n}\n\n

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\n \n\n \n \n \n \n \n African American literacies.\n \n \n \n\n\n \n Richardson, E. B.\n\n\n \n\n\n\n Routledge, London, 2003.\n OCLC: 248399586\n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@book{richardson_african_2003,\n\taddress = {London},\n\ttitle = {African {American} literacies},\n\tisbn = {978-0-415-26883-7 978-0-415-26882-0},\n\tlanguage = {eng},\n\tpublisher = {Routledge},\n\tauthor = {Richardson, Elaine B.},\n\tyear = {2003},\n\tnote = {OCLC: 248399586},\n}\n\n

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\n \n\n \n \n \n \n \n Readings in African American language: aspects, features, and perspectives.\n \n \n \n\n\n \n Norment, N.,\n editor.\n \n\n\n \n\n\n\n of African-American literature and culturePeter Lang, New York, 2003.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@book{norment_readings_2003,\n\taddress = {New York},\n\tseries = {African-{American} literature and culture},\n\ttitle = {Readings in {African} {American} language: aspects, features, and perspectives},\n\tisbn = {978-0-8204-5797-0 978-0-8204-7870-8},\n\tshorttitle = {Readings in {African} {American} language},\n\tabstract = {Readings in African American Language: Aspects, Features, and Perspectives, Volume 2 brings together scholars who research various theoretical approaches of the origin, characteristics, and development of African American Vernacular English (AAVE). The advantages of AAVE, codeswitching, dialect interference in writing, theories, and politics in AAVE, text analysis, and critical pedagogy all are discussed in this volume. Each article provides a different perspective attesting to the vitality and relevance of African American language as an academic, social, and cultural/linguistic entry in the field of language studies.},\n\tnumber = {v. 4, 9},\n\tpublisher = {Peter Lang},\n\teditor = {Norment, Nathaniel},\n\tyear = {2003},\n\tkeywords = {Edited Volume},\n}\n\n

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\n \n\n \n \n \n \n \n Black linguistics: language, society, and politics in Africa and the Americas.\n \n \n \n\n\n \n Makoni, S.,\n editor.\n \n\n\n \n\n\n\n Routledge, London ; New York, 2003.\n OCLC: ocm50654219\n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@book{makoni_black_2003,\n\taddress = {London ; New York},\n\ttitle = {Black linguistics: language, society, and politics in {Africa} and the {Americas}},\n\tisbn = {978-0-415-26137-1 978-0-415-26138-8},\n\tshorttitle = {Black linguistics},\n\tpublisher = {Routledge},\n\teditor = {Makoni, Sinfree},\n\tyear = {2003},\n\tnote = {OCLC: ocm50654219},\n\tkeywords = {Edited Volume},\n}\n\n

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\n \n\n \n \n \n \n \n African Americans in Lansing and the Northern Cities Vowel Shift: Language Contact and Accommodation.\n \n \n \n\n\n \n Jones, J.\n\n\n \n\n\n\n Ph.D. Thesis, Michigan State University, Lansing, MI, 2003.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@phdthesis{jones_african_2003,\n\taddress = {Lansing, MI},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {African {Americans} in {Lansing} and the {Northern} {Cities} {Vowel} {Shift}: {Language} {Contact} and {Accommodation}},\n\tschool = {Michigan State University},\n\tauthor = {Jones, Jamilla},\n\tyear = {2003},\n\tkeywords = {Contact, Michigan, Northern Cities Shift, Vowels},\n}\n\n

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\n \n\n \n \n \n \n \n African American communication exploring identity and cultural.\n \n \n \n\n\n \n Hecht, M. L; Jackson, R. L; and Ribeau, S. A\n\n\n \n\n\n\n L. Erlbaum Associates, Mahwah, N.J., 2003.\n OCLC: 1162472843\n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@book{hecht_african_2003,\n\taddress = {Mahwah, N.J.},\n\ttitle = {African {American} communication exploring identity and cultural},\n\tisbn = {9781135642761 9781282326446 9786612326448},\n\tabstract = {What communicative experiences are particular to African Americans? How do many African Americans define themselves culturally? How do they perceive intracultural and intercultural communication? These questions are answered in this second edition of African American Communication: Exploring Identity and Culture. Informing multiple audiences interested in African American culture, from cultural researchers and practitioners to educators, policymakers, and community leaders, this innovative and invaluable resource examines the richness and depth of African American communication norms an.},\n\tlanguage = {English.},\n\tpublisher = {L. Erlbaum Associates},\n\tauthor = {Hecht, Michael L and Jackson, Ronald L and Ribeau, Sidney A},\n\tyear = {2003},\n\tnote = {OCLC: 1162472843},\n\tkeywords = {Communication, Identity},\n}\n\n

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\n \n\n \n \n \n \n \n \n 'Tie, tied and tight': The expansion of /ai/ monophthongization in African-American and European-American speech in Memphis, Tennessee.\n \n \n \n \n\n\n \n Fridland, V.\n\n\n \n\n\n\n Journal of Sociolinguistics, 7(3): 279–298. August 2003.\n \n\n\n\n
\n\n\n\n \n \n $\"'Tie,$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{fridland_tie_2003,\n\ttitle = {'{Tie}, tied and tight': {The} expansion of /ai/ monophthongization in {African}-{American} and {European}-{American} speech in {Memphis}, {Tennessee}},\n\tvolume = {7},\n\tissn = {1360-6441, 1467-9841},\n\tshorttitle = {'{Tie}, tied and tight'},\n\turl = {http://doi.wiley.com/10.1111/1467-9481.00225},\n\tdoi = {10.1111/1467-9481.00225},\n\tabstract = {This paper explores the distribution of /ai/ monophthongization in African‐American and European‐American speakers in Memphis, Tennessee. While often considered a feature characteristic of White Southern speech, /ai/ monophthongization has also been recorded in Black speech, both within and outside the South. However, expansion of glide‐weakening to the less common pre‐voiceless contexts has been considered unique to European‐American dialects. Evidence of extensive glide‐weakening in the African‐American community in Memphis will be presented and compared to the degree and contexts of glide‐weakening in the European‐American community. The results will show that not only is /ai/ monophthongization a feature of Memphis speech generally, regardless of ethnicity, but that African‐Americans in fact lead in glide‐weakening in all contexts. The role of Southern identity in the expansion of /ai/ monophthongization is discussed as a critical component in the selection of features in both Black and White speech in the Memphis area.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-04-30},\n\tjournal = {Journal of Sociolinguistics},\n\tauthor = {Fridland, Valerie},\n\tmonth = aug,\n\tyear = {2003},\n\tkeywords = {Memphis, Tennessee, Vowels},\n\tpages = {279--298},\n}\n\n

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\n\n\n\n\n\n

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\n \n\n \n \n \n \n \n \n Network Strength and the Realization of the Southern Vowel Shift Among African Americans in Memphis, Tennessee.\n \n \n \n \n\n\n \n Fridland, V.\n\n\n \n\n\n\n American Speech, 78(1): 3–30. March 2003.\n \n\n\n\n
\n\n\n\n \n \n $\"Network$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{fridland_network_2003,\n\ttitle = {Network {Strength} and the {Realization} of the {Southern} {Vowel} {Shift} {Among} {African} {Americans} in {Memphis}, {Tennessee}},\n\tvolume = {78},\n\tissn = {0003-1283, 1527-2133},\n\turl = {https://read.dukeupress.edu/american-speech/article/78/1/3-30/5364},\n\tdoi = {10.1215/00031283-78-1-3},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-13},\n\tjournal = {American Speech},\n\tauthor = {Fridland, Valerie},\n\tmonth = mar,\n\tyear = {2003},\n\tkeywords = {Memphis, Tennessee, Vowels},\n\tpages = {3--30},\n}\n\n

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\n \n\n \n \n \n \n \n \n The authentic speaker revisited: A look at ethnic perception data from white hip hoppers.\n \n \n \n \n\n\n \n Cutler, C.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 9(2): Article 6. 2003.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{cutler_authentic_2003,\n\ttitle = {The authentic speaker revisited: {A} look at ethnic perception data from white hip hoppers},\n\tvolume = {9},\n\turl = {https://repository.upenn.edu/pwpl/vol9/iss2/6/},\n\tnumber = {2},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {Cutler, Cecelia},\n\tyear = {2003},\n\tkeywords = {Perception},\n\tpages = {Article 6},\n}\n\n

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\n \n\n \n \n \n \n \n \n Phonological Features of Child African American English.\n \n \n \n \n\n\n \n Craig, H. K.; Thompson, C. A.; Washington, J. A.; and Potter, S. L.\n\n\n \n\n\n\n Journal of Speech, Language, and Hearing Research, 46(3): 623–635. June 2003.\n \n\n\n\n
\n\n\n\n \n \n $\"Phonological$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{craig_phonological_2003,\n\ttitle = {Phonological {Features} of {Child} {African} {American} {English}},\n\tvolume = {46},\n\tissn = {1092-4388, 1558-9102},\n\turl = {http://pubs.asha.org/doi/10.1044/1092-4388%282003/049%29},\n\tdoi = {10.1044/1092-4388(2003/049)},\n\tabstract = {The production of phonological features of African American English (AAE) was examined for 64 typically developing African American children in the 2nd through the 5th grade. Students read aloud passages written in Standard American English. Sixty of the students read the passages using AAE, and 8 different phonological features were represented in their readings. Phonological features were more frequent than morphosyntactic features. The findings as a whole support use of the taxonomy developed for this investigation in characterizing the phonological features of child AAE.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-04-12},\n\tjournal = {Journal of Speech, Language, and Hearing Research},\n\tauthor = {Craig, Holly K. and Thompson, Connie A. and Washington, Julie A. and Potter, Stephanie L.},\n\tmonth = jun,\n\tyear = {2003},\n\tkeywords = {Child AAE, Michigan},\n\tpages = {623--635},\n}\n\n

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\n \n\n \n \n \n \n \n \n Range of dialect in the formal speech of African-American elementary school children.\n \n \n \n \n\n\n \n Charity, A. H.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 9(2): Article 4. 2003.\n \n\n\n\n
\n\n\n\n \n \n $\"Range$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{charity_range_2003,\n\ttitle = {Range of dialect in the formal speech of {African}-{American} elementary school children},\n\tvolume = {9},\n\turl = {https://repository.upenn.edu/pwpl/vol9/iss2/4/},\n\tnumber = {2},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {Charity, Anne H.},\n\tyear = {2003},\n\tkeywords = {Child AAE, Cleveland, Ohio, Consonants, Morphosyntax, New Orleans, Louisiana, Washington DC},\n\tpages = {Article 4},\n}\n\n

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\n \n\n \n \n \n \n \n Understanding storytelling among African American children: a journey from Africa to America.\n \n \n \n\n\n \n Champion, T. B.\n\n\n \n\n\n\n Lawrence Erlbaum Associates, Mahwah, N.J, 2003.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@book{champion_understanding_2003,\n\taddress = {Mahwah, N.J},\n\ttitle = {Understanding storytelling among {African} {American} children: a journey from {Africa} to {America}},\n\tisbn = {978-0-8058-3407-9},\n\tshorttitle = {Understanding storytelling among {African} {American} children},\n\tpublisher = {Lawrence Erlbaum Associates},\n\tauthor = {Champion, Tempii Bridgene},\n\tyear = {2003},\n\tkeywords = {Child AAE},\n}\n\n

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\n \n\n \n \n \n \n \n \n When the “Amen Corner” Comes to Class: An Examination of the Pedagogical and Cultural Impact of Call–Response Communication in the Black College Classroom.\n \n \n \n \n\n\n \n Boone, P. R.\n\n\n \n\n\n\n Communication Education, 52(3-4): 212–229. January 2003.\n \n\n\n\n
\n\n\n\n \n \n $\"When$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{boone_when_2003,\n\ttitle = {When the “{Amen} {Corner}” {Comes} to {Class}: {An} {Examination} of the {Pedagogical} and {Cultural} {Impact} of {Call}–{Response} {Communication} in the {Black} {College} {Classroom}},\n\tvolume = {52},\n\tissn = {0363-4523, 1479-5795},\n\tshorttitle = {When the “{Amen} {Corner}” {Comes} to {Class}},\n\turl = {https://www.tandfonline.com/doi/full/10.1080/0363452032000156208},\n\tdoi = {10.1080/0363452032000156208},\n\tabstract = {This research sought to examine the communicative impact of the Black English speech pattern, known as call–response, on African Americans within an educational environment. An ethnographic study of an Historically Black College and University (HBCU) classroom was conducted to ascertain the pedagogical and cultural meanings this speech event held for an African American instructor and her African American students. Detailed fieldnotes, videotapes of classroom interactions, participant observation, and in-depth interviews comprised the primary means of data collection for this study. Results of the study indicate that call–response did occur in the university classroom. Particularly, the study yielded data which revealed that call–response is initiated in the classroom through a variety of speaker techniques which are interpreted by the class members as “calls.” It was also found that the performance of Black speech acts in the classroom did not serve as a detriment to students, but that by engaging in call–response, the students and the instructor together forwarded deeply embedded African American cultural values of sharing and uniqueness.},\n\tlanguage = {en},\n\tnumber = {3-4},\n\turldate = {2020-05-04},\n\tjournal = {Communication Education},\n\tauthor = {Boone, Patreece R.},\n\tmonth = jan,\n\tyear = {2003},\n\tkeywords = {Call-Response, Education, Performance},\n\tpages = {212--229},\n}\n\n

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\n \n\n \n \n \n \n \n \n Phonetic Inventories and Phonological Patterns of African American Two-Year-Olds: A Preliminary Investigation.\n \n \n \n \n\n\n \n Bland-Stewart, L. M.\n\n\n \n\n\n\n Communication Disorders Quarterly, 24(3): 109–120. June 2003.\n \n\n\n\n
\n\n\n\n \n \n $\"Phonetic$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{bland-stewart_phonetic_2003,\n\ttitle = {Phonetic {Inventories} and {Phonological} {Patterns} of {African} {American} {Two}-{Year}-{Olds}: {A} {Preliminary} {Investigation}},\n\tvolume = {24},\n\tissn = {1525-7401, 1538-4837},\n\tshorttitle = {Phonetic {Inventories} and {Phonological} {Patterns} of {African} {American} {Two}-{Year}-{Olds}},\n\turl = {http://journals.sagepub.com/doi/10.1177/15257401030240030201},\n\tdoi = {10.1177/15257401030240030201},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-05-04},\n\tjournal = {Communication Disorders Quarterly},\n\tauthor = {Bland-Stewart, Linda M.},\n\tmonth = jun,\n\tyear = {2003},\n\tkeywords = {Acquisition, Child AAE},\n\tpages = {109--120},\n}\n\n

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\n \n\n \n \n \n \n \n \n Familiar Voices: Using Ebonics Communication Techniques in the Primary Classroom.\n \n \n \n \n\n\n \n Bohn, A. P.\n\n\n \n\n\n\n Urban Education, 38(6): 688–707. November 2003.\n \n\n\n\n
\n\n\n\n \n \n $\"Familiar$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{bohn_familiar_2003,\n\ttitle = {Familiar {Voices}: {Using} {Ebonics} {Communication} {Techniques} in the {Primary} {Classroom}},\n\tvolume = {38},\n\tissn = {0042-0859, 1552-8340},\n\tshorttitle = {Familiar {Voices}},\n\turl = {http://journals.sagepub.com/doi/10.1177/0042085903257315},\n\tdoi = {10.1177/0042085903257315},\n\tlanguage = {en},\n\tnumber = {6},\n\turldate = {2020-05-04},\n\tjournal = {Urban Education},\n\tauthor = {Bohn, Anita Perna},\n\tmonth = nov,\n\tyear = {2003},\n\tkeywords = {Child AAE, Education},\n\tpages = {688--707},\n}\n\n

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\n \n\n \n \n \n \n \n \n AAE and Variation in Teachers’ Attitudes: A Question of School Philosophy?.\n \n \n \n \n\n\n \n Blake, R.; and Cutler, C.\n\n\n \n\n\n\n Linguistics and Education, 14(2): 163–194. June 2003.\n \n\n\n\n
\n\n\n\n \n \n $\"AAE$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{blake_aae_2003,\n\ttitle = {{AAE} and {Variation} in {Teachers}’ {Attitudes}: {A} {Question} of {School} {Philosophy}?},\n\tvolume = {14},\n\tissn = {08985898},\n\tshorttitle = {{AAE} and {Variation} in {Teachers}’ {Attitudes}},\n\turl = {https://linkinghub.elsevier.com/retrieve/pii/S0898589803000342},\n\tdoi = {10.1016/S0898-5898(03)00034-2},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-05-04},\n\tjournal = {Linguistics and Education},\n\tauthor = {Blake, Renée and Cutler, Cecilia},\n\tmonth = jun,\n\tyear = {2003},\n\tkeywords = {Attitudes, Education, Teaching},\n\tpages = {163--194},\n}\n\n

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\n \n\n \n \n \n \n \n An Acoustic Study of Southeastern Michigan Appalachian and African American Southern Migrant Vowel Systems.\n \n \n \n\n\n \n Anderson, B. L.\n\n\n \n\n\n\n Ph.D. Thesis, University of Michigan, Ann Arbor, MI, 2003.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@phdthesis{anderson_acoustic_2003,\n\taddress = {Ann Arbor, MI},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {An {Acoustic} {Study} of {Southeastern} {Michigan} {Appalachian} and {African} {American} {Southern} {Migrant} {Vowel} {Systems}},\n\tschool = {University of Michigan},\n\tauthor = {Anderson, Bridget L.},\n\tyear = {2003},\n\tkeywords = {Detroit, Michigan, Vowels},\n}\n\n

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\n \n 2002\n \n \n (16)\n \n \n

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\n \n\n \n \n \n \n \n The development of African American English.\n \n \n \n\n\n \n Wolfram, W.; and Thomas, E. R.\n\n\n \n\n\n\n of Language in societyBlackwell Publishers, Oxford, U.K. ; Malden, Mass, 2002.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@book{wolfram_development_2002,\n\taddress = {Oxford, U.K. ; Malden, Mass},\n\tseries = {Language in society},\n\ttitle = {The development of {African} {American} {English}},\n\tisbn = {978-0-631-23086-1 978-0-631-23087-8},\n\tnumber = {31},\n\tpublisher = {Blackwell Publishers},\n\tauthor = {Wolfram, Walt and Thomas, Erik R.},\n\tyear = {2002},\n\tkeywords = {Consonants, Hyde County, North Carolina, Intonation, Morphosyntax, North Carolina, Vowels},\n}\n\n

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\n \n\n \n \n \n \n \n \n Morphosyntactic forms of African American English used by young children and their caregivers.\n \n \n \n \n\n\n \n Washington, J. A.; and Craig, H. K.\n\n\n \n\n\n\n Applied Psycholinguistics, 23(2): 209–231. June 2002.\n \n\n\n\n
\n\n\n\n \n \n $\"Morphosyntactic$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{washington_morphosyntactic_2002,\n\ttitle = {Morphosyntactic forms of {African} {American} {English} used by young children and their caregivers},\n\tvolume = {23},\n\tissn = {0142-7164, 1469-1817},\n\turl = {https://www.cambridge.org/core/product/identifier/S0142716402002035/type/journal_article},\n\tdoi = {10.1017/S0142716402002035},\n\tabstract = {The study of African American English (AAE) has been historically focused on the dialectal variations of adolescent and adult speakers. More recent investigations of dialect used by very young AAE speakers were undertaken with the goal of describing the language produced by early elementary and preschool-aged children. One important outcome of these studies is increased attention to the importance of considering the impact of developmental influences in our characterizations of dialect use. In this study we explore the differences between primary caregivers and their young children in dialect use across generations by directly examining the dialectal variations apparent during play interactions between primary caregivers and their young children. We conclude that there is indeed evidence in these interactions of differences between the child and caregiver in the structure and use of individual AAE features. Another conclusion is that there are many similarities in the distribution of AAE between these older and younger interactants, highlighting not only their kinship ties but also their membership in the same linguistic community.},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-07-20},\n\tjournal = {Applied Psycholinguistics},\n\tauthor = {Washington, Julie A. and Craig, Holly K.},\n\tmonth = jun,\n\tyear = {2002},\n\tkeywords = {Child AAE, Detroit, Michigan, Morphosyntax},\n\tpages = {209--231},\n}\n\n

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\n \n\n \n \n \n \n \n African American Vernacular English and Hawai'i Creole English: A Comparison of Two School Board Controversies.\n \n \n \n\n\n \n Tamura, E. H.\n\n\n \n\n\n\n The Journal of Negro Education, 71(1/2): 17–30. 2002.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{tamura_african_2002,\n\ttitle = {African {American} {Vernacular} {English} and {Hawai}'i {Creole} {English}: {A} {Comparison} of {Two} {School} {Board} {Controversies}},\n\tvolume = {71},\n\tnumber = {1/2},\n\tjournal = {The Journal of Negro Education},\n\tauthor = {Tamura, Eileen H.},\n\tyear = {2002},\n\tkeywords = {Ebonics Debate},\n\tpages = {17--30},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Shot Heard from Ann Arbor: Language Research and Public Policy in African America.\n \n \n \n \n\n\n \n Smitherman, G.; and Baugh, J.\n\n\n \n\n\n\n Howard Journal of Communications, 13(1): 5–24. January 2002.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{smitherman_shot_2002,\n\ttitle = {The {Shot} {Heard} from {Ann} {Arbor}: {Language} {Research} and {Public} {Policy} in {African} {America}},\n\tvolume = {13},\n\tissn = {1064-6175, 1096-4649},\n\tshorttitle = {The {Shot} {Heard} from {Ann} {Arbor}},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/106461702753555012},\n\tdoi = {10.1080/106461702753555012},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-07-03},\n\tjournal = {Howard Journal of Communications},\n\tauthor = {Smitherman, Geneva and Baugh, John},\n\tmonth = jan,\n\tyear = {2002},\n\tkeywords = {Ann Arbor Decision},\n\tpages = {5--24},\n}\n\n

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\n \n\n \n \n \n \n \n The Throwaway Kids.\n \n \n \n\n\n \n Simpkins, G.\n\n\n \n\n\n\n Brookline Books, Brookline, Mass, 2002.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@book{simpkins_throwaway_2002,\n\taddress = {Brookline, Mass},\n\ttitle = {The {Throwaway} {Kids}},\n\tisbn = {978-1-57129-091-5},\n\tpublisher = {Brookline Books},\n\tauthor = {Simpkins, Gary},\n\tyear = {2002},\n\tkeywords = {Education, Reading},\n}\n\n

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\n \n\n \n \n \n \n \n \n Variability in invariant grammars: The Ottawa grammar resource on early variability in English.\n \n \n \n \n\n\n \n Poplack, S.; Van Herk, G.; and Harvie, D.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 8(3): Article 17. 2002.\n \n\n\n\n
\n\n\n\n \n \n $\"Variability$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{poplack_variability_2002,\n\ttitle = {Variability in invariant grammars: {The} {Ottawa} grammar resource on early variability in {English}},\n\tvolume = {8},\n\turl = {https://repository.upenn.edu/pwpl/vol8/iss3/17/},\n\tnumber = {3},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {Poplack, Shana and Van Herk, Gerard and Harvie, Dawn},\n\tyear = {2002},\n\tkeywords = {Early African American English},\n\tpages = {Article 17},\n}\n\n

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\n \n\n \n \n \n \n \n \n Methods for Characterizing Participants' Nonmainstream Dialect Use in Child Language Research.\n \n \n \n \n\n\n \n Oetting, J. B.; and McDonald, J. L.\n\n\n \n\n\n\n Journal of Speech, Language, and Hearing Research, 45(3): 505–518. June 2002.\n \n\n\n\n
\n\n\n\n \n \n $\"Methods$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{oetting_methods_2002,\n\ttitle = {Methods for {Characterizing} {Participants}' {Nonmainstream} {Dialect} {Use} in {Child} {Language} {Research}},\n\tvolume = {45},\n\tissn = {1092-4388, 1558-9102},\n\turl = {http://pubs.asha.org/doi/10.1044/1092-4388%282002/040%29},\n\tdoi = {10.1044/1092-4388(2002/040)},\n\tabstract = {Three different approaches to the characterization of research participants' nonmainstream dialect use can be found in the literature. They include listener judgment ratings, type-based counts of nonmainstream pattern use, and tokenbased counts. In this paper, we examined these three approaches, as well as shortcuts to these methods, using language samples from 93 children previously described in J. Oetting and J. McDonald (2001). Nonmainstream dialects represented in the samples included rural Louisiana versions of Southern White English (SWE) and Southern African American English (SAAE).\n            Depending on the method and shortcut used, correct dialect classifications (SWE or SAAE) were made for 88\\% to 97\\% of the participants; however, regression algorithms had to be applied to the type- and token-based results to achieve these outcomes. For characterizing the rate at which the participants produced the nonmainstream patterns, the token-based methods were found to be superior to the others, but estimates from all approaches were moderately to highly correlated with each other. When type- and/or token-based methods were used to characterize participants' dialect type and rate, the number of patterns included in the analyses could be substantially reduced without significantly affecting the validity of the outcomes. These findings have important implications for future child language studies that are done within the context of dialect diversity.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-05-21},\n\tjournal = {Journal of Speech, Language, and Hearing Research},\n\tauthor = {Oetting, Janna B. and McDonald, Janet L.},\n\tmonth = jun,\n\tyear = {2002},\n\tkeywords = {Southern English},\n\tpages = {505--518},\n}\n\n

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\n \n\n \n \n \n \n \n Language, discourse, and power in African American culture.\n \n \n \n\n\n \n Morgan, M. H.\n\n\n \n\n\n\n of Studies in the social and cultural foundations of languageCambridge University Press, Cambridge, UK ; New York, 2002.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@book{morgan_language_2002,\n\taddress = {Cambridge, UK ; New York},\n\tseries = {Studies in the social and cultural foundations of language},\n\ttitle = {Language, discourse, and power in {African} {American} culture},\n\tisbn = {978-0-521-80671-8 978-0-521-00149-6},\n\tnumber = {20},\n\tpublisher = {Cambridge University Press},\n\tauthor = {Morgan, Marcyliena H.},\n\tyear = {2002},\n\tkeywords = {Discourse analysis},\n}\n\n

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\n \n\n \n \n \n \n \n \n Dialect accommodation in a bi-ethnic mountain enclave community: More evidence on the development of African American English.\n \n \n \n \n\n\n \n Mallinson, C.; and Wolfram, W.\n\n\n \n\n\n\n Language in Society, 31(5): 743–775. November 2002.\n \n\n\n\n
\n\n\n\n \n \n $\"Dialect$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{mallinson_dialect_2002,\n\ttitle = {Dialect accommodation in a bi-ethnic mountain enclave community: {More} evidence on the development of {African} {American} {English}},\n\tvolume = {31},\n\tissn = {0047-4045, 1469-8013},\n\tshorttitle = {Dialect accommodation in a bi-ethnic mountain enclave community},\n\turl = {https://www.cambridge.org/core/product/identifier/S0047404502315021/type/journal_article},\n\tdoi = {10.1017/S0047404502315021},\n\tabstract = {The investigation of isolated African American \nenclave communities has been instrumental in reformulating the \nhistorical reconstruction of earlier African American English \nand the current trajectory of language change in African American \nVernacular English (AAVE). This case study examines a unique \nenclave sociolinguistic situation – a small, long-term, \nisolated bi-ethnic enclave community in the mountains of western \nNorth Carolina – to further understanding of the role \nof localized dialect accommodation and ethnolinguistic \ndistinctiveness in the historical development of African American \nEnglish. The examination of a set of diagnostic phonological \nand morphosyntactic variables for several of the remaining African \nAmericans in this community supports the conclusion that earlier \nAfrican American English largely accommodated local dialects \nwhile maintaining a subtle, distinctive ethnolinguistic divide. \nHowever, unlike the situation in some other African American \ncommunities, there is no current movement toward an AAVE external \nnorm for the lone isolated African American teenager; rather, \nthere is increasing accommodation to the local dialect. \nContact-based, identity-based, and ideologically based explanations \nare appealed to in describing the past and present direction \nof change for the African Americans in this receding community.},\n\tlanguage = {en},\n\tnumber = {5},\n\turldate = {2020-04-30},\n\tjournal = {Language in Society},\n\tauthor = {Mallinson, Christine and Wolfram, Walt},\n\tmonth = nov,\n\tyear = {2002},\n\tkeywords = {Appalachia, North Carolina, Vowels},\n\tpages = {743--775},\n}\n\n

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\n \n\n \n \n \n \n \n Sista, speak! Black women kinfolk talk about language and literacy.\n \n \n \n\n\n \n Lanehart, S. L.\n\n\n \n\n\n\n University of Texas Press, Austin, 1st ed edition, 2002.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@book{lanehart_sista_2002,\n\taddress = {Austin},\n\tedition = {1st ed},\n\ttitle = {Sista, speak! {Black} women kinfolk talk about language and literacy},\n\tisbn = {978-0-292-74728-9 978-0-292-74729-6},\n\tpublisher = {University of Texas Press},\n\tauthor = {Lanehart, Sonja L.},\n\tyear = {2002},\n\tkeywords = {African American women},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Historical Evolution of Earlier African American English: An Empirical Comparison of Early Sources.\n \n \n \n \n\n\n \n Kautzsch, A.\n\n\n \n\n\n\n DE GRUYTER, Berlin, Boston, January 2002.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@book{kautzsch_historical_2002,\n\taddress = {Berlin, Boston},\n\ttitle = {The {Historical} {Evolution} of {Earlier} {African} {American} {English}: {An} {Empirical} {Comparison} of {Early} {Sources}},\n\tisbn = {978-3-11-090797-1},\n\tshorttitle = {The {Historical} {Evolution} of {Earlier} {African} {American} {English}},\n\turl = {https://www.degruyter.com/view/books/9783110907971/9783110907971/9783110907971.xml},\n\turldate = {2020-07-23},\n\tpublisher = {DE GRUYTER},\n\tauthor = {Kautzsch, Alexander},\n\tmonth = jan,\n\tyear = {2002},\n\tdoi = {10.1515/9783110907971},\n\tkeywords = {Corpus, Early African American English},\n}\n\n

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\n \n\n \n \n \n \n \n \n Identity and Language Variation in a Rural Community.\n \n \n \n \n\n\n \n Hazen, K.\n\n\n \n\n\n\n Language, 78(2): 240–257. 2002.\n \n\n\n\n
\n\n\n\n \n \n $\"Identity$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{hazen_identity_2002,\n\ttitle = {Identity and {Language} {Variation} in a {Rural} {Community}},\n\tvolume = {78},\n\tissn = {1535-0665},\n\turl = {http://muse.jhu.edu/content/crossref/journals/language/v078/78.2hazen.pdf},\n\tdoi = {10.1353/lan.2002.0089},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-04-14},\n\tjournal = {Language},\n\tauthor = {Hazen, Kirk},\n\tyear = {2002},\n\tkeywords = {Syntax, Warren County, North Carolina},\n\tpages = {240--257},\n}\n\n

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\n \n\n \n \n \n \n \n \n A descriptive study of African American English: Research in linguistics and education.\n \n \n \n \n\n\n \n Green, L. J.\n\n\n \n\n\n\n International Journal of Qualitative Studies in Education, 15(6): 673–690. November 2002.\n \n\n\n\n
\n\n\n\n \n \n $\"A$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{green_descriptive_2002,\n\ttitle = {A descriptive study of {African} {American} {English}: {Research} in linguistics and education},\n\tvolume = {15},\n\tissn = {0951-8398, 1366-5898},\n\tshorttitle = {A descriptive study of {African} {American} {English}},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/0951839022000014376},\n\tdoi = {10.1080/0951839022000014376},\n\tlanguage = {en},\n\tnumber = {6},\n\turldate = {2020-05-05},\n\tjournal = {International Journal of Qualitative Studies in Education},\n\tauthor = {Green, Lisa J.},\n\tmonth = nov,\n\tyear = {2002},\n\tkeywords = {Education},\n\tpages = {673--690},\n}\n\n

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\n \n\n \n \n \n \n \n African American English: a linguistic introduction.\n \n \n \n\n\n \n Green, L. J.\n\n\n \n\n\n\n Cambridge Univ. Press, Cambridge, 2002.\n OCLC: 900606048\n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@book{green_african_2002,\n\taddress = {Cambridge},\n\ttitle = {African {American} {English}: a linguistic introduction},\n\tisbn = {978-0-521-81449-2 978-0-521-89138-7 978-0-511-80030-6},\n\tshorttitle = {African {American} {English}},\n\tlanguage = {English},\n\tpublisher = {Cambridge Univ. Press},\n\tauthor = {Green, Lisa J.},\n\tyear = {2002},\n\tnote = {OCLC: 900606048},\n}\n\n

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\n \n\n \n \n \n \n \n \n Cohesion, communication burden, and response adequacy in adolescent conversations.\n \n \n \n \n\n\n \n Ciccia, A. H.; and Turkstra, L. S.\n\n\n \n\n\n\n Advances in Speech Language Pathology, 4(1): 1–8. January 2002.\n \n\n\n\n
\n\n\n\n \n \n $\"Cohesion,$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{ciccia_cohesion_2002,\n\ttitle = {Cohesion, communication burden, and response adequacy in adolescent conversations},\n\tvolume = {4},\n\tissn = {1441-7049},\n\turl = {http://www.tandfonline.com/doi/full/10.1080/14417040210001669181},\n\tdoi = {10.1080/14417040210001669181},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-08-10},\n\tjournal = {Advances in Speech Language Pathology},\n\tauthor = {Ciccia, Angela H. and Turkstra, Lyn S.},\n\tmonth = jan,\n\tyear = {2002},\n\tkeywords = {Cleveland, Ohio, Communication, Discourse analysis, Dyads},\n\tpages = {1--8},\n}\n\n

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\n \n\n \n \n \n \n \n \n Dialect leveling and /ai/ monophthongization among African American Detroiters.\n \n \n \n \n\n\n \n Anderson, B. L.\n\n\n \n\n\n\n Journal of Sociolinguistics, 6(1): 86–98. February 2002.\n \n\n\n\n
\n\n\n\n \n \n $\"Dialect$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{anderson_dialect_2002,\n\ttitle = {Dialect leveling and /ai/ monophthongization among {African} {American} {Detroiters}},\n\tvolume = {6},\n\tissn = {13606441},\n\turl = {http://doi.wiley.com/10.1111/1467-9481.00178},\n\tdoi = {10.1111/1467-9481.00178},\n\tabstract = {In this paper I present evidence that Detroit African Americans are participating in a recent sound change which is typically associated with some White, but not African American, varieties in the American South. Although both Southern White and African American speakers monophthongize /ai/ in pre‐voiced phonetic contexts (tide), the spread of the monophthongal or glide‐reduced variant to pre‐voiceless environments (tight) is a salient characteristic of some subregions of the Southern U.S. I report a leveling pattern in which /ai/ monophthongization has expanded to the salient pre‐voiceless context in Detroit African American English (AAE). I explain this is in terms of a change in the group with whom African American speakers perceive themselves as saliently contrastive.},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-14},\n\tjournal = {Journal of Sociolinguistics},\n\tauthor = {Anderson, Bridget L.},\n\tmonth = feb,\n\tyear = {2002},\n\tkeywords = {Detroit, Michigan, Vowels},\n\tpages = {86--98},\n}\n\n

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\n \n 2001\n \n \n (20)\n \n \n

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\n \n\n \n \n \n \n \n Reconsidering the Sociolinguistic Agenda for African American English: The Next Generation of Research and Application.\n \n \n \n\n\n \n Wolfram, W.\n\n\n \n\n\n\n In Lanehart, S. L., editor(s), Sociocultural and historical contexts of African American English, of Varieties of English around the world, pages 331–362. John Benjamins Pub. Co, Amsterdam ; Philadelphia, 2001.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@incollection{lanehart_reconsidering_2001,\n\taddress = {Amsterdam ; Philadelphia},\n\tseries = {Varieties of {English} around the world},\n\ttitle = {Reconsidering the {Sociolinguistic} {Agenda} for {African} {American} {English}: {The} {Next} {Generation} of {Research} and {Application}},\n\tisbn = {978-1-58811-045-9 978-1-58811-046-6},\n\tnumber = {v. 27},\n\tbooktitle = {Sociocultural and historical contexts of {African} {American} {English}},\n\tpublisher = {John Benjamins Pub. Co},\n\tauthor = {Wolfram, Walt},\n\teditor = {Lanehart, Sonja L.},\n\tyear = {2001},\n\tkeywords = {Edited Volume},\n\tpages = {331--362},\n}\n\n

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\n \n\n \n \n \n \n \n \n Early Literacy Skills in African-American Children: Research Considerations.\n \n \n \n \n\n\n \n Washington, J. A.\n\n\n \n\n\n\n Learning Disabilities Research and Practice, 16(4): 213–221. November 2001.\n \n\n\n\n
\n\n\n\n \n \n $\"Early$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@article{washington_early_2001,\n\ttitle = {Early {Literacy} {Skills} in {African}-{American} {Children}: {Research} {Considerations}},\n\tvolume = {16},\n\tissn = {0938-8982, 1540-5826},\n\tshorttitle = {Early {Literacy} {Skills} in {African}-{American} {Children}},\n\turl = {http://doi.wiley.com/10.1111/0938-8982.00021},\n\tdoi = {10.1111/0938-8982.00021},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2020-07-20},\n\tjournal = {Learning Disabilities Research and Practice},\n\tauthor = {Washington, Julie A.},\n\tmonth = nov,\n\tyear = {2001},\n\tkeywords = {Child AAE, Literacy},\n\tpages = {213--221},\n}\n\n

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\n \n\n \n \n \n \n \n \n Using the past to explain the present: Tense and temporal reference in Early African American English.\n \n \n \n \n\n\n \n Walker, J. A.\n\n\n \n\n\n\n Language Variation and Change, 13(1): 1–35. March 2001.\n \n\n\n\n
\n\n\n\n \n \n $\"Using$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{walker_using_2001,\n\ttitle = {Using the past to explain the present: {Tense} and temporal reference in {Early} {African} {American} {English}},\n\tvolume = {13},\n\tissn = {0954-3945, 1469-8021},\n\tshorttitle = {Using the past to explain the present},\n\turl = {https://www.cambridge.org/core/product/identifier/S0954394501131017/type/journal_article},\n\tdoi = {10.1017/S0954394501131017},\n\tabstract = {This study reconstructs the present temporal reference system \nof Early African American English by investigating the linguistic \nfactors conditioning several variables within the domain of \npresent temporal reference in three representative varieties. \nPrevious studies have focused only on the opposition between \nØ and\n              -s\n              in the present tense, ignoring other \nmorphosyntactic constructions. Expanding the variable context \nto present temporal reference, I demonstrate that different \nconstructions convey different aspects: the previously noted \nassociation between\n              -s\n              and habitual aspect is confirmed, \nbut Ø is also associated with an aspectual \ndistinction—that of duration. The progressive is used \nmost often with nonstative verbs to denote durative aspect, \nwhereas its much rarer use with statives appears to reflect \nan older stage in its “grammaticization.” Combining \nvariationist analysis with the comparative method, this \nreconstruction provides linguistically meaningful explanations \nof the observed variability and places it within the context \nof the development of the English language.},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-14},\n\tjournal = {Language Variation and Change},\n\tauthor = {Walker, James A.},\n\tmonth = mar,\n\tyear = {2001},\n\tkeywords = {Child AAE, Syntax},\n\tpages = {1--35},\n}\n\n

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\n \n\n \n \n \n \n \n \n African Americans.\n \n \n \n \n\n\n \n Thomas, E. R.\n\n\n \n\n\n\n An Acoustic Analysis of Vowel Variation in New World English, 85(1): 161–184. January 2001.\n \n\n\n\n
\n\n\n\n \n \n $\"African$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{thomas_african_2001,\n\ttitle = {African {Americans}},\n\tvolume = {85},\n\tissn = {0002-8207, 2157-6114},\n\turl = {https://read.dukeupress.edu/pads/article/85/1/161-184/29032},\n\tdoi = {10.1215/-85-1-161},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-14},\n\tjournal = {An Acoustic Analysis of Vowel Variation in New World English},\n\tauthor = {Thomas, Erik R.},\n\tmonth = jan,\n\tyear = {2001},\n\tkeywords = {Regional Variation, Vowels},\n\tpages = {161--184},\n}\n\n

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\n \n\n \n \n \n \n \n \n 5. The voice of the ancestors: New evidence on 19th-century precursors to 20th-century African American English.\n \n \n \n \n\n\n \n Sutcliffe, D.\n\n\n \n\n\n\n In Lanehart, S. L., editor(s), Varieties of English Around the World, volume G27, pages 129. John Benjamins Publishing Company, Amsterdam, 2001.\n \n\n\n\n
\n\n\n\n \n \n $\"5.$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@incollection{lanehart_5_2001,\n\taddress = {Amsterdam},\n\ttitle = {5. {The} voice of the ancestors: {New} evidence on 19th-century precursors to 20th-century {African} {American} {English}},\n\tvolume = {G27},\n\tisbn = {978-90-272-4885-5 978-1-58811-045-9 978-90-272-4886-2 978-1-58811-046-6 978-90-272-9798-3},\n\tshorttitle = {5. {The} voice of the ancestors},\n\turl = {https://benjamins.com/catalog/veaw.g27.10sut},\n\tlanguage = {en},\n\turldate = {2020-08-11},\n\tbooktitle = {Varieties of {English} {Around} the {World}},\n\tpublisher = {John Benjamins Publishing Company},\n\tauthor = {Sutcliffe, David},\n\teditor = {Lanehart, Sonja L.},\n\tyear = {2001},\n\tdoi = {10.1075/veaw.g27.10sut},\n\tkeywords = {Edited Volume},\n\tpages = {129},\n}\n\n

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\n \n\n \n \n \n \n \n \n Directness in the use of African American English.\n \n \n \n \n\n\n \n Spears, A. K.\n\n\n \n\n\n\n In Lanehart, S. L., editor(s), Varieties of English Around the World, volume G27, pages 239. John Benjamins Publishing Company, Amsterdam, 2001.\n \n\n\n\n
\n\n\n\n \n \n $\"Directness$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@incollection{lanehart_directness_2001,\n\taddress = {Amsterdam},\n\ttitle = {Directness in the use of {African} {American} {English}},\n\tvolume = {G27},\n\tisbn = {978-90-272-4885-5 978-1-58811-045-9 978-90-272-4886-2 978-1-58811-046-6 978-90-272-9798-3},\n\turl = {https://benjamins.com/catalog/veaw.g27.15spe},\n\tlanguage = {en},\n\turldate = {2020-05-06},\n\tbooktitle = {Varieties of {English} {Around} the {World}},\n\tpublisher = {John Benjamins Publishing Company},\n\tauthor = {Spears, Arthur K.},\n\teditor = {Lanehart, Sonja L.},\n\tyear = {2001},\n\tdoi = {10.1075/veaw.g27.15spe},\n\tpages = {239},\n}\n\n

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\n \n\n \n \n \n \n \n African American English in the diaspora.\n \n \n \n\n\n \n Poplack, S.; and Tagliamonte, S.\n\n\n \n\n\n\n of Language in societyBlackwell, Malden, MA, 2001.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@book{poplack_african_2001,\n\taddress = {Malden, MA},\n\tseries = {Language in society},\n\ttitle = {African {American} {English} in the diaspora},\n\tisbn = {978-0-631-21265-2 978-0-631-21266-9},\n\tnumber = {30},\n\tpublisher = {Blackwell},\n\tauthor = {Poplack, Shana and Tagliamonte, Sali},\n\tyear = {2001},\n\tkeywords = {Diaspora, Early African American English},\n}\n\n

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\n \n\n \n \n \n \n \n \n Phonetic Transcription of African American Vernacular English.\n \n \n \n \n\n\n \n Pollock, K. E.; and Meredith, L. H.\n\n\n \n\n\n\n Communication Disorders Quarterly, 23(1): 47–53. December 2001.\n \n\n\n\n
\n\n\n\n \n \n $\"Phonetic$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{pollock_phonetic_2001,\n\ttitle = {Phonetic {Transcription} of {African} {American} {Vernacular} {English}},\n\tvolume = {23},\n\tissn = {1525-7401, 1538-4837},\n\turl = {http://journals.sagepub.com/doi/10.1177/152574010102300107},\n\tdoi = {10.1177/152574010102300107},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-07-23},\n\tjournal = {Communication Disorders Quarterly},\n\tauthor = {Pollock, Karen E. and Meredith, Linette Hinton},\n\tmonth = dec,\n\tyear = {2001},\n\tkeywords = {Transcription},\n\tpages = {47--53},\n}\n\n

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\n\n\n\n

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\n \n\n \n \n \n \n \n \n Liberating American Ebonics from Euro-English.\n \n \n \n \n\n\n \n Palacas, A. L.\n\n\n \n\n\n\n College English, 63(3): 326. January 2001.\n \n\n\n\n
\n\n\n\n \n \n $\"Liberating$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{palacas_liberating_2001,\n\ttitle = {Liberating {American} {Ebonics} from {Euro}-{English}},\n\tvolume = {63},\n\tissn = {00100994},\n\turl = {https://www.jstor.org/stable/378997?origin=crossref},\n\tdoi = {10.2307/378997},\n\tnumber = {3},\n\turldate = {2020-07-02},\n\tjournal = {College English},\n\tauthor = {Palacas, Arthur L.},\n\tmonth = jan,\n\tyear = {2001},\n\tpages = {326},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Ecology of Language Evolution.\n \n \n \n \n\n\n \n Mufwene, S. S.\n\n\n \n\n\n\n Cambridge University Press, 1 edition, August 2001.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@book{mufwene_ecology_2001,\n\tedition = {1},\n\ttitle = {The {Ecology} of {Language} {Evolution}},\n\tisbn = {978-0-521-79138-0 978-0-521-79475-6 978-0-511-61286-2},\n\turl = {https://www.cambridge.org/core/product/identifier/9780511612862/type/book},\n\turldate = {2020-07-23},\n\tpublisher = {Cambridge University Press},\n\tauthor = {Mufwene, Salikoko S.},\n\tmonth = aug,\n\tyear = {2001},\n\tdoi = {10.1017/CBO9780511612862},\n\tkeywords = {Early African American English, Language Ecology},\n}\n\n

\n

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\n \n\n \n \n \n \n \n \n AFRICAN-AMERICAN ENGLISH.\n \n \n \n \n\n\n \n Mufwene, S. S.\n\n\n \n\n\n\n In Algeo, J., editor(s), The Cambridge History of the English Language, pages 291–324. Cambridge University Press, 1 edition, February 2001.\n \n\n\n\n
\n\n\n\n \n \n $\"AFRICAN-AMERICAN$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@incollection{algeo_african-american_2001,\n\tedition = {1},\n\ttitle = {{AFRICAN}-{AMERICAN} {ENGLISH}},\n\tisbn = {978-1-139-05382-2},\n\turl = {https://www.cambridge.org/core/product/identifier/CBO9781139053822A011/type/book_part},\n\turldate = {2020-07-23},\n\tbooktitle = {The {Cambridge} {History} of the {English} {Language}},\n\tpublisher = {Cambridge University Press},\n\tauthor = {Mufwene, Salikoko S.},\n\teditor = {Algeo, John},\n\tmonth = feb,\n\tyear = {2001},\n\tdoi = {10.1017/CHOL9780521264792.009},\n\tkeywords = {Edited Volume, Review Article},\n\tpages = {291--324},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Trans-Atlantic Connections for Variable Grammatical Features.\n \n \n \n \n\n\n \n Montgomery, M.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 7(3): Article 16. 2001.\n \n\n\n\n
\n\n\n\n \n \n $\"Trans-Atlantic$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{montgomery_trans-atlantic_2001,\n\ttitle = {Trans-{Atlantic} {Connections} for {Variable} {Grammatical} {Features}},\n\tvolume = {7},\n\turl = {https://repository.upenn.edu/pwpl/vol7/iss3/16/},\n\tnumber = {3},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {Montgomery, Michael},\n\tyear = {2001},\n\tpages = {Article 16},\n}\n\n

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\n\n\n\n

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\n \n\n \n \n \n \n \n Sociocultural and historical contexts of African American English.\n \n \n \n\n\n \n Lanehart, S. L.,\n editor.\n \n\n\n \n\n\n\n of Varieties of English around the worldJohn Benjamins Pub. Co, Amsterdam ; Philadelphia, 2001.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@book{lanehart_sociocultural_2001,\n\taddress = {Amsterdam ; Philadelphia},\n\tseries = {Varieties of {English} around the world},\n\ttitle = {Sociocultural and historical contexts of {African} {American} {English}},\n\tisbn = {978-1-58811-045-9 978-1-58811-046-6},\n\tnumber = {v. 27},\n\tpublisher = {John Benjamins Pub. Co},\n\teditor = {Lanehart, Sonja L.},\n\tyear = {2001},\n\tkeywords = {Edited Volume},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Attitudes Toward Black English and Code Switching.\n \n \n \n \n\n\n \n Koch, L. M.; Gross, A. M.; and Kolts, R.\n\n\n \n\n\n\n Journal of Black Psychology, 27(1): 29–42. February 2001.\n \n\n\n\n
\n\n\n\n \n \n $\"Attitudes$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 3 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{koch_attitudes_2001,\n\ttitle = {Attitudes {Toward} {Black} {English} and {Code} {Switching}},\n\tvolume = {27},\n\tissn = {0095-7984, 1552-4558},\n\turl = {http://journals.sagepub.com/doi/10.1177/0095798401027001002},\n\tdoi = {10.1177/0095798401027001002},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-05-05},\n\tjournal = {Journal of Black Psychology},\n\tauthor = {Koch, Lisa M. and Gross, Alan M. and Kolts, Russell},\n\tmonth = feb,\n\tyear = {2001},\n\tkeywords = {Code Switching},\n\tpages = {29--42},\n}\n\n

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\n \n\n \n \n \n \n \n Is Your Money Where Your Mouth Is?: Hiring Managers' Attitudes Toward African-American Vernacular English.\n \n \n \n\n\n \n Henderson, A.\n\n\n \n\n\n\n Ph.D. Thesis, University of Pennsylvania, Philadelphia, PA, 2001.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@phdthesis{henderson_is_2001,\n\taddress = {Philadelphia, PA},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {Is {Your} {Money} {Where} {Your} {Mouth} {Is}?: {Hiring} {Managers}' {Attitudes} {Toward} {African}-{American} {Vernacular} {English}},\n\tlanguage = {eng},\n\tschool = {University of Pennsylvania},\n\tauthor = {Henderson, Anita},\n\tyear = {2001},\n\tkeywords = {Attitudes},\n}\n\n

\n

\n\n\n\n

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\n \n\n \n \n \n \n \n \n Aspectual done in African American vernacular English in Detroit.\n \n \n \n \n\n\n \n Edwards, W. F.\n\n\n \n\n\n\n Journal of Sociolinguistics, 5(3): 413–427. August 2001.\n \n\n\n\n
\n\n\n\n \n \n $\"Aspectual$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@article{edwards_aspectual_2001,\n\ttitle = {Aspectual done in {African} {American} vernacular {English} in {Detroit}},\n\tvolume = {5},\n\tissn = {1360-6441, 1467-9841},\n\turl = {https://onlinelibrary.wiley.com/doi/abs/10.1111/1467-9481.00157},\n\tdoi = {10.1111/1467-9481.00157},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-04-04},\n\tjournal = {Journal of Sociolinguistics},\n\tauthor = {Edwards, Walter F.},\n\tmonth = aug,\n\tyear = {2001},\n\tkeywords = {Detroit, Michigan},\n\tpages = {413--427},\n}\n\n

\n

\n\n\n\n

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\n \n\n \n \n \n \n \n \n 4. Co-existing grammars: The relationship between the evolution of African American and Southern White Vernacular English in the South.\n \n \n \n \n\n\n \n Cukor-Avila, P.\n\n\n \n\n\n\n In Lanehart, S. L., editor(s), Varieties of English Around the World, volume G27, pages 93. John Benjamins Publishing Company, Amsterdam, 2001.\n \n\n\n\n
\n\n\n\n \n \n $\"4.$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@incollection{lanehart_4_2001,\n\taddress = {Amsterdam},\n\ttitle = {4. {Co}-existing grammars: {The} relationship between the evolution of {African} {American} and {Southern} {White} {Vernacular} {English} in the {South}},\n\tvolume = {G27},\n\tisbn = {978-90-272-4885-5 978-1-58811-045-9 978-90-272-4886-2 978-1-58811-046-6 978-90-272-9798-3},\n\tshorttitle = {4. {Co}-existing grammars},\n\turl = {https://benjamins.com/catalog/veaw.g27.09cuk},\n\tlanguage = {en},\n\turldate = {2020-08-11},\n\tbooktitle = {Varieties of {English} {Around} the {World}},\n\tpublisher = {John Benjamins Publishing Company},\n\tauthor = {Cukor-Avila, Patricia},\n\teditor = {Lanehart, Sonja L.},\n\tyear = {2001},\n\tdoi = {10.1075/veaw.g27.09cuk},\n\tkeywords = {Edited Volume, Review Article, Southern States, Syntax},\n\tpages = {93},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Ebonics and language education of African ancestry students.\n \n \n \n\n\n \n Crawford, C.,\n editor.\n \n\n\n \n\n\n\n Sankofa World Publishers, New York, 2001.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@book{crawford_ebonics_2001,\n\taddress = {New York},\n\ttitle = {Ebonics and language education of {African} ancestry students},\n\tisbn = {978-0-9706128-0-9},\n\tpublisher = {Sankofa World Publishers},\n\teditor = {Crawford, Clinton},\n\tyear = {2001},\n\tkeywords = {Edited Volume, Education},\n}\n\n

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\n\n\n

\n \n\n \n \n \n \n \n \n The Construction of White, Black, and Korean American Identities through African American Vernacular English.\n \n \n \n \n\n\n \n Chun, E. W.\n\n\n \n\n\n\n Journal of Linguistic Anthropology, 11(1): 52–64. June 2001.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@article{chun_construction_2001,\n\ttitle = {The {Construction} of {White}, {Black}, and {Korean} {American} {Identities} through {African} {American} {Vernacular} {English}},\n\tvolume = {11},\n\tissn = {1055-1360, 1548-1395},\n\turl = {http://doi.wiley.com/10.1525/jlin.2001.11.1.52},\n\tdoi = {10.1525/jlin.2001.11.1.52},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-29},\n\tjournal = {Journal of Linguistic Anthropology},\n\tauthor = {Chun, Elaine W.},\n\tmonth = jun,\n\tyear = {2001},\n\tkeywords = {Case Study, Identity},\n\tpages = {52--64},\n}\n\n

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\n \n\n \n \n \n \n \n \n 3. The relationship between African American Vernacular English and White Vernaculars in the American South: A sociocultural history and some phonological evidence.\n \n \n \n \n\n\n \n Bailey, G.\n\n\n \n\n\n\n In Lanehart, S. L., editor(s), Varieties of English Around the World, volume G27, pages 53. John Benjamins Publishing Company, Amsterdam, 2001.\n \n\n\n\n
\n\n\n\n \n \n $\"3.$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@incollection{lanehart_3_2001,\n\taddress = {Amsterdam},\n\ttitle = {3. {The} relationship between {African} {American} {Vernacular} {English} and {White} {Vernaculars} in the {American} {South}: {A} sociocultural history and some phonological evidence},\n\tvolume = {G27},\n\tisbn = {978-90-272-4885-5 978-1-58811-045-9 978-90-272-4886-2 978-1-58811-046-6 978-90-272-9798-3},\n\tshorttitle = {3. {The} relationship between {African} {American} {Vernacular} {English} and {White} {Vernaculars} in the {American} {South}},\n\turl = {https://benjamins.com/catalog/veaw.g27.08bai},\n\tlanguage = {en},\n\turldate = {2020-08-11},\n\tbooktitle = {Varieties of {English} {Around} the {World}},\n\tpublisher = {John Benjamins Publishing Company},\n\tauthor = {Bailey, Guy},\n\teditor = {Lanehart, Sonja L.},\n\tyear = {2001},\n\tdoi = {10.1075/veaw.g27.08bai},\n\tkeywords = {Edited Volume, Review Article, Southern States},\n\tpages = {53},\n}\n\n

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\n\n\n\n\n\n

\n

\n \n 2000\n \n \n (24)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n \n The regional context of earlier African American speech: Evidence for reconstructing the development of AAVE.\n \n \n \n \n\n\n \n Wolfram, W.; Thomas, E. R.; and Green, E. W.\n\n\n \n\n\n\n Language in Society, 29(3): 315–355. July 2000.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{wolfram_regional_2000,\n\ttitle = {The regional context of earlier {African} {American} speech: {Evidence} for reconstructing the development of {AAVE}},\n\tvolume = {29},\n\tissn = {0047-4045, 1469-8013},\n\tshorttitle = {The regional context of earlier {African} {American} speech},\n\turl = {https://www.cambridge.org/core/product/identifier/S0047404500003018/type/journal_article},\n\tdoi = {10.1017/S0047404500003018},\n\tabstract = {Despite extensive research over the past four decades, a number of issues concerning the historical and current \ndevelopment of African American Vernacular English (AAVE) remain unresolved. This study utilizes a unique sociolinguistic situation – a long-standing, isolated, biracial community situated in a distinctive dialect region of coastal North Carolina – to address questions of localized dialect accommodation and ethnolinguistic distinctiveness in earlier African American English. A comparison of diagnostic phonological and morphosyntactic variables for a sample of four different generations of African Americans and a baseline European American group shows that considerable accommodation of the localized dialect occurred in earlier African American speech. Nonetheless, certain dialect features – e.g., copula absence and 3rd person verbal s marking - were distinctively maintained by African Americans in the face of localized dialect accommodation; and this suggests long-term ethnolinguistic distinctiveness. Cross-generational \nchange among African Americans indicates that younger speakers \nare moving away from the localized Pamlico Sound dialect toward a more generalized AAVE norm. Contact-based and identity-based explanations are offered for the current trend of localized dialect displacement.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-04-30},\n\tjournal = {Language in Society},\n\tauthor = {Wolfram, Walt and Thomas, Erik R. and Green, Elaine W.},\n\tmonth = jul,\n\tyear = {2000},\n\tkeywords = {Hyde County, North Carolina, North Carolina},\n\tpages = {315--355},\n}\n\n

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\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n The Role of the Individual and Group in Earlier African American English.\n \n \n \n \n\n\n \n Wolfram, W.; and Beckett, D.\n\n\n \n\n\n\n American Speech, 75(1): 3–33. March 2000.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{wolfram_role_2000,\n\ttitle = {The {Role} of the {Individual} and {Group} in {Earlier} {African} {American} {English}},\n\tvolume = {75},\n\tissn = {0003-1283, 1527-2133},\n\turl = {https://read.dukeupress.edu/american-speech/article/75/1/3-33/5195},\n\tdoi = {10.1215/00031283-75-1-3},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-07-23},\n\tjournal = {American Speech},\n\tauthor = {Wolfram, Walt and Beckett, Dan},\n\tmonth = mar,\n\tyear = {2000},\n\tkeywords = {Early African American English, Hyde County, North Carolina, North Carolina},\n\tpages = {3--33},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Reflections on the Ebonics Controversy.\n \n \n \n \n\n\n \n Weldon, T. L.\n\n\n \n\n\n\n American Speech, 75(3): 275–277. September 2000.\n \n\n\n\n
\n\n\n\n \n \n $\"Reflections$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{weldon_reflections_2000,\n\ttitle = {Reflections on the {Ebonics} {Controversy}},\n\tvolume = {75},\n\tissn = {0003-1283, 1527-2133},\n\turl = {https://read.dukeupress.edu/american-speech/article/75/3/275-277/5238},\n\tdoi = {10.1215/00031283-75-3-275},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-07-20},\n\tjournal = {American Speech},\n\tauthor = {Weldon, T. L.},\n\tmonth = sep,\n\tyear = {2000},\n\tkeywords = {Ebonics Debate},\n\tpages = {275--277},\n}\n\n

\n

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\n \n\n \n \n \n \n \n Acoustic features of /r/ variations in African American Vernacular English speaking children and adults of the Midsouth.\n \n \n \n\n\n \n Weaver, R. A.\n\n\n \n\n\n\n Ph.D. Thesis, University of Memphis, Memphis, TN, 2000.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@phdthesis{weaver_acoustic_2000,\n\taddress = {Memphis, TN},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {Acoustic features of /r/ variations in {African} {American} {Vernacular} {English} speaking children and adults of the {Midsouth}},\n\tschool = {University of Memphis},\n\tauthor = {Weaver, Rebecca Ann},\n\tyear = {2000},\n\tkeywords = {Memphis, Tennessee},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Black talk: words and phrases from the hood to the amen corner.\n \n \n \n\n\n \n Smitherman, G.\n\n\n \n\n\n\n Houghton Mifflin, Boston, Rev. ed edition, 2000.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@book{smitherman_black_2000,\n\taddress = {Boston},\n\tedition = {Rev. ed},\n\ttitle = {Black talk: words and phrases from the hood to the amen corner},\n\tisbn = {978-0-395-96919-9},\n\tshorttitle = {Black talk},\n\tpublisher = {Houghton Mifflin},\n\tauthor = {Smitherman, Geneva},\n\tyear = {2000},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Talkin that talk: language, culture, and education in African America.\n \n \n \n\n\n \n Smitherman, G.\n\n\n \n\n\n\n Routledge, New York, 2000.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@book{smitherman_talkin_2000,\n\taddress = {New York},\n\ttitle = {Talkin that talk: language, culture, and education in {African} {America}},\n\tisbn = {978-0-415-20864-2 978-0-415-20865-9},\n\tshorttitle = {Talkin that talk},\n\tpublisher = {Routledge},\n\tauthor = {Smitherman, Geneva},\n\tyear = {2000},\n}\n\n

\n

\n\n\n\n

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\n \n\n \n \n \n \n \n \n Investigating intra-ethnic differentiation: /ay/ in Lumbee Native American English.\n \n \n \n \n\n\n \n Schilling-Estes, N.\n\n\n \n\n\n\n Language Variation and Change, 12(2): 141–174. July 2000.\n \n\n\n\n
\n\n\n\n \n \n $\"Investigating$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{schilling-estes_investigating_2000,\n\ttitle = {Investigating intra-ethnic differentiation: /ay/ in {Lumbee} {Native} {American} {English}},\n\tvolume = {12},\n\tissn = {0954-3945, 1469-8021},\n\tshorttitle = {Investigating intra-ethnic differentiation},\n\turl = {https://www.cambridge.org/core/product/identifier/S0954394500122021/type/journal_article},\n\tdoi = {10.1017/S0954394500122021},\n\tabstract = {This article demonstrates the importance of investigating \nlanguage variation and change both within and across ethnic \ngroups, especially those that have been relatively insular \nhistorically. The focus is on the variable patterning of \n/ay/ in the variety of English spoken by the Lumbee Indians \nin tri-ethnic Robeson County, North Carolina. (The Lumbee \nrefer to themselves as “Indians” rather than \n“Native Americans”; I use their term when referring \nto their tribe.) The analysis reveals that the Lumbee have \nbeen surprisingly innovative and heterogeneous. Explanations \nare both linguistic and extralinguistic. Insular groups \ndo not face linguistic pressure to level intra- and inter-community \ndifferences or to curb internal innovations. In addition, \ninsular groups are often more concerned with intra- than \ninter-group relations and hence with intra-group social \nand linguistic distinctions. The study also shows a lessening \nof inter- and intra-group dialect differences with increased \ninter-group contact. However, the Lumbee still preserve \na degree of dialectal distinctiveness, indicating that \nthe need to preserve cultural uniqueness may outweigh linguistic \npressure to level out differences.},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-07-28},\n\tjournal = {Language Variation and Change},\n\tauthor = {Schilling-Estes, Natalie},\n\tmonth = jul,\n\tyear = {2000},\n\tkeywords = {Robeson County, North Carolina, Vowels},\n\tpages = {141--174},\n}\n\n

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\n \n\n \n \n \n \n \n Spoken soul: the story of Black English.\n \n \n \n\n\n \n Rickford, J. R.; and Rickford, R. J.\n\n\n \n\n\n\n Wiley, New York, 2000.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@book{rickford_spoken_2000,\n\taddress = {New York},\n\ttitle = {Spoken soul: the story of {Black} {English}},\n\tisbn = {978-0-471-32356-3},\n\tshorttitle = {Spoken soul},\n\tpublisher = {Wiley},\n\tauthor = {Rickford, John R. and Rickford, Russell John},\n\tyear = {2000},\n\tkeywords = {Trade book},\n}\n\n

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\n \n\n \n \n \n \n \n The English history of African American English.\n \n \n \n\n\n \n Poplack, S.,\n editor.\n \n\n\n \n\n\n\n of Language in societyBlackwell Publishers, Malden, Mass, 2000.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@book{poplack_english_2000,\n\taddress = {Malden, Mass},\n\tseries = {Language in society},\n\ttitle = {The {English} history of {African} {American} {English}},\n\tisbn = {978-0-631-21261-4 978-0-631-21262-1},\n\tnumber = {28},\n\tpublisher = {Blackwell Publishers},\n\teditor = {Poplack, Shana},\n\tyear = {2000},\n\tkeywords = {Early African American English, Edited Volume},\n}\n\n

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\n \n\n \n \n \n \n \n Using Ebonics or Black English as a Bridge to Teaching Standard English.\n \n \n \n\n\n \n Perez, S. A.\n\n\n \n\n\n\n Contemporary Education, 71: 34–37. 2000.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@article{perez_using_2000,\n\ttitle = {Using {Ebonics} or {Black} {English} as a {Bridge} to {Teaching} {Standard} {English}.},\n\tvolume = {71},\n\tjournal = {Contemporary Education},\n\tauthor = {Perez, Samuel A.},\n\tyear = {2000},\n\tpages = {34--37},\n}\n\n

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\n \n\n \n \n \n \n \n \n TOEFL to the Test: are Monodialectal AAL-speakers Similar to ESL Students?.\n \n \n \n \n\n\n \n Pandey, A.\n\n\n \n\n\n\n World Englishes, 19(1): 89–106. March 2000.\n \n\n\n\n
\n\n\n\n \n \n $\"TOEFL$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{pandey_toefl_2000,\n\ttitle = {{TOEFL} to the {Test}: are {Monodialectal} {AAL}-speakers {Similar} to {ESL} {Students}?},\n\tvolume = {19},\n\tissn = {0883-2919, 1467-971X},\n\tshorttitle = {{TOEFL} to the {Test}},\n\turl = {http://doi.wiley.com/10.1111/1467-971X.00157},\n\tdoi = {10.1111/1467-971X.00157},\n\tabstract = {In this paper, I draw attention to the validity of the Oakland School Board's resolution on Ebonics, and to the value of ESL‐based approaches to the teaching of ‘Standard American English’ to speakers of other dialects of American English. I do so by demonstrating the validity of comparisons made between monodialectal speakers of African‐American Language (AAL)/‘Ebonics’ and low‐level ESL students, and by illustrating the bidialectalism‐instilling potential of the Test of English as a Foreign Language (TOEFL). Use of this proficiency test puts the spotlight on a much‐neglected area, namely, the bidialectal or dialect‐specific nature of listening comprehension for pre‐college and first‐year students raised in the inner city. The findings of two longitudinal studies are cited to demonstrate that, for many Ebonics‐speakers, SAE is much like a second language. The students' performance on the TOEFL, particularly on the listening comprehension and grammar sections, suggests that both comprehension and production of ‘Standard English’ can be problematic for transitional students whose first language is AAL. The pedagogical implications of this finding are carefully explored.\n\nEvery time I say something the way I say it, she correct me until I say it some other way. Pretty soon it feel like I can't think. My mind run up on a thought, git confuse, run back and sort of lay down.….\n\nLook like to me only a fool would want you to talk in a way that feel peculiar to your mind.},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-05-21},\n\tjournal = {World Englishes},\n\tauthor = {Pandey, Anita},\n\tmonth = mar,\n\tyear = {2000},\n\tkeywords = {Education},\n\tpages = {89--106},\n}\n\n

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\n \n\n \n \n \n \n \n \n Orthographic transcriptions of non-standard varieties: The case of Earlier African-American English.\n \n \n \n \n\n\n \n Miethaner, U.\n\n\n \n\n\n\n Journal of Sociolinguistics, 4(4): 534–560. November 2000.\n \n\n\n\n
\n\n\n\n \n \n $\"Orthographic$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@article{miethaner_orthographic_2000,\n\ttitle = {Orthographic transcriptions of non-standard varieties: {The} case of {Earlier} {African}-{American} {English}},\n\tvolume = {4},\n\tissn = {13606441},\n\tshorttitle = {Orthographic transcriptions of non-standard varieties},\n\turl = {http://doi.wiley.com/10.1111/1467-9481.00129},\n\tdoi = {10.1111/1467-9481.00129},\n\tabstract = {This study covers an area of sociolinguistic methodology which so far has received relatively little theoretical attention: the composition and analysis of orthographic transcriptions of non‐standard speech. The following aspects will be addressed: first, the linguistic/semiotic properties of orthographic transcriptions, i.e. the relationship between graphemic representation and phonology, morphology and syntax. Secondly, the different functions of orthographic writing and its ‘ideological’ (popular and linguistic) dimensions (e.g. social stereotypes, linguistic distance). The discussion of these in a database of sample transcriptions of earlier African‐American English illustrates that the interplay between the functional, linguistic and ideological dimensions of orthographic transcripts is highly complex, and that their analysis and interpretation have implications for (socio)linguistic methodology in general.},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2020-04-30},\n\tjournal = {Journal of Sociolinguistics},\n\tauthor = {Miethaner, Ulrich},\n\tmonth = nov,\n\tyear = {2000},\n\tpages = {534--560},\n}\n\n

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\n \n\n \n \n \n \n \n The word on the street: debunking the myth of \"pure\" standard English.\n \n \n \n\n\n \n McWhorter, J. H.\n\n\n \n\n\n\n Perseus Pub, Cambridge, Mass, 2000.\n OCLC: ocm46310744\n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@book{mcwhorter_word_2000,\n\taddress = {Cambridge, Mass},\n\ttitle = {The word on the street: debunking the myth of "pure" standard {English}},\n\tisbn = {978-0-7382-0446-8},\n\tshorttitle = {The word on the street},\n\tpublisher = {Perseus Pub},\n\tauthor = {McWhorter, John H.},\n\tyear = {2000},\n\tnote = {OCLC: ocm46310744},\n}\n\n

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\n \n\n \n \n \n \n \n Negation and the Creole-Origins Hypothesis: Evidence from Early African American English.\n \n \n \n\n\n \n Howe, D.; and Walker, J. A.\n\n\n \n\n\n\n In Poplack, S., editor(s), The English history of African American English, pages 109–140. Blackwell, Malden, MA / Oxford, UK, 2000.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{howe_negation_2000,\n\taddress = {Malden, MA / Oxford, UK},\n\ttitle = {Negation and the {Creole}-{Origins} {Hypothesis}: {Evidence} from {Early} {African} {American} {English}},\n\tbooktitle = {The {English} history of {African} {American} {English}},\n\tpublisher = {Blackwell},\n\tauthor = {Howe, Darin and Walker, James A.},\n\teditor = {Poplack, Shana},\n\tyear = {2000},\n\tkeywords = {Creole Hypothesis, Early African American English, Edited Volume},\n\tpages = {109--140},\n}\n\n

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\n \n\n \n \n \n \n \n \n Regional Variations in the Phonological Characteristics of African American Vernacular English.\n \n \n \n \n\n\n \n Hinton, L. N.; and Pollock, K. E.\n\n\n \n\n\n\n World Englishes, 19(1): 59–71. March 2000.\n \n\n\n\n
\n\n\n\n \n \n $\"Regional$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{hinton_regional_2000,\n\ttitle = {Regional {Variations} in the {Phonological} {Characteristics} of {African} {American} {Vernacular} {English}},\n\tvolume = {19},\n\tissn = {0883-2919, 1467-971X},\n\turl = {http://doi.wiley.com/10.1111/1467-971X.00155},\n\tdoi = {10.1111/1467-971X.00155},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-30},\n\tjournal = {World Englishes},\n\tauthor = {Hinton, Linette N. and Pollock, Karen E.},\n\tmonth = mar,\n\tyear = {2000},\n\tkeywords = {Consonants, Iowa, Memphis, Tennessee, Regional Variation},\n\tpages = {59--71},\n}\n\n

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\n \n\n \n \n \n \n \n \n Identity and Ethnicity in the Rural South: A Sociolinguistic View Through Past and Present Be.\n \n \n \n \n\n\n \n Hazen, K.\n\n\n \n\n\n\n Volume 83 of Publication of the American Dialect SocietyDuke University Press, Durham, NC, 2000.\n \n\n\n\n
\n\n\n\n \n \n $\"Identity$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@book{hazen_identity_2000,\n\taddress = {Durham, NC},\n\tseries = {Publication of the {American} {Dialect} {Society}},\n\ttitle = {Identity and {Ethnicity} in the {Rural} {South}: {A} {Sociolinguistic} {View} {Through} {Past} and {Present} {Be}},\n\tvolume = {83},\n\turl = {https://read.dukeupress.edu/pads/issue/83/1},\n\tpublisher = {Duke University Press},\n\tauthor = {Hazen, Kirk},\n\tyear = {2000},\n\tkeywords = {Warren County, North Carolina},\n}\n\n

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\n \n\n \n \n \n \n \n \n Aspectual be–type Constructions and Coercion in African American English.\n \n \n \n \n\n\n \n Green, L. J.\n\n\n \n\n\n\n Natural Language Semantics, 8(1): 1–25. 2000.\n \n\n\n\n
\n\n\n\n \n \n $\"Aspectual$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 11 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{green_aspectual_2000,\n\ttitle = {Aspectual be–type {Constructions} and {Coercion} in {African} {American} {English}},\n\tvolume = {8},\n\tissn = {0925854X},\n\turl = {http://link.springer.com/10.1023/A:1008392112529},\n\tdoi = {10.1023/A:1008392112529},\n\tabstract = {This paper examines aspectual be–type constructions in African American English. These constructions receive a habitual interpretation, but they are distinguished from simple tense generics in that they are not ambiguous between generic/habitual and capacity readings. The analysis proposed to account for these constructions is one in which aspectual be neutralizes the distinction between stage- and individual-level predicates. Following Kratzer (1995), I assume that stage-level predicates have a separate event argument associated with them, but individual-level predicates do not. Aspectual be forces individual-level predicates to take an eventuality argument which coerces them into stage-level predicates. The logical representations of these constructions are given a tripartite structure in which a habitual operator binds variables ranging over eventualities.\n\nThe analysis can be extended to account for constructions in which permanently stable entities indicated by bare plural subjects occur with be–type predicates. The solution proposed here accounts for some well-known properties of aspectual be that have not been discussed in the literature.},\n\tnumber = {1},\n\turldate = {2020-04-30},\n\tjournal = {Natural Language Semantics},\n\tauthor = {Green, Lisa J.},\n\tyear = {2000},\n\tkeywords = {Morphosyntax},\n\tpages = {1--25},\n}\n\n

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\n \n\n \n \n \n \n \n \n Phonological correlates of ethnic identity: evidence of divergence?.\n \n \n \n \n\n\n \n Gordon, M. J.\n\n\n \n\n\n\n American Speech, 75(2): 115–136. June 2000.\n \n\n\n\n
\n\n\n\n \n \n $\"Phonological$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{gordon_phonological_2000,\n\ttitle = {Phonological correlates of ethnic identity: evidence of divergence?},\n\tvolume = {75},\n\tissn = {0003-1283, 1527-2133},\n\tshorttitle = {{PHONOLOGICAL} {CORRELATES} {OF} {ETHNIC} {IDENTITY}},\n\turl = {https://read.dukeupress.edu/american-speech/article/75/2/115-136/5206},\n\tdoi = {10.1215/00031283-75-2-115},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-04-30},\n\tjournal = {American Speech},\n\tauthor = {Gordon, M. J.},\n\tmonth = jun,\n\tyear = {2000},\n\tkeywords = {Calumet, Indiana, Vowels},\n\tpages = {115--136},\n}\n\n

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\n \n\n \n \n \n \n \n Identification of African-American English from Prosodic Cues.\n \n \n \n\n\n \n Foreman, C. G.\n\n\n \n\n\n\n Texas Linguistic Forum, 43: 57–66. 2000.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{foreman_identification_2000,\n\ttitle = {Identification of {African}-{American} {English} from {Prosodic} {Cues}},\n\tvolume = {43},\n\tjournal = {Texas Linguistic Forum},\n\tauthor = {Foreman, Christina G.},\n\tyear = {2000},\n\tkeywords = {Perception, Prosody},\n\tpages = {57--66},\n}\n\n

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\n \n\n \n \n \n \n \n Ebonic Need Not Be English.\n \n \n \n\n\n \n Fasold, R. W.\n\n\n \n\n\n\n AAA: Arbeiten aus Anglistik und Amerikanistik, 25(2): 149–160. 2000.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@article{fasold_ebonic_2000,\n\ttitle = {Ebonic {Need} {Not} {Be} {English}},\n\tvolume = {25},\n\tnumber = {2},\n\tjournal = {AAA: Arbeiten aus Anglistik und Amerikanistik},\n\tauthor = {Fasold, Ralph W.},\n\tyear = {2000},\n\tpages = {149--160},\n}\n\n

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\n \n\n \n \n \n \n \n Black English and the mass media.\n \n \n \n\n\n \n Brasch, W. M\n\n\n \n\n\n\n Backinprint.Com, Lincoln, 2000.\n OCLC: 1120866180\n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@book{brasch_black_2000,\n\taddress = {Lincoln},\n\ttitle = {Black {English} and the mass media.},\n\tisbn = {978-0-595-14310-8},\n\tlanguage = {English},\n\tpublisher = {Backinprint.Com},\n\tauthor = {Brasch, Walter M},\n\tyear = {2000},\n\tnote = {OCLC: 1120866180},\n}\n\n

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\n \n\n \n \n \n \n \n \n Non-Categorical Constraints in Perception.\n \n \n \n \n\n\n \n Bender, E.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 7(1): Article 3. 2000.\n \n\n\n\n
\n\n\n\n \n \n $\"Non-Categorical$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{bender_non-categorical_2000,\n\ttitle = {Non-{Categorical} {Constraints} in {Perception}},\n\tvolume = {7},\n\turl = {https://repository.upenn.edu/pwpl/vol7/iss1/3},\n\tnumber = {1},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {Bender, Emily},\n\tyear = {2000},\n\tkeywords = {Copula},\n\tpages = {Article 3},\n}\n\n

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\n \n\n \n \n \n \n \n Syntactic variation and linguistic competence: The case of AAVE copula absence.\n \n \n \n\n\n \n Bender, E.\n\n\n \n\n\n\n Ph.D. Thesis, Stanford University, Palo Alto, CA, October 2000.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@phdthesis{bender_syntactic_2000,\n\taddress = {Palo Alto, CA},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {Syntactic variation and linguistic competence: {The} case of {AAVE} copula absence},\n\tschool = {Stanford University},\n\tauthor = {Bender, Emily},\n\tmonth = oct,\n\tyear = {2000},\n\tkeywords = {Copula, Syntax},\n}\n\n

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\n \n\n \n \n \n \n \n Beyond ebonics: linguistic pride and racial prejudice.\n \n \n \n\n\n \n Baugh, J.\n\n\n \n\n\n\n Oxford University Press, Oxford : New York, 2000.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@book{baugh_beyond_2000,\n\taddress = {Oxford : New York},\n\ttitle = {Beyond ebonics: linguistic pride and racial prejudice},\n\tisbn = {978-0-19-512046-2},\n\tshorttitle = {Beyond ebonics},\n\tpublisher = {Oxford University Press},\n\tauthor = {Baugh, John},\n\tyear = {2000},\n}\n\n

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\n \n 1999\n \n \n (19)\n \n \n

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\n \n\n \n \n \n \n \n \n Perceptual and Phonetic Experiments on American English Dialect Identification.\n \n \n \n \n\n\n \n Purnell, T.; Idsardi, W.; and Baugh, J.\n\n\n \n\n\n\n Journal of Language and Social Psychology, 18(1): 10–30. March 1999.\n \n\n\n\n
\n\n\n\n \n \n $\"Perceptual$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{purnell_perceptual_1999,\n\ttitle = {Perceptual and {Phonetic} {Experiments} on {American} {English} {Dialect} {Identification}},\n\tvolume = {18},\n\tissn = {0261-927X, 1552-6526},\n\turl = {http://journals.sagepub.com/doi/10.1177/0261927X99018001002},\n\tdoi = {10.1177/0261927X99018001002},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-30},\n\tjournal = {Journal of Language and Social Psychology},\n\tauthor = {Purnell, Thomas and Idsardi, William and Baugh, John},\n\tmonth = mar,\n\tyear = {1999},\n\tkeywords = {Identification, Linguistic Profiling, Perception, Vowels},\n\tpages = {10--30},\n}\n\n

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\n \n\n \n \n \n \n \n \n Eighteenth-Century Sierra Leone English: Another Exported Variety of African American English.\n \n \n \n \n\n\n \n Montgomery, M.\n\n\n \n\n\n\n English World-Wide. A Journal of Varieties of English, 20(1): 1–34. November 1999.\n \n\n\n\n
\n\n\n\n \n \n $\"Eighteenth-Century$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{montgomery_eighteenth-century_1999,\n\ttitle = {Eighteenth-{Century} {Sierra} {Leone} {English}: {Another} {Exported} {Variety} of {African} {American} {English}},\n\tvolume = {20},\n\tissn = {0172-8865, 1569-9730},\n\tshorttitle = {Eighteenth-{Century} {Sierra} {Leone} {English}},\n\turl = {http://www.jbe-platform.com/content/journals/10.1075/eww.20.1.01mon},\n\tdoi = {10.1075/eww.20.1.01mon},\n\tabstract = {This essay examines the language of an expatriate community as found in letters and petitions written by African Americans who migrated to Sierra Leone by way of Nova Scotia in 1792. These documents provide some of the earliest first-hand evidence of African American English and contribute to debates about the history of that variety. The paper compares selected grammatical features in that variety to modern-day African Nova Scotian English for insights to the history of African American English and develops a case for the principled use of manuscript documents for reconstructing earlier stages of colloquial English.},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2023-03-27},\n\tjournal = {English World-Wide. A Journal of Varieties of English},\n\tauthor = {Montgomery, Michael},\n\tmonth = nov,\n\tyear = {1999},\n\tkeywords = {Early African American English, Sierra Leonne, Syntax},\n\tpages = {1--34},\n}\n\n

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\n \n\n \n \n \n \n \n \n 8. Isolation within Isolation: An Ethnolinguistic Boundary on the Outer Banks.\n \n \n \n \n\n\n \n Wolfram, W.; Hazen, K.; and Schilling-Estes, N.\n\n\n \n\n\n\n Isolation within Isolation: An Ethnolinguistic Boundary on the Outer Banks, 81(1): 142–171. 1999.\n \n\n\n\n
\n\n\n\n \n \n $\"8.$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{wolfram_8_1999,\n\tseries = {Publication of the {American} {Dialect} {Society}},\n\ttitle = {8. {Isolation} within {Isolation}: {An} {Ethnolinguistic} {Boundary} on the {Outer} {Banks}},\n\tvolume = {81},\n\tissn = {0002-8207, 2157-6114},\n\tshorttitle = {8. {Isolation} within {Isolation}},\n\turl = {https://read.dukeupress.edu/pads/article/81/1/142-171/49812},\n\tdoi = {10.1215/-81-1-142},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-14},\n\tjournal = {Isolation within Isolation: An Ethnolinguistic Boundary on the Outer Banks},\n\tauthor = {Wolfram, Walt and Hazen, Kirk and Schilling-Estes, Natalie},\n\tyear = {1999},\n\tkeywords = {Outer Banks, North Carolina},\n\tpages = {142--171},\n}\n\n

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\n \n\n \n \n \n \n \n Lessons Learned from the Ebonics Controversy: Implications for Language Assessment.\n \n \n \n\n\n \n Vaughn-Cooke, F.\n\n\n \n\n\n\n In Adger, C. T.; Christian, D.; and Taylor, O. L., editor(s), Making the connection: language and academic achievement among African American students: proceedings of a conference of the Coalition on Language Diversity in Education, of Language in education, pages 137–168. Center for Applied Linguistics ; Delta Systems Co, [Washington] : McHenry, IL, 1999.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@incollection{adger_lessons_1999,\n\taddress = {[Washington] : McHenry, IL},\n\tseries = {Language in education},\n\ttitle = {Lessons {Learned} from the {Ebonics} {Controversy}: {Implications} for {Language} {Assessment}},\n\tisbn = {978-1-887744-42-3},\n\tnumber = {92},\n\tbooktitle = {Making the connection: language and academic achievement among {African} {American} students: proceedings of a conference of the {Coalition} on {Language} {Diversity} in {Education}},\n\tpublisher = {Center for Applied Linguistics ; Delta Systems Co},\n\tauthor = {Vaughn-Cooke, Fay},\n\teditor = {Adger, Carolyn Temple and Christian, Donna and Taylor, Orlando L.},\n\tyear = {1999},\n\tkeywords = {Ebonics Debate},\n\tpages = {137--168},\n}\n\n

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\n \n\n \n \n \n \n \n \n Stigmatized and Standardized Varieties in the Classroom: Interference or Separation?.\n \n \n \n \n\n\n \n Siegel, J.\n\n\n \n\n\n\n TESOL Quarterly, 33(4): 701. 1999.\n \n\n\n\n
\n\n\n\n \n \n $\"Stigmatized$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{siegel_stigmatized_1999,\n\ttitle = {Stigmatized and {Standardized} {Varieties} in the {Classroom}: {Interference} or {Separation}?},\n\tvolume = {33},\n\tissn = {00398322},\n\tshorttitle = {Stigmatized and {Standardized} {Varieties} in the {Classroom}},\n\turl = {https://www.jstor.org/stable/3587883?origin=crossref},\n\tdoi = {10.2307/3587883},\n\tnumber = {4},\n\turldate = {2020-07-02},\n\tjournal = {TESOL Quarterly},\n\tauthor = {Siegel, Jeff},\n\tyear = {1999},\n\tkeywords = {Teaching},\n\tpages = {701},\n}\n\n

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\n \n\n \n \n \n \n \n Grammatical acquisition of African American English.\n \n \n \n\n\n \n Seymour, H.; and Roeper, T.\n\n\n \n\n\n\n In Taylor, O.; and Leonard, L., editor(s), Language acquisition in North America: Crosscultural and crosslinguistic perspectives. Singular Press, San Diego, CA, 1999.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@incollection{taylor_grammatical_1999,\n\taddress = {San Diego, CA},\n\ttitle = {Grammatical acquisition of {African} {American} {English}},\n\tbooktitle = {Language acquisition in {North} {America}: {Crosscultural} and crosslinguistic perspectives},\n\tpublisher = {Singular Press},\n\tauthor = {Seymour, Harry and Roeper, Thomas},\n\teditor = {Taylor, Orlando and Leonard, L.},\n\tyear = {1999},\n\tkeywords = {Acquisition},\n}\n\n

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\n \n\n \n \n \n \n \n \n Situated ethnicities: Constructing and reconstructing identity in the sociolinguistic interview.\n \n \n \n \n\n\n \n Schilling-Estes, N.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 6(2): Article 11. 1999.\n \n\n\n\n
\n\n\n\n \n \n $\"Situated$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{schilling-estes_situated_1999,\n\ttitle = {Situated ethnicities: {Constructing} and reconstructing identity in the sociolinguistic interview},\n\tvolume = {6},\n\turl = {https://repository.upenn.edu/pwpl/vol6/iss2/11},\n\tnumber = {2},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {Schilling-Estes, Natalie},\n\tyear = {1999},\n\tkeywords = {Robeson County, North Carolina},\n\tpages = {Article 11},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Ebonics controversy in my backyard: a sociolinguist's experiences and reflections.\n \n \n \n \n\n\n \n Rickford, J. R.\n\n\n \n\n\n\n Journal of Sociolinguistics, 3(2): 267–266. May 1999.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{rickford_ebonics_1999,\n\ttitle = {The {Ebonics} controversy in my backyard: a sociolinguist's experiences and reflections},\n\tvolume = {3},\n\tissn = {1360-6441, 1467-9841},\n\tshorttitle = {The {Ebonics} controversy in my backyard},\n\turl = {http://doi.wiley.com/10.1111/1467-9481.00076},\n\tdoi = {10.1111/1467-9481.00076},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-05-21},\n\tjournal = {Journal of Sociolinguistics},\n\tauthor = {Rickford, John R.},\n\tmonth = may,\n\tyear = {1999},\n\tkeywords = {Oakland Ebonics Controversy},\n\tpages = {267--266},\n}\n\n

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\n \n\n \n \n \n \n \n African American vernacular English: features, evolution, educational implications.\n \n \n \n\n\n \n Rickford, J. R.\n\n\n \n\n\n\n of Language in societyBlackwell Publishers, Malden, Mass, 1999.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@book{rickford_african_1999,\n\taddress = {Malden, Mass},\n\tseries = {Language in society},\n\ttitle = {African {American} vernacular {English}: features, evolution, educational implications},\n\tisbn = {978-0-631-21245-4 978-0-631-21244-7},\n\tshorttitle = {African {American} vernacular {English}},\n\tnumber = {26},\n\tpublisher = {Blackwell Publishers},\n\tauthor = {Rickford, John R.},\n\tyear = {1999},\n\tkeywords = {Education},\n}\n\n

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\n \n\n \n \n \n \n \n I can fly: teaching narratives and reading comprehension to African American and other ethnic minority students.\n \n \n \n\n\n \n Rickford, A. E.\n\n\n \n\n\n\n University Press of America, Lanham, 1999.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@book{rickford_i_1999,\n\taddress = {Lanham},\n\ttitle = {I can fly: teaching narratives and reading comprehension to {African} {American} and other ethnic minority students},\n\tisbn = {978-0-7618-1279-1 978-0-7618-1280-7},\n\tshorttitle = {I can fly},\n\tpublisher = {University Press of America},\n\tauthor = {Rickford, Angela E.},\n\tyear = {1999},\n\tkeywords = {Reading},\n}\n\n

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\n \n\n \n \n \n \n \n \n The grammaticization of going to in (African American) English.\n \n \n \n \n\n\n \n Poplack, S.; and Tagliamonte, S.\n\n\n \n\n\n\n Language Variation and Change, 11(3): 315–342. October 1999.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{poplack_grammaticization_1999,\n\ttitle = {The grammaticization of \\textit{going to} in ({African} {American}) {English}},\n\tvolume = {11},\n\tissn = {0954-3945, 1469-8021},\n\turl = {https://www.cambridge.org/core/product/identifier/S0954394599113048/type/journal_article},\n\tdoi = {10.1017/S0954394599113048},\n\tabstract = {Focusing on the process of grammaticization, whereby items with lexical meaning evolve into grammatical markers, this article examines the future temporal reference sectors of three diaspora varieties of African American English which have evolved in linguistic isolates and compares them with those of British-origin rural and mainstream varieties of English. With one exception, the same constraint hierarchies condition the selection of going to across the board, indicating that their future temporal reference systems are descended from a common source. All other distinctions among the varieties result from their differential positioning on the cline of ongoing grammaticization of going to as a future marker. Operationalization of constraints representing different stages of the development of going to and comparison of their probability values across communities confirm that the enclave and the rural varieties retain conservative traits, visible here in the form of variable conditioning, in contrast to mainstream English, which is innovating. We suggest that the major determinant of variability in the expression of the future is the fact that the speech of isolated speakers, whether of African or British origin, instantiates constraints that were operative at an earlier stage of the English language and that are now receding from mainstream varieties.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-04-14},\n\tjournal = {Language Variation and Change},\n\tauthor = {Poplack, Shana and Tagliamonte, Sali},\n\tmonth = oct,\n\tyear = {1999},\n\tkeywords = {Early African American English, Nova Scotia, Samana, Syntax},\n\tpages = {315--342},\n}\n\n

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\n \n\n \n \n \n \n \n \n Beyond Language: Ebonics, Proper English, and Identity in a Black-American Speech Community.\n \n \n \n \n\n\n \n Ogbu, J. U.\n\n\n \n\n\n\n American Educational Research Journal, 36(2): 147–184. January 1999.\n \n\n\n\n
\n\n\n\n \n \n $\"Beyond$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{ogbu_beyond_1999,\n\ttitle = {Beyond {Language}: {Ebonics}, {Proper} {English}, and {Identity} in a {Black}-{American} {Speech} {Community}},\n\tvolume = {36},\n\tissn = {0002-8312, 1935-1011},\n\tshorttitle = {Beyond {Language}},\n\turl = {http://journals.sagepub.com/doi/10.3102/00028312036002147},\n\tdoi = {10.3102/00028312036002147},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-07-02},\n\tjournal = {American Educational Research Journal},\n\tauthor = {Ogbu, John U.},\n\tmonth = jan,\n\tyear = {1999},\n\tkeywords = {Education, Identity, Oakland, California},\n\tpages = {147--184},\n}\n\n

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\n \n\n \n \n \n \n \n \n Dialect Identification from Prosodic Cues.\n \n \n \n \n\n\n \n Foreman, C. G.\n\n\n \n\n\n\n In Ohala, J. J.; Hawagawa, Y.; Ohala, M.; Granville, D.; and Bailey, A. C., editor(s), 14th International Congress of Phonetic Sciences, pages 1237–1240, 1999. \n \n\n\n\n
\n\n\n\n \n \n $\"Dialect$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@inproceedings{foreman_dialect_1999,\n\ttitle = {Dialect {Identification} from {Prosodic} {Cues}},\n\turl = {http://www.internationalphoneticassociation.org/icphs/icphs1999},\n\tabstract = {It is a well known fact that dialects differ in prosodic features as well as segmental features. Though few studies have focused on prosody, existing research provides evidence of distinct differences in the intonation pattern between African-American English (AAE) and Mainstream American English (MAE). This study examines how speakers use such prosodic cues to differentiate AAE from MAE. It was hypothesized that dialect identification is easiest in cases where the intonation pattern of an utterance is dialect-specific and does not vary across speakers within a dialect group. It was also hypothesized that the degree of exposure to AAE is positively correlated with the accuracy rate for identifying AAE.\n   Results show that neither sex nor race alone had an effect on accuracy in dialect identification, but exposure to AAE had a measurable effect on performance in terms of both accuracy and confidence in identification.},\n\tbooktitle = {14th {International} {Congress} of {Phonetic} {Sciences}},\n\tauthor = {Foreman, Christina G.},\n\teditor = {Ohala, John J. and Hawagawa, Yoko and Ohala, Manjari and Granville, Daniel and Bailey, Ashlee C.},\n\tyear = {1999},\n\tkeywords = {Perception, Prosody},\n\tpages = {1237--1240},\n}\n\n

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\n \n\n \n \n \n \n \n \n Grammatical and Phonological Manifestations of Null Copula in a Tri-Ethnic Contact Situation.\n \n \n \n \n\n\n \n Dannenberg, C. J.\n\n\n \n\n\n\n Journal of English Linguistics, 27(4): 356–370. December 1999.\n \n\n\n\n
\n\n\n\n \n \n $\"Grammatical$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 3 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{dannenberg_grammatical_1999,\n\ttitle = {Grammatical and {Phonological} {Manifestations} of {Null} {Copula} in a {Tri}-{Ethnic} {Contact} {Situation}},\n\tvolume = {27},\n\tissn = {0075-4242, 1552-5457},\n\turl = {http://journals.sagepub.com/doi/10.1177/00754249922004778},\n\tdoi = {10.1177/00754249922004778},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2020-04-16},\n\tjournal = {Journal of English Linguistics},\n\tauthor = {Dannenberg, Clare J.},\n\tmonth = dec,\n\tyear = {1999},\n\tkeywords = {Copula, Lumbee, North Carolina},\n\tpages = {356--370},\n}\n\n

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\n \n\n \n \n \n \n \n \n Yorkville Crossing: White teens, hip hop and African American English.\n \n \n \n \n\n\n \n Cutler, C. A.\n\n\n \n\n\n\n Journal of Sociolinguistics, 3(4): 428–442. November 1999.\n \n\n\n\n
\n\n\n\n \n \n $\"Yorkville$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{cutler_yorkville_1999,\n\ttitle = {Yorkville {Crossing}: {White} teens, hip hop and {African} {American} {English}},\n\tvolume = {3},\n\tissn = {13606441},\n\tshorttitle = {Yorkville {Crossing}},\n\turl = {http://doi.wiley.com/10.1111/1467-9481.00089},\n\tdoi = {10.1111/1467-9481.00089},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2020-04-29},\n\tjournal = {Journal of Sociolinguistics},\n\tauthor = {Cutler, Cecilia A.},\n\tmonth = nov,\n\tyear = {1999},\n\tkeywords = {Appropriation, Hip Hop, New York City},\n\tpages = {428--442},\n}\n\n

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\n \n\n \n \n \n \n \n \n Stativity and Copula Absence in AAVE: Grammatical Constraints at the Subcategorical Level.\n \n \n \n \n\n\n \n Cukor-Avila, P.\n\n\n \n\n\n\n Journal of English Linguistics, 27(4): 341–355. December 1999.\n \n\n\n\n
\n\n\n\n \n \n $\"Stativity$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{cukor-avila_stativity_1999,\n\ttitle = {Stativity and {Copula} {Absence} in {AAVE}: {Grammatical} {Constraints} at the {Subcategorical} {Level}},\n\tvolume = {27},\n\tissn = {0075-4242, 1552-5457},\n\tshorttitle = {Stativity and {Copula} {Absence} in {AAVE}},\n\turl = {http://journals.sagepub.com/doi/10.1177/00754249922004769},\n\tdoi = {10.1177/00754249922004769},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2020-04-29},\n\tjournal = {Journal of English Linguistics},\n\tauthor = {Cukor-Avila, Patricia},\n\tmonth = dec,\n\tyear = {1999},\n\tkeywords = {Rural, Syntax, Texas},\n\tpages = {341--355},\n}\n\n

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\n \n\n \n \n \n \n \n Out of the mouths of slaves: African American language and educational malpractice.\n \n \n \n\n\n \n Baugh, J.\n\n\n \n\n\n\n University of Texas Press, Austin, 1st ed edition, 1999.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@book{baugh_out_1999,\n\taddress = {Austin},\n\tedition = {1st ed},\n\ttitle = {Out of the mouths of slaves: {African} {American} language and educational malpractice},\n\tisbn = {978-0-292-70872-3 978-0-292-70873-0},\n\tshorttitle = {Out of the mouths of slaves},\n\tpublisher = {University of Texas Press},\n\tauthor = {Baugh, John},\n\tyear = {1999},\n}\n\n

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\n \n\n \n \n \n \n \n Indexing Polyphonous Identity in the Speech of African American Drag Queens.\n \n \n \n\n\n \n Barrett, R.\n\n\n \n\n\n\n In Bucholtz, M.; Liang, A.; and Sutton, L. A., editor(s), Reinventing Identities: The Gendered Self in Discourse, pages 313–331. Oxford University Press, Oxford, 1999.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@incollection{bucholtz_indexing_1999,\n\taddress = {Oxford},\n\ttitle = {Indexing {Polyphonous} {Identity} in the {Speech} of {African} {American} {Drag} {Queens}},\n\tbooktitle = {Reinventing {Identities}: {The} {Gendered} {Self} in {Discourse}},\n\tpublisher = {Oxford University Press},\n\tauthor = {Barrett, Rusty},\n\teditor = {Bucholtz, Mary and Liang, A.C. and Sutton, Lauren A.},\n\tyear = {1999},\n\tpages = {313--331},\n}\n\n

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\n \n\n \n \n \n \n \n Making the connection: language and academic achievement among African American students: proceedings of a conference of the Coalition on Language Diversity in Education.\n \n \n \n\n\n \n Adger, C. T.; Christian, D.; and Taylor, O. L.,\n editors.\n \n\n\n \n\n\n\n of Language in educationCenter for Applied Linguistics ; Delta Systems Co, [Washington] : McHenry, IL, 1999.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@book{adger_making_1999,\n\taddress = {[Washington] : McHenry, IL},\n\tseries = {Language in education},\n\ttitle = {Making the connection: language and academic achievement among {African} {American} students: proceedings of a conference of the {Coalition} on {Language} {Diversity} in {Education}},\n\tisbn = {978-1-887744-42-3},\n\tshorttitle = {Making the connection},\n\tnumber = {92},\n\tpublisher = {Center for Applied Linguistics ; Delta Systems Co},\n\teditor = {Adger, Carolyn Temple and Christian, Donna and Taylor, Orlando L.},\n\tyear = {1999},\n\tkeywords = {Edited Volume, Education},\n}\n\n

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\n \n 1998\n \n \n (28)\n \n \n

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\n \n\n \n \n \n \n \n \n Sociolinguistic and Ideological Dynamics of the Ebonics Controversy.\n \n \n \n \n\n\n \n Wright, R. L.\n\n\n \n\n\n\n The Journal of Negro Education, 67(1): 5. 1998.\n \n\n\n\n
\n\n\n\n \n \n $\"Sociolinguistic$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{wright_sociolinguistic_1998,\n\ttitle = {Sociolinguistic and {Ideological} {Dynamics} of the {Ebonics} {Controversy}},\n\tvolume = {67},\n\tissn = {00222984},\n\turl = {https://www.jstor.org/stable/2668235?origin=crossref},\n\tdoi = {10.2307/2668235},\n\tnumber = {1},\n\turldate = {2020-07-20},\n\tjournal = {The Journal of Negro Education},\n\tauthor = {Wright, Richard L.},\n\tyear = {1998},\n\tkeywords = {Ebonics Debate},\n\tpages = {5},\n}\n\n

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\n \n\n \n \n \n \n \n The Myth of the Verbally Deprived Black Child.\n \n \n \n\n\n \n Wolfram, W.\n\n\n \n\n\n\n In Bauer, L.; and Trudgill, P., editor(s), Language Myths, pages 103–112. Penguin Books, 1998.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@incollection{wolfram_myth_1998,\n\ttitle = {The {Myth} of the {Verbally} {Deprived} {Black} {Child}},\n\tbooktitle = {Language {Myths}},\n\tpublisher = {Penguin Books},\n\tauthor = {Wolfram, Walt},\n\teditor = {Bauer, Laurie and Trudgill, Peter},\n\tyear = {1998},\n\tpages = {103--112},\n}\n\n

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\n \n\n \n \n \n \n \n \n Language Ideology and Dialect: Understanding the Oakland Ebonics Controversy.\n \n \n \n \n\n\n \n Wolfram, W.\n\n\n \n\n\n\n Journal of English Linguistics, 26(2): 108–121. June 1998.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{wolfram_language_1998,\n\ttitle = {Language {Ideology} and {Dialect}: {Understanding} the {Oakland} {Ebonics} {Controversy}},\n\tvolume = {26},\n\tissn = {0075-4242, 1552-5457},\n\tshorttitle = {Language {Ideology} and {Dialect}},\n\turl = {http://journals.sagepub.com/doi/10.1177/007542429802600203},\n\tdoi = {10.1177/007542429802600203},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-04-16},\n\tjournal = {Journal of English Linguistics},\n\tauthor = {Wolfram, Walt},\n\tmonth = jun,\n\tyear = {1998},\n\tkeywords = {Oakland Ebonics Controversy},\n\tpages = {108--121},\n}\n\n

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\n \n\n \n \n \n \n \n \n Socioeconomic Status and Gender Influences on Children's Dialectal Variations.\n \n \n \n \n\n\n \n Washington, J. A.; and Craig, H. K.\n\n\n \n\n\n\n Journal of Speech, Language, and Hearing Research, 41(3): 618–626. June 1998.\n \n\n\n\n
\n\n\n\n \n \n $\"Socioeconomic$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{washington_socioeconomic_1998,\n\ttitle = {Socioeconomic {Status} and {Gender} {Influences} on {Children}'s {Dialectal} {Variations}},\n\tvolume = {41},\n\tissn = {1092-4388, 1558-9102},\n\turl = {http://pubs.asha.org/doi/10.1044/jslhr.4103.618},\n\tdoi = {10.1044/jslhr.4103.618},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-07-20},\n\tjournal = {Journal of Speech, Language, and Hearing Research},\n\tauthor = {Washington, Julie A. and Craig, Holly K.},\n\tmonth = jun,\n\tyear = {1998},\n\tkeywords = {Child AAE, Gender},\n\tpages = {618--626},\n}\n\n

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\n \n\n \n \n \n \n \n \n Variable Use of African American English Across Two Language Sampling Contexts.\n \n \n \n \n\n\n \n Washington, J. A.; Craig, H. K.; and Kushmaul, A. J.\n\n\n \n\n\n\n Journal of Speech, Language, and Hearing Research, 41(5): 1115–1124. October 1998.\n \n\n\n\n
\n\n\n\n \n \n $\"Variable$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{washington_variable_1998,\n\ttitle = {Variable {Use} of {African} {American} {English} {Across} {Two} {Language} {Sampling} {Contexts}},\n\tvolume = {41},\n\tissn = {1092-4388, 1558-9102},\n\turl = {http://pubs.asha.org/doi/10.1044/jslhr.4105.1115},\n\tdoi = {10.1044/jslhr.4105.1115},\n\tabstract = {This investigation compares the impact of two language sampling elicitation contexts, free play and picture description, on variability in the use of African American English (AAE). Subjects were 65 normally-developing African American 4;4- to 6;3-year-old boys and girls from lower socioeconomic status homes. Comparisons of AAE production in the first 50 C units revealed significant differences by context. Picture descriptions elicited more AAE usage overall, a larger set of AAE types, and took less time. Gender differences in the use of AAE tokens were also apparent, with the boys using significantly more tokens than girls in the free play context. The use of AAE types and tokens was comparable for boys and girls in the picture description context. The advantages of language sampling with pictures to determine dialect usage is discussed.},\n\tlanguage = {en},\n\tnumber = {5},\n\turldate = {2020-07-20},\n\tjournal = {Journal of Speech, Language, and Hearing Research},\n\tauthor = {Washington, Julie A. and Craig, Holly K. and Kushmaul, Amy J.},\n\tmonth = oct,\n\tyear = {1998},\n\tkeywords = {Acquisition, Child AAE, Detroit, Michigan},\n\tpages = {1115--1124},\n}\n\n

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\n \n\n \n \n \n \n \n African American English Research: Review and Future Directions.\n \n \n \n\n\n \n Washington, J. A.\n\n\n \n\n\n\n African American Research Perspectives, 4(1). 1998.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{washington_african_1998,\n\ttitle = {African {American} {English} {Research}: {Review} and {Future} {Directions}},\n\tvolume = {4},\n\tnumber = {1},\n\tjournal = {African American Research Perspectives},\n\tauthor = {Washington, Julie A.},\n\tyear = {1998},\n\tkeywords = {Review Article},\n}\n\n

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\n \n\n \n \n \n \n \n \n Parallels between vowel subsystems of African American Vernacular English and Caribbean Anglophone Creoles.\n \n \n \n \n\n\n \n Thomas, E. R.; and Bailey, G.\n\n\n \n\n\n\n Journal of Pidgin and Creole Languages, 13(2): 267–296. 1998.\n \n\n\n\n
\n\n\n\n \n \n $\"Parallels$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{thomas_parallels_1998,\n\ttitle = {Parallels between vowel subsystems of {African} {American} {Vernacular} {English} and {Caribbean} {Anglophone} {Creoles}},\n\tvolume = {13},\n\tissn = {0920-9034, 1569-9870},\n\turl = {http://www.jbe-platform.com/content/journals/10.1075/jpcl.13.2.03tho},\n\tdoi = {10.1075/jpcl.13.2.03tho},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-04-30},\n\tjournal = {Journal of Pidgin and Creole Languages},\n\tauthor = {Thomas, Erik R. and Bailey, Guy},\n\tyear = {1998},\n\tkeywords = {Carribean Creoles, Early African American English, Review Article, Southern English, Vowels},\n\tpages = {267--296},\n}\n\n

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\n \n\n \n \n \n \n \n \n Policy Statement of the TESOL Board on African American Vernacular English.\n \n \n \n \n\n\n \n TESOL\n\n\n \n\n\n\n Journal of English Linguistics, 26(2): 176–177. June 1998.\n \n\n\n\n
\n\n\n\n \n \n $\"Policy$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@article{tesol_policy_1998,\n\ttitle = {Policy {Statement} of the {TESOL} {Board} on {African} {American} {Vernacular} {English}},\n\tvolume = {26},\n\tissn = {0075-4242, 1552-5457},\n\turl = {http://journals.sagepub.com/doi/10.1177/007542429802600210},\n\tdoi = {10.1177/007542429802600210},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-04-16},\n\tjournal = {Journal of English Linguistics},\n\tauthor = {TESOL},\n\tmonth = jun,\n\tyear = {1998},\n\tpages = {176--177},\n}\n\n

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\n \n\n \n \n \n \n \n \n Ebonics and Educational Policy: Some Issues for the Next Millennium.\n \n \n \n \n\n\n \n Taylor, O.\n\n\n \n\n\n\n The Journal of Negro Education, 67(1): 35. 1998.\n \n\n\n\n
\n\n\n\n \n \n $\"Ebonics$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{taylor_ebonics_1998,\n\ttitle = {Ebonics and {Educational} {Policy}: {Some} {Issues} for the {Next} {Millennium}},\n\tvolume = {67},\n\tissn = {00222984},\n\tshorttitle = {Ebonics and {Educational} {Policy}},\n\turl = {https://www.jstor.org/stable/2668238?origin=crossref},\n\tdoi = {10.2307/2668238},\n\tnumber = {1},\n\turldate = {2020-07-20},\n\tjournal = {The Journal of Negro Education},\n\tauthor = {Taylor, Orlando},\n\tyear = {1998},\n\tkeywords = {Ebonics Debate},\n\tpages = {35},\n}\n\n

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\n \n\n \n \n \n \n \n \n Ebonics, King, and Oakland: Some Folk Don't Believe Fat Meat Is Greasy.\n \n \n \n \n\n\n \n Smitherman, G.\n\n\n \n\n\n\n Journal of English Linguistics, 26(2): 97–107. June 1998.\n \n\n\n\n
\n\n\n\n \n \n $\"Ebonics,$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{smitherman_ebonics_1998,\n\ttitle = {Ebonics, {King}, and {Oakland}: {Some} {Folk} {Don}'t {Believe} {Fat} {Meat} {Is} {Greasy}},\n\tvolume = {26},\n\tissn = {0075-4242, 1552-5457},\n\tshorttitle = {Ebonics, {King}, and {Oakland}},\n\turl = {http://journals.sagepub.com/doi/10.1177/007542429802600202},\n\tdoi = {10.1177/007542429802600202},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-04-16},\n\tjournal = {Journal of English Linguistics},\n\tauthor = {Smitherman, Geneva},\n\tmonth = jun,\n\tyear = {1998},\n\tkeywords = {Oakland Ebonics Controversy},\n\tpages = {97--107},\n}\n\n

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\n \n\n \n \n \n \n \n Word from the Hood: The Lexicon of African American Vernacular English.\n \n \n \n\n\n \n Smitherman, G.\n\n\n \n\n\n\n In Mufwene, S. S.; Rickford, J. R.; Bailey, G.; and Baugh, J., editor(s), African-American English: structure, history, and use, pages 292–300. Routledge, London ; New York, 1998.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@incollection{mufwene_word_1998,\n\taddress = {London ; New York},\n\ttitle = {Word from the {Hood}: {The} {Lexicon} of {African} {American} {Vernacular} {English}},\n\tisbn = {978-0-415-11732-6 978-0-415-11733-3},\n\tbooktitle = {African-{American} {English}: structure, history, and use},\n\tpublisher = {Routledge},\n\tauthor = {Smitherman, Geneva},\n\teditor = {Mufwene, Salikoko S. and Rickford, John R. and Bailey, Guy and Baugh, John},\n\tyear = {1998},\n\tkeywords = {Edited Volume, Lexicon},\n\tpages = {292--300},\n}\n\n

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\n \n\n \n \n \n \n \n \n \"Dat Teacher Be Hollin at Us\": What Is Ebonics?.\n \n \n \n \n\n\n \n Smitherman, G.\n\n\n \n\n\n\n TESOL Quarterly, 32(1): 139. 1998.\n \n\n\n\n
\n\n\n\n \n \n $\""Dat$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{smitherman_dat_1998,\n\ttitle = {"{Dat} {Teacher} {Be} {Hollin} at {Us}": {What} {Is} {Ebonics}?},\n\tvolume = {32},\n\tissn = {00398322},\n\tshorttitle = {"{Dat} {Teacher} {Be} {Hollin} at {Us}"},\n\turl = {https://www.jstor.org/stable/3587911?origin=crossref},\n\tdoi = {10.2307/3587911},\n\tnumber = {1},\n\turldate = {2020-07-03},\n\tjournal = {TESOL Quarterly},\n\tauthor = {Smitherman, Geneva},\n\tyear = {1998},\n\tkeywords = {Education, Oakland Ebonics Controversy, Teaching},\n\tpages = {139},\n}\n\n

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\n \n\n \n \n \n \n \n \n What's Not New in AAVE.\n \n \n \n \n\n\n \n Singler, J. V.\n\n\n \n\n\n\n American Speech, 73(3): 227. 1998.\n \n\n\n\n
\n\n\n\n \n \n $\"What's$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@article{singler_whats_1998,\n\ttitle = {What's {Not} {New} in {AAVE}},\n\tvolume = {73},\n\tissn = {00031283},\n\turl = {https://www.jstor.org/stable/455824?origin=crossref},\n\tdoi = {10.2307/455824},\n\tnumber = {3},\n\turldate = {2020-04-13},\n\tjournal = {American Speech},\n\tauthor = {Singler, John Victor},\n\tyear = {1998},\n\tpages = {227},\n}\n\n

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\n \n\n \n \n \n \n \n \n Difference Versus Deficit in Child African American English.\n \n \n \n \n\n\n \n Seymour, H. N.; Bland-Stewart, L.; and Green, L. J.\n\n\n \n\n\n\n Language, Speech, and Hearing Services in Schools, 29(2): 96–108. April 1998.\n \n\n\n\n
\n\n\n\n \n \n $\"Difference$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{seymour_difference_1998,\n\ttitle = {Difference {Versus} {Deficit} in {Child} {African} {American} {English}},\n\tvolume = {29},\n\tissn = {0161-1461, 1558-9129},\n\turl = {http://pubs.asha.org/doi/10.1044/0161-1461.2902.96},\n\tdoi = {10.1044/0161-1461.2902.96},\n\tabstract = {We propose that shared features (noncontrastive) between African American English (AAE) and Standard American English (SAE) may be more diagnostically salient than features not shared (contrastive) when identifying children of AAE language backgrounds with language disorders. The syntax of child speakers of AAE with language disorders (LD) and child speakers of AAE without language disorders (NLD) were compared. Syntactic features were transcribed from conversational language samples of seven LD and seven NLD children, and these features were classified according to their overlapping relationship with SAE. Shared features between AAE and SAE were designated as "noncontrastive" and features not shared as "contrastive". The production of several noncontrastive linguistic features were significantly different between groups, whereas group differences were nonsignificant for all contrastive features, with the exception of the past tense /ed/ morpheme.},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-05-21},\n\tjournal = {Language, Speech, and Hearing Services in Schools},\n\tauthor = {Seymour, Harry N. and Bland-Stewart, Linda and Green, Lisa J.},\n\tmonth = apr,\n\tyear = {1998},\n\tkeywords = {Child AAE},\n\tpages = {96--108},\n}\n\n

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\n \n\n \n \n \n \n \n The Creole Origins of African American Vernacular English: Evidence from copula absence.\n \n \n \n\n\n \n Rickford, J. R.\n\n\n \n\n\n\n In Mufwene, S. S.; Rickford, J. R.; Bailey, G.; and Baugh, J., editor(s), African-American English: structure, history, and use, pages 154–200. Routledge, London ; New York, 1998.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@incollection{mufwene_creole_1998,\n\taddress = {London ; New York},\n\ttitle = {The {Creole} {Origins} of {African} {American} {Vernacular} {English}: {Evidence} from copula absence},\n\tisbn = {978-0-415-11732-6 978-0-415-11733-3},\n\tbooktitle = {African-{American} {English}: structure, history, and use},\n\tpublisher = {Routledge},\n\tauthor = {Rickford, John R.},\n\teditor = {Mufwene, Salikoko S. and Rickford, John R. and Bailey, Guy and Baugh, John},\n\tyear = {1998},\n\tkeywords = {Creole Hypothesis, Edited Volume},\n\tpages = {154--200},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Anti-Ebonics Movement: \"Standard\" English Only.\n \n \n \n \n\n\n \n Richardson, E.\n\n\n \n\n\n\n Journal of English Linguistics, 26(2): 156–169. June 1998.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{richardson_anti-ebonics_1998,\n\ttitle = {The {Anti}-{Ebonics} {Movement}: "{Standard}" {English} {Only}},\n\tvolume = {26},\n\tissn = {0075-4242, 1552-5457},\n\tshorttitle = {The {Anti}-{Ebonics} {Movement}},\n\turl = {http://journals.sagepub.com/doi/10.1177/007542429802600206},\n\tdoi = {10.1177/007542429802600206},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-07-02},\n\tjournal = {Journal of English Linguistics},\n\tauthor = {Richardson, Elaine},\n\tmonth = jun,\n\tyear = {1998},\n\tkeywords = {Oakland Ebonics Controversy},\n\tpages = {156--169},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Phonological Features of African American Vernacular English: An Updated Feature List.\n \n \n \n \n\n\n \n Pollock, K. E.; Bailey, G.; Berni, M. C.; Fletcher, D.; Hinton, L. N.; Johnson, I.; Roberts, H.; and Weaver, R. A.\n\n\n \n\n\n\n 1998.\n \n\n\n\n
\n\n\n\n \n \n $\"Phonological$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@misc{pollock_phonological_1998,\n\ttitle = {Phonological {Features} of {African} {American} {Vernacular} {English}: {An} {Updated} {Feature} {List}},\n\turl = {https://www.rehabmed.ualberta.ca/spa/phonology/features.htm},\n\turldate = {2020-07-01},\n\tauthor = {Pollock, Karen E. and Bailey, Guy and Berni, Mary C. and Fletcher, Deborah and Hinton, Linette N. and Johnson, Iris and Roberts, Holly and Weaver, Rebecca Ann},\n\tyear = {1998},\n\tkeywords = {List of Features},\n}\n\n

\n

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\n \n\n \n \n \n \n \n The real ebonics debate: power, language, and the education of African-American children.\n \n \n \n\n\n \n Perry, T.; and Delpit, L. D.,\n editors.\n \n\n\n \n\n\n\n Beacon Press, Boston, 1998.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@book{perry_real_1998,\n\taddress = {Boston},\n\ttitle = {The real ebonics debate: power, language, and the education of {African}-{American} children},\n\tisbn = {978-0-8070-3145-2},\n\tshorttitle = {The real ebonics debate},\n\tpublisher = {Beacon Press},\n\teditor = {Perry, Theresa and Delpit, Lisa D.},\n\tyear = {1998},\n\tkeywords = {Oakland Ebonics Controversy},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n African-American English: structure, history, and use.\n \n \n \n\n\n \n Mufwene, S. S.; Rickford, J. R.; Bailey, G.; and Baugh, J.,\n editors.\n \n\n\n \n\n\n\n Routledge, London ; New York, 1998.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@book{mufwene_african-american_1998,\n\taddress = {London ; New York},\n\ttitle = {African-{American} {English}: structure, history, and use},\n\tisbn = {978-0-415-11732-6 978-0-415-11733-3},\n\tshorttitle = {African-{American} {English}},\n\tpublisher = {Routledge},\n\teditor = {Mufwene, Salikoko S. and Rickford, John R. and Bailey, Guy and Baugh, John},\n\tyear = {1998},\n\tkeywords = {Edited Volume},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Middle-Class AAVE versus Middle-Class Bilingualism: Contrasting Speech Communities.\n \n \n \n \n\n\n \n Linnes, K.\n\n\n \n\n\n\n American Speech, 73(4): 339. 1998.\n \n\n\n\n
\n\n\n\n \n \n $\"Middle-Class$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{linnes_middle-class_1998,\n\ttitle = {Middle-{Class} {AAVE} versus {Middle}-{Class} {Bilingualism}: {Contrasting} {Speech} {Communities}},\n\tvolume = {73},\n\tissn = {00031283},\n\tshorttitle = {Middle-{Class} {AAVE} versus {Middle}-{Class} {Bilingualism}},\n\turl = {https://www.jstor.org/stable/455582?origin=crossref},\n\tdoi = {10.2307/455582},\n\tnumber = {4},\n\turldate = {2020-04-13},\n\tjournal = {American Speech},\n\tauthor = {Linnes, Kathleen},\n\tyear = {1998},\n\tkeywords = {Houston, Texas, Syntax},\n\tpages = {339},\n}\n\n

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\n \n\n \n \n \n \n \n \n African American Vernacular English and Education: The Dynamics of Pedagogy, Ideology, and Identity.\n \n \n \n \n\n\n \n Lanehart, S. L.\n\n\n \n\n\n\n Journal of English Linguistics, 26(2): 122–136. June 1998.\n \n\n\n\n
\n\n\n\n \n \n $\"African$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{lanehart_african_1998,\n\ttitle = {African {American} {Vernacular} {English} and {Education}: {The} {Dynamics} of {Pedagogy}, {Ideology}, and {Identity}},\n\tvolume = {26},\n\tissn = {0075-4242, 1552-5457},\n\tshorttitle = {African {American} {Vernacular} {English} and {Education}},\n\turl = {http://journals.sagepub.com/doi/10.1177/007542429802600204},\n\tdoi = {10.1177/007542429802600204},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-04-16},\n\tjournal = {Journal of English Linguistics},\n\tauthor = {Lanehart, Sonja L.},\n\tmonth = jun,\n\tyear = {1998},\n\tkeywords = {Education},\n\tpages = {122--136},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Co-existent systems in African-American vernacular English.\n \n \n \n \n\n\n \n Labov, W.\n\n\n \n\n\n\n In Mufwene, S. S.; Rickford, J. R.; Bailey, G.; and Baugh, J., editor(s), African American English: Structure, History, and Use, pages 110–153. Routledge, London, 1998.\n \n\n\n\n
\n\n\n\n \n \n $\"Co-existent$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@incollection{labov_co-existent_1998,\n\taddress = {London},\n\ttitle = {Co-existent systems in {African}-{American} vernacular {English}},\n\turl = {https://www.taylorfrancis.com/books/9780203355596/chapters/10.4324/9780203355596-14},\n\tabstract = {This contribution to the study of African-American vernacular English (AAVE) is an interpretation of the special linguistic features of this dialect in the light of its co-existence with other co-territorial dialects of English. It begins with a review of the idea that AA VE can be seen as a system in itself, analyzed without reference to other dialects, which has been a repeated theme of research in this area from the very beginnings to the present day. Although it must be admitted that this monolithic approach has often produced descriptions that are far removed from linguistic and social reality, it has also been a continued source of insights, bringing to our attention striking differences between AA VE and other dialects that would otherwise have been overlooked. In fact, the analysis I am presenting here is heavily indebted to two linguists who have attempted to extract an invariant core that is unique to AA VE, in the earliest and the most recent contribution to the study of this dialect. One source is the work of Beryl Bailey, who brought to AA VE the insights from her description of Jamaican Creole English, drawn from her internalized knowledge as a native speaker. The recognition of my indebtedness to her work was the original motivation for this chapter. The other source is the monumental study of the tense and aspect system of AA VE by Elizabeth Dayton, begun in the 1970s and only recently brought to completion. Dayton's meticulously transcribed observations are the product of many years of participation in the daily life of a Philadelphia AfricanAmerican community. Her data on the tense and aspect particles of AA VE, carefully noted in the midst of the social interactions that produced it, is roughly ten times as extensive as all the combined observations of all other researchers. In the original version of this chapter, written five years ago, I drew upon a number of handouts from unpublished papers that Dayton had given throughout the years. In revising this chapter, I have not attempted to re-incorporate the massive amount of data and extensive analyses of her 1996 dissertation. I hope\n\nthat the point of view developed here will continue to be useful in the years to come, when the linguistic community has begun to assimilate Dayton's data and her analysis of the AA VE system.},\n\tlanguage = {eng},\n\tbooktitle = {African {American} {English}: {Structure}, {History}, and {Use}},\n\tpublisher = {Routledge},\n\tauthor = {Labov, William},\n\teditor = {Mufwene, Salikoko S. and Rickford, John R. and Bailey, Guy and Baugh, John},\n\tyear = {1998},\n\tdoi = {10.4324/9780203355596-14},\n\tkeywords = {Edited Volume},\n\tpages = {110--153},\n}\n\n

\n

\n\n\n

\n This contribution to the study of African-American vernacular English (AAVE) is an interpretation of the special linguistic features of this dialect in the light of its co-existence with other co-territorial dialects of English. It begins with a review of the idea that AA VE can be seen as a system in itself, analyzed without reference to other dialects, which has been a repeated theme of research in this area from the very beginnings to the present day. Although it must be admitted that this monolithic approach has often produced descriptions that are far removed from linguistic and social reality, it has also been a continued source of insights, bringing to our attention striking differences between AA VE and other dialects that would otherwise have been overlooked. In fact, the analysis I am presenting here is heavily indebted to two linguists who have attempted to extract an invariant core that is unique to AA VE, in the earliest and the most recent contribution to the study of this dialect. One source is the work of Beryl Bailey, who brought to AA VE the insights from her description of Jamaican Creole English, drawn from her internalized knowledge as a native speaker. The recognition of my indebtedness to her work was the original motivation for this chapter. The other source is the monumental study of the tense and aspect system of AA VE by Elizabeth Dayton, begun in the 1970s and only recently brought to completion. Dayton's meticulously transcribed observations are the product of many years of participation in the daily life of a Philadelphia AfricanAmerican community. Her data on the tense and aspect particles of AA VE, carefully noted in the midst of the social interactions that produced it, is roughly ten times as extensive as all the combined observations of all other researchers. In the original version of this chapter, written five years ago, I drew upon a number of handouts from unpublished papers that Dayton had given throughout the years. In revising this chapter, I have not attempted to re-incorporate the massive amount of data and extensive analyses of her 1996 dissertation. I hope that the point of view developed here will continue to be useful in the years to come, when the linguistic community has begun to assimilate Dayton's data and her analysis of the AA VE system.\n

\n\n\n

\n \n\n \n \n \n \n \n \n The birth of a variant: Evidence for a tripartite negative past be paradigm.\n \n \n \n \n\n\n \n Hazen, K.\n\n\n \n\n\n\n Language Variation and Change, 10(3): 221–244. October 1998.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{hazen_birth_1998,\n\ttitle = {The birth of a variant: {Evidence} for a tripartite negative past be paradigm},\n\tvolume = {10},\n\tissn = {0954-3945, 1469-8021},\n\tshorttitle = {The birth of a variant},\n\turl = {https://www.cambridge.org/core/product/identifier/S0954394500001319/type/journal_article},\n\tdoi = {10.1017/S0954394500001319},\n\tabstract = {In the study of past be, most researchers have assumed a two variant distinction for negative forms (i.e., wasn't and weren't). In Warren County, North Carolina, evidence suggests a three variant distinction (i.e., wasn't, weren't, and wont). Throughout the history of sociolinguistic investigation, two types of variants have been noted: a sociolinguistic variant and a linguistic variant. In Warren County, wont functions as both types, as demonstrated through acoustic, morphophonological, and sociolinguistic evidence. Through the analysis of negative past be, guidelines are suggested for determining a particular form as a separate linguistic and sociolinguistic variant.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-04-14},\n\tjournal = {Language Variation and Change},\n\tauthor = {Hazen, Kirk},\n\tmonth = oct,\n\tyear = {1998},\n\tkeywords = {Past Tense Wont, Warren County, North Carolina},\n\tpages = {221--244},\n}\n\n

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\n\n\n\n\n\n

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\n \n\n \n \n \n \n \n \n Remote Past and States in African-American English.\n \n \n \n \n\n\n \n Green, L. J.\n\n\n \n\n\n\n American Speech, 73(2): 115. 1998.\n \n\n\n\n
\n\n\n\n \n \n $\"Remote$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 2 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{green_remote_1998,\n\ttitle = {Remote {Past} and {States} in {African}-{American} {English}},\n\tvolume = {73},\n\tissn = {00031283},\n\turl = {https://www.jstor.org/stable/455736?origin=crossref},\n\tdoi = {10.2307/455736},\n\tnumber = {2},\n\turldate = {2020-04-13},\n\tjournal = {American Speech},\n\tauthor = {Green, Lisa J.},\n\tyear = {1998},\n\tkeywords = {Louisiana, Palo Alto, California, Syntax},\n\tpages = {115},\n}\n\n

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\n \n\n \n \n \n \n \n \n Task Variability Effects on the Language Test Performance of Southern Lower Socioeconomic Class African American and Caucasian Five-Year-Olds.\n \n \n \n \n\n\n \n Fagundes, D. D.; Haynes, W. O.; Haak, N. J.; and Moran, M. J.\n\n\n \n\n\n\n Language, Speech, and Hearing Services in Schools, 29(3): 148–157. July 1998.\n \n\n\n\n
\n\n\n\n \n \n $\"Task$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{fagundes_task_1998,\n\ttitle = {Task {Variability} {Effects} on the {Language} {Test} {Performance} of {Southern} {Lower} {Socioeconomic} {Class} {African} {American} and {Caucasian} {Five}-{Year}-{Olds}},\n\tvolume = {29},\n\tissn = {0161-1461, 1558-9129},\n\turl = {http://pubs.asha.org/doi/10.1044/0161-1461.2903.148},\n\tdoi = {10.1044/0161-1461.2903.148},\n\tabstract = {Twelve African American and twelve Caucasian preschool children were administered items from the Preschool Language Assessment Instrument (PLAI) under standard conditions and in thematic interactions (PLAI-T) to determine if task variability had an effect on language test scores. The African American group earned significantly higher test scores when the items were administered in the thematic mode as compared to the standardized test format, with the major score increases tending to occur on the more complex and difficult items. Clinical implications of considering task effects and dynamic assessment in multicultural assessment are discussed.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-05-21},\n\tjournal = {Language, Speech, and Hearing Services in Schools},\n\tauthor = {Fagundes, Deana D. and Haynes, William O. and Haak, Nancy J. and Moran, Michael J.},\n\tmonth = jul,\n\tyear = {1998},\n\tkeywords = {Speech Pathology},\n\tpages = {148--157},\n}\n\n

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\n \n\n \n \n \n \n \n “Tell me something good”: A description of narrative structures among African American children.\n \n \n \n\n\n \n Champion, T.\n\n\n \n\n\n\n Linguistics and Education, 9(3): 251–286. 1998.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@article{champion_tell_1998,\n\ttitle = {“{Tell} me something good”: {A} description of narrative structures among {African} {American} children},\n\tvolume = {9},\n\tnumber = {3},\n\tjournal = {Linguistics and Education},\n\tauthor = {Champion, Tempii},\n\tyear = {1998},\n\tkeywords = {Child AAE, Syntax},\n\tpages = {251--286},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Some aspects of African-American Vernacular English phonology.\n \n \n \n\n\n \n Bailey, G.; and Thomas, E. R.\n\n\n \n\n\n\n In Mufwene, S. S.; Rickford, J. R.; Bailey, G.; and Baugh, J., editor(s), African American English: Structure, History, and Use, pages 85–109. Routledge, London, 1998.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{bailey_aspects_1998,\n\taddress = {London},\n\ttitle = {Some aspects of {African}-{American} {Vernacular} {English} phonology},\n\tbooktitle = {African {American} {English}: {Structure}, {History}, and {Use}},\n\tpublisher = {Routledge},\n\tauthor = {Bailey, Guy and Thomas, Erik R.},\n\teditor = {Mufwene, Salikoko S. and Rickford, John R. and Bailey, Guy and Baugh, John},\n\tyear = {1998},\n\tkeywords = {Consonants, List of Features, Vowels},\n\tpages = {85--109},\n}\n\n

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\n \n\n \n \n \n \n \n Register Shifting with Dialect Resources in Instructional Discourse.\n \n \n \n\n\n \n Adger, C. T.\n\n\n \n\n\n\n In Hoyle, S.; and Adger, C. T., editor(s), Kids Talk: Strategic Language Use in Early Childhood, pages 151–169. Oxford University Press, New York, NY, 1998.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@incollection{adger_register_1998,\n\taddress = {New York, NY},\n\ttitle = {Register {Shifting} with {Dialect} {Resources} in {Instructional} {Discourse}},\n\tbooktitle = {Kids {Talk}: {Strategic} {Language} {Use} in {Early} {Childhood}},\n\tpublisher = {Oxford University Press},\n\tauthor = {Adger, Carolyn Temple},\n\teditor = {Hoyle, S. and Adger, Carolyn Temple},\n\tyear = {1998},\n\tpages = {151--169},\n}\n\n

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\n \n 1997\n \n \n (16)\n \n \n

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\n \n\n \n \n \n \n \n Growing up bilingual: Puerto Rican children in New York.\n \n \n \n\n\n \n Zentella, A. C.\n\n\n \n\n\n\n Blackwell Publishers, Malden, MA, 1997.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@book{zentella_growing_1997,\n\taddress = {Malden, MA},\n\ttitle = {Growing up bilingual: {Puerto} {Rican} children in {New} {York}},\n\tisbn = {978-1-55786-406-2 978-1-55786-407-9},\n\tshorttitle = {Growing up bilingual},\n\tpublisher = {Blackwell Publishers},\n\tauthor = {Zentella, Ana Celia},\n\tyear = {1997},\n\tkeywords = {Acquisition, New York City, Puerto Rican English},\n}\n\n

\n

\n\n\n\n

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\n \n\n \n \n \n \n \n \n Isolation Within Isolation: A Solitary Century of African-American Vernacular English.\n \n \n \n \n\n\n \n Wolfram, W.; Hazen, K.; and Ruff Tamburro, J.\n\n\n \n\n\n\n Journal of Sociolinguistics, 1(1): 7–38. February 1997.\n \n\n\n\n
\n\n\n\n \n \n $\"Isolation$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{wolfram_isolation_1997,\n\ttitle = {Isolation {Within} {Isolation}: {A} {Solitary} {Century} of {African}-{American} {Vernacular} {English}},\n\tvolume = {1},\n\tissn = {1360-6441, 1467-9841},\n\tshorttitle = {Isolation {Within} {Isolation}},\n\turl = {http://doi.wiley.com/10.1111/1467-9481.00002},\n\tdoi = {10.1111/1467-9481.00002},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-29},\n\tjournal = {Journal of Sociolinguistics},\n\tauthor = {Wolfram, Walt and Hazen, Kirk and Ruff Tamburro, Jennifer},\n\tmonth = feb,\n\tyear = {1997},\n\tkeywords = {North Carolina},\n\tpages = {7--38},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Ebonics Controversy.\n \n \n \n \n\n\n \n Williams, R. L.\n\n\n \n\n\n\n Journal of Black Psychology, 23(3): 208–214. August 1997.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{williams_ebonics_1997,\n\ttitle = {The {Ebonics} {Controversy}},\n\tvolume = {23},\n\tissn = {0095-7984, 1552-4558},\n\turl = {http://journals.sagepub.com/doi/10.1177/00957984970233002},\n\tdoi = {10.1177/00957984970233002},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-08-14},\n\tjournal = {Journal of Black Psychology},\n\tauthor = {Williams, Robert L.},\n\tmonth = aug,\n\tyear = {1997},\n\tpages = {208--214},\n}\n\n

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\n \n\n \n \n \n \n \n \n Relativization strategies in Earlier African American Vernacular English.\n \n \n \n \n\n\n \n Tottie, G.; and Rey, M.\n\n\n \n\n\n\n Language Variation and Change, 9(2): 219–247. July 1997.\n \n\n\n\n
\n\n\n\n \n \n $\"Relativization$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{tottie_relativization_1997,\n\ttitle = {Relativization strategies in {Earlier} {African} {American} {Vernacular} {English}},\n\tvolume = {9},\n\tissn = {0954-3945, 1469-8021},\n\turl = {https://www.cambridge.org/core/product/identifier/S0954394500001885/type/journal_article},\n\tdoi = {10.1017/S0954394500001885},\n\tabstract = {This article, which examines the system of relative markers in Early African American English as documented in the Ex-Slave Recordings (Bailey et al., 1991), is intended as a contribution to two areas of research: African American Vernacular English and the system of relativization in English. We found a significantly higher incidence of zero marking in adverbial relatives than in non-adverbial relatives. Among non-adverbial relatives, a variable rule analysis showed that non-humanness of the head as well as the function of the head as subject complement or subject in an existential sentence strongly favored zero relatives, and that prepositional complement heads disfavored zeroes. The lack of wh-relatives as well as the frequency of zero subject relatives is interpreted as evidence that African American Vernacular English is a dialect of English.},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-04-14},\n\tjournal = {Language Variation and Change},\n\tauthor = {Tottie, Gunnel and Rey, Michel},\n\tmonth = jul,\n\tyear = {1997},\n\tkeywords = {Early African American English, Ex-Slave Recordings, Syntax},\n\tpages = {219--247},\n}\n\n

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\n \n\n \n \n \n \n \n \n Moving Beyond Resistance: Ebonics and African American Youth.\n \n \n \n \n\n\n \n Smitherman, G.; and Cunningham, S.\n\n\n \n\n\n\n Journal of Black Psychology, 23(3): 227–232. August 1997.\n \n\n\n\n
\n\n\n\n \n \n $\"Moving$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@article{smitherman_moving_1997,\n\ttitle = {Moving {Beyond} {Resistance}: {Ebonics} and {African} {American} {Youth}},\n\tvolume = {23},\n\tissn = {0095-7984, 1552-4558},\n\tshorttitle = {Moving {Beyond} {Resistance}},\n\turl = {http://journals.sagepub.com/doi/10.1177/00957984970233004},\n\tdoi = {10.1177/00957984970233004},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-07-03},\n\tjournal = {Journal of Black Psychology},\n\tauthor = {Smitherman, Geneva and Cunningham, Sylvia},\n\tmonth = aug,\n\tyear = {1997},\n\tpages = {227--232},\n}\n\n

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\n \n\n \n \n \n \n \n \n Black Language and the Education of Black Children: One Mo Once.\n \n \n \n \n\n\n \n Smitherman, G.\n\n\n \n\n\n\n The Black Scholar, 27(1): 28–35. March 1997.\n \n\n\n\n
\n\n\n\n \n \n $\"Black$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@article{smitherman_black_1997,\n\ttitle = {Black {Language} and the {Education} of {Black} {Children}: {One} {Mo} {Once}},\n\tvolume = {27},\n\tissn = {0006-4246, 2162-5387},\n\tshorttitle = {Black {Language} and the {Education} of {Black} {Children}},\n\turl = {http://www.tandfonline.com/doi/full/10.1080/00064246.1997.11430838},\n\tdoi = {10.1080/00064246.1997.11430838},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-07-03},\n\tjournal = {The Black Scholar},\n\tauthor = {Smitherman, Geneva},\n\tmonth = mar,\n\tyear = {1997},\n\tpages = {28--35},\n}\n\n

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\n \n\n \n \n \n \n \n \n Language Contact and Language Generation: Pidgins and Creoles.\n \n \n \n \n\n\n \n Rickford, J. R.; and McWhorter, J.\n\n\n \n\n\n\n In Coulmas, F., editor(s), The Handbook of Sociolinguistics, pages 238–256. Blackwell Publishing Ltd, Oxford, UK, 1997.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@incollection{coulmas_language_1997,\n\taddress = {Oxford, UK},\n\ttitle = {Language {Contact} and {Language} {Generation}: {Pidgins} and {Creoles}},\n\tisbn = {978-1-4051-6625-6 978-0-631-21193-8},\n\tshorttitle = {Language {Contact} and {Language} {Generation}},\n\turl = {http://doi.wiley.com/10.1002/9781405166256.ch14},\n\tlanguage = {en},\n\turldate = {2020-08-04},\n\tbooktitle = {The {Handbook} of {Sociolinguistics}},\n\tpublisher = {Blackwell Publishing Ltd},\n\tauthor = {Rickford, John R. and McWhorter, John},\n\teditor = {Coulmas, Florian},\n\tyear = {1997},\n\tdoi = {10.1002/9781405166256.ch14},\n\tpages = {238--256},\n}\n\n

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\n \n\n \n \n \n \n \n \n Unequal partnership: Sociolinguistics and the African American speech community.\n \n \n \n \n\n\n \n Rickford, J. R.\n\n\n \n\n\n\n Language in Society, 26(2): 161–197. June 1997.\n \n\n\n\n
\n\n\n\n \n \n $\"Unequal$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@article{rickford_unequal_1997,\n\ttitle = {Unequal partnership: {Sociolinguistics} and the {African} {American} speech community},\n\tvolume = {26},\n\tissn = {0047-4045, 1469-8013},\n\tshorttitle = {Unequal partnership},\n\turl = {https://www.cambridge.org/core/product/identifier/S0047404500020893/type/journal_article},\n\tdoi = {10.1017/S0047404500020893},\n\tabstract = {ABSTRACT\n            American quantitative sociolinguistics has drawn substantially on data from the African American speech community for its descriptive, theoretical, and methodological development, but has given relatively little in return. Contributions from the speech community to sociolinguistics include the development of variable rules and frameworks for the analysis of tense-aspect markers, social class, style, narratives, and speech events, plus research topics and employment for students and faculty. The contributions which sociolinguistics could make in return to the African American speech community – but has not done sufficiently – include the induction of African Americans into linguistic, the representation of African Americans in our writings, and involvement in courts, workplaces, and schools, especially with respect to the teaching of reading and the language arts. This last issue has surged to public attention following the Oakland School Board's “Ebonics” resolutions on Dec. 18, 1996.\n            The present unequal partnership between researcher and researched is widespread within linguistics. Suggestions are made for establishing service in return as a general principle and practice of teaching and research in our field. (African American Vernacular English, Ebonics, applications of sociolinguistics, community service, dialect readers, variation theory)},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-05-21},\n\tjournal = {Language in Society},\n\tauthor = {Rickford, John R.},\n\tmonth = jun,\n\tyear = {1997},\n\tpages = {161--197},\n}\n\n

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\n \n\n \n \n \n \n \n \n Prior Creolization of African‐American Vernacular English? Sociohistorical and Textual Evidence from the 17th and 18th Centuries.\n \n \n \n \n\n\n \n Rickford, J. R.\n\n\n \n\n\n\n Journal of Sociolinguistics, 1(3): 315–336. October 1997.\n \n\n\n\n
\n\n\n\n \n \n $\"Prior$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@article{rickford_prior_1997,\n\ttitle = {Prior {Creolization} of {African}‐{American} {Vernacular} {English}? {Sociohistorical} and {Textual} {Evidence} from the 17th and 18th {Centuries}},\n\tvolume = {1},\n\tissn = {1360-6441, 1467-9841},\n\tshorttitle = {Prior {Creolization} of {African}‐{American} {Vernacular} {English}?},\n\turl = {https://onlinelibrary.wiley.com/doi/abs/10.1111/1467-9481.00019},\n\tdoi = {10.1111/1467-9481.00019},\n\tabstract = {The evidence which sociolinguists have used in recent discussions of the question of prior creolization in African‐American Vernacular English (AAVE) comes primarily from recordings made in the 20th century. While such evidence is helpful, we need to go further back in time, examining sociohistorical and textual evidence from the 17th and 18th centuries in which the roots of AAVE were laid down. Demographic and other conditions were most favorable to pidginization and creolization in the Southern colonies, which accounted for 87 percent of American Blacks in the mid‐18th century, and especially in South Carolina and Georgia. Additionally, the sociohistorical evidence suggests that pidgin‐creole speech may have been brought to America by the large numbers of slaves imported from the West Indies in the formative years of each colony, in New England and the Middle colonies as well as the South. Textual evidence of early creole‐like speech in Massachusetts, New York, Maryland and Virginia may well derive from this source.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-04-30},\n\tjournal = {Journal of Sociolinguistics},\n\tauthor = {Rickford, John R.},\n\tmonth = oct,\n\tyear = {1997},\n\tpages = {315--336},\n}\n\n

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\n \n\n \n \n \n \n \n \n Ebonics and ASL: Teaching Our Children the Codes of Power.\n \n \n \n \n\n\n \n Lucas, C.\n\n\n \n\n\n\n Perspectives in Education and Deafness, 15(5): 12–13. June 1997.\n \n\n\n\n
\n\n\n\n \n \n $\"Ebonics$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{lucas_ebonics_1997,\n\ttitle = {Ebonics and {ASL}: {Teaching} {Our} {Children} the {Codes} of {Power}},\n\tvolume = {15},\n\turl = {https://eric.ed.gov/?id=EJ549078},\n\tabstract = {Discusses how American Sign Language does and does not resemble African American Vernacular English (Ebonics). The need for metalinguistic awareness in students is highlighted. Students are urged to learn Standard English, recognize and respect other languages they use, and know the link between language, status, and power.},\n\tnumber = {5},\n\tjournal = {Perspectives in Education and Deafness},\n\tauthor = {Lucas, Ceil},\n\tmonth = jun,\n\tyear = {1997},\n\tkeywords = {ASL},\n\tpages = {12--13},\n}\n\n

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\n \n\n \n \n \n \n \n \n Is there an authentic African American speech community: Carla revisited.\n \n \n \n \n\n\n \n Jacobs-Huey, L.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 4(1): Article 20. 1997.\n \n\n\n\n
\n\n\n\n \n \n $\"Is$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{jacobs-huey_is_1997,\n\ttitle = {Is there an authentic {African} {American} speech community: {Carla} revisited},\n\tvolume = {4},\n\turl = {https://repository.upenn.edu/pwpl/vol4/iss1/20/},\n\tnumber = {1},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {Jacobs-Huey, Lanita},\n\tyear = {1997},\n\tkeywords = {Case Study, Consonants, Crossing, New Jersey, Prosody},\n\tpages = {Article 20},\n}\n\n

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\n \n\n \n \n \n \n \n \n Negation and the history of African American English.\n \n \n \n \n\n\n \n Howe, D.\n\n\n \n\n\n\n Language Variation and Change, 9(2): 267–294. July 1997.\n \n\n\n\n
\n\n\n\n \n \n $\"Negation$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{howe_negation_1997,\n\ttitle = {Negation and the history of {African} {American} {English}},\n\tvolume = {9},\n\tissn = {0954-3945, 1469-8021},\n\turl = {https://www.cambridge.org/core/product/identifier/S0954394500001903/type/journal_article},\n\tdoi = {10.1017/S0954394500001903},\n\tabstract = {This article describes the use of negation in three corpora representative of early to mid-19th century African American English: the Ex-Slave Recordings (Bailey, Maynor, \\& Cukor-Avila, 1991), the Samaná Corpus (Poplack \\& Sankoff, 1981), and the African Nova Scotian English Corpus (Poplack \\& Tagliamonte, 1991). The specific structures studied are the negative form ain't, negative concord to indefinites and to verbs, negative inversion, and negative postposing. It is found that Early African American English (i) is far more conservative than modern African American Vernacular English; (ii) is generally similar to Southern White Nonstandard English; and (iii) displays no distinct Creole behavior. In other words, our study suggests that the negation system of Early African American English derived directly (i.e., without approximation or creolization) from colonial English, contrary to the findings of Rickford (1977, 1995), Labov (1982), Winford (1992), De Bose and Faraclas (1993), DeBose (1994), and others.},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-04-14},\n\tjournal = {Language Variation and Change},\n\tauthor = {Howe, Darin},\n\tmonth = jul,\n\tyear = {1997},\n\tkeywords = {Early African American English, Negation},\n\tpages = {267--294},\n}\n\n

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\n \n\n \n \n \n \n \n \n Copula Absence in Samana English: Implications for Research on the Linguistic History of African-American Vernacular English.\n \n \n \n \n\n\n \n Hannah, D.\n\n\n \n\n\n\n American Speech, 72(4): 339. 1997.\n \n\n\n\n
\n\n\n\n \n \n $\"Copula$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{hannah_copula_1997,\n\ttitle = {Copula {Absence} in {Samana} {English}: {Implications} for {Research} on the {Linguistic} {History} of {African}-{American} {Vernacular} {English}},\n\tvolume = {72},\n\tissn = {00031283},\n\tshorttitle = {Copula {Absence} in {Samana} {English}},\n\turl = {https://www.jstor.org/stable/455493?origin=crossref},\n\tdoi = {10.2307/455493},\n\tnumber = {4},\n\turldate = {2020-04-13},\n\tjournal = {American Speech},\n\tauthor = {Hannah, Dawn},\n\tyear = {1997},\n\tkeywords = {Copula},\n\tpages = {339},\n}\n\n

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\n \n\n \n \n \n \n \n \n Ebonics 101: What have we learned?.\n \n \n \n \n\n\n \n Fields, C. D.\n\n\n \n\n\n\n Black Issues in Higher Education, 13(24): 18–21, 24–28. January 1997.\n \n\n\n\n
\n\n\n\n \n \n $\"Ebonics$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{fields_ebonics_1997,\n\ttitle = {Ebonics 101: {What} have we learned?},\n\tvolume = {13},\n\turl = {https://eric.ed.gov/?id=EJ539467},\n\tabstract = {Debate over use of Ebonics (Black English dialect) as a language of instruction in public elementary/secondary schools is outlined, with attention given to the controversial decision of the Oakland (California) school district to adopt Ebonics to help improve student learning. The evolution and political history of Ebonics are chronicled, and debate within the black education community is discussed.},\n\tnumber = {24},\n\tjournal = {Black Issues in Higher Education},\n\tauthor = {Fields, Cheryl D.},\n\tmonth = jan,\n\tyear = {1997},\n\tkeywords = {Education, Oakland Ebonics Controversy},\n\tpages = {18--21, 24--28},\n}\n\n

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\n \n\n \n \n \n \n \n \n Yorkville Crossing: a case study of the influence of Hip Hop culture on the speech of a white middle class adolescent in New York City.\n \n \n \n \n\n\n \n Cutler, C. A.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 4(1): Article 21. 1997.\n \n\n\n\n
\n\n\n\n \n \n $\"Yorkville$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{cutler_yorkville_1997,\n\ttitle = {Yorkville {Crossing}: a case study of the influence of {Hip} {Hop} culture on the speech of a white middle class adolescent in {New} {York} {City}},\n\tvolume = {4},\n\turl = {https://repository.upenn.edu/pwpl/vol4/iss1/21},\n\tnumber = {1},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {Cutler, Cecelia A.},\n\tyear = {1997},\n\tkeywords = {Appropriation, Case Study, Hip Hop, New York City},\n\tpages = {Article 21},\n}\n\n

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\n \n\n \n \n \n \n \n \n Defining the envelope of linguistic variation: The case of “don't count” forms in the copula analysis of African American Vernacular English.\n \n \n \n \n\n\n \n Blake, R.\n\n\n \n\n\n\n Language Variation and Change, 9(1): 57–79. March 1997.\n \n\n\n\n
\n\n\n\n \n \n $\"Defining$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{blake_defining_1997,\n\ttitle = {Defining the envelope of linguistic variation: {The} case of “don't count” forms in the copula analysis of {African} {American} {Vernacular} {English}},\n\tvolume = {9},\n\tissn = {0954-3945, 1469-8021},\n\tshorttitle = {Defining the envelope of linguistic variation},\n\turl = {https://www.cambridge.org/core/product/identifier/S0954394500001794/type/journal_article},\n\tdoi = {10.1017/S0954394500001794},\n\tabstract = {Ever since Labov, Cohen, Robbins, and Lewis's (1968) pioneering study, it has been commonplace to set aside certain tokens in analyzing variability in the English copula as “don't count” (DC) forms. These cases are most often occurrences of the copula that exhibit categorical behavior (as with the full copula in clause-final position), as well as those that are ambiguous or indeterminate. In this article, I propose a set of copula forms that should be set aside from variable analysis as instances of DC forms to allow for systematic comparisons among studies. I review the major alternative descriptions of DC copula cases in the literature and analyze the behavior of the traditional DC categories. New data are presented to support the exclusion of particular DC cases from analyses of copula variability. Among the conclusions are that [was], [thas], and [is] should be excluded from quantitative analyses of variation in the copula because of their invariant status, and that a number of tokens commonly included (e.g., questions) should be excluded on various grounds.},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-14},\n\tjournal = {Language Variation and Change},\n\tauthor = {Blake, Renée},\n\tmonth = mar,\n\tyear = {1997},\n\tkeywords = {East Palo Alto, California},\n\tpages = {57--79},\n}\n\n

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\n \n 1996\n \n \n (14)\n \n \n

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\n \n\n \n \n \n \n \n \n Isolation within Isolation: The invisible Outer Banks dialect.\n \n \n \n \n\n\n \n Wolfram, W.; and Hazen, K.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 3(1): 11. 1996.\n \n\n\n\n
\n\n\n\n \n \n $\"Isolation$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{wolfram_isolation_1996,\n\ttitle = {Isolation within {Isolation}: {The} invisible {Outer} {Banks} dialect},\n\tvolume = {3},\n\turl = {https://repository.upenn.edu/pwpl/vol3/iss1/11},\n\tnumber = {1},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {Wolfram, Walt and Hazen, Kirk},\n\tyear = {1996},\n\tkeywords = {Outer Banks, North Carolina},\n\tpages = {11},\n}\n\n

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\n \n\n \n \n \n \n \n \n Past marking in Gullah.\n \n \n \n \n\n\n \n Weldon, T.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 3(1): 6. 1996.\n \n\n\n\n
\n\n\n\n \n \n $\"Past$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{weldon_past_1996,\n\ttitle = {Past marking in {Gullah}},\n\tvolume = {3},\n\turl = {https://repository.upenn.edu/pwpl/vol3/iss1/6},\n\tnumber = {1},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {Weldon, Tracey},\n\tyear = {1996},\n\tkeywords = {Gullah, Morphosyntax},\n\tpages = {6},\n}\n\n

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\n \n\n \n \n \n \n \n \n Grammar for Social Awareness in Time of Class Warfare.\n \n \n \n \n\n\n \n Sledd, J.\n\n\n \n\n\n\n The English Journal, 85(7): 59. November 1996.\n \n\n\n\n
\n\n\n\n \n \n $\"Grammar$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{sledd_grammar_1996,\n\ttitle = {Grammar for {Social} {Awareness} in {Time} of {Class} {Warfare}},\n\tvolume = {85},\n\tissn = {00138274},\n\turl = {https://www.jstor.org/stable/820508?origin=crossref},\n\tdoi = {10.2307/820508},\n\tnumber = {7},\n\turldate = {2020-07-03},\n\tjournal = {The English Journal},\n\tauthor = {Sledd, James},\n\tmonth = nov,\n\tyear = {1996},\n\tkeywords = {Writing},\n\tpages = {59},\n}\n\n

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\n \n\n \n \n \n \n \n \n An optimality theoretic approach to variation in negative inversion in AAVE.\n \n \n \n \n\n\n \n Sells, P.; Rickford, J.; and Wasow, T.\n\n\n \n\n\n\n Natural Language and Linguistic Theory, 14(3): 591–627. August 1996.\n \n\n\n\n
\n\n\n\n \n \n $\"An$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{sells_optimality_1996,\n\ttitle = {An optimality theoretic approach to variation in negative inversion in {AAVE}},\n\tvolume = {14},\n\tissn = {0167-806X, 1573-0859},\n\turl = {http://link.springer.com/10.1007/BF00133599},\n\tdoi = {10.1007/BF00133599},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-07-30},\n\tjournal = {Natural Language and Linguistic Theory},\n\tauthor = {Sells, Peter and Rickford, John and Wasow, Thomas},\n\tmonth = aug,\n\tyear = {1996},\n\tkeywords = {Negation},\n\tpages = {591--627},\n}\n\n

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\n \n\n \n \n \n \n \n \n Preterite Had + V-Ed in the Narratives of African-American Preadolescents.\n \n \n \n \n\n\n \n Rickford, J. R.; and Rafal, C. T.\n\n\n \n\n\n\n American Speech, 71(3): 227. 1996.\n \n\n\n\n
\n\n\n\n \n \n $\"Preterite$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{rickford_preterite_1996,\n\ttitle = {Preterite {Had} + {V}-{Ed} in the {Narratives} of {African}-{American} {Preadolescents}},\n\tvolume = {71},\n\tissn = {00031283},\n\turl = {https://www.jstor.org/stable/455548?origin=crossref},\n\tdoi = {10.2307/455548},\n\tnumber = {3},\n\turldate = {2020-04-13},\n\tjournal = {American Speech},\n\tauthor = {Rickford, John R. and Rafal, Christine Theberge},\n\tyear = {1996},\n\tkeywords = {Child AAE, East Palo Alto, California, Syntax},\n\tpages = {227},\n}\n\n

\n

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\n \n\n \n \n \n \n \n \n Copula variability in Jamaican creole and African American vernacular English: A reanalysis of DeCamp’s texts.\n \n \n \n \n\n\n \n Rickford, J. R.\n\n\n \n\n\n\n In Guy, G. R.; Feagin, C.; Schiffrin, D.; and Baugh, J., editor(s), Current Issues in Linguistic Theory, volume 127, pages 357. John Benjamins Publishing Company, Amsterdam, 1996.\n \n\n\n\n
\n\n\n\n \n \n $\"Copula$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@incollection{guy_copula_1996,\n\taddress = {Amsterdam},\n\ttitle = {Copula variability in {Jamaican} creole and {African} {American} vernacular {English}: {A} reanalysis of {DeCamp}’s texts},\n\tvolume = {127},\n\tisbn = {978-90-272-3630-2 978-1-55619-581-5 978-90-272-7629-2},\n\tshorttitle = {Copula variability in {Jamaican} creole and {African} {American} vernacular {English}},\n\turl = {https://benjamins.com/catalog/cilt.127.22ric},\n\tlanguage = {en},\n\turldate = {2020-06-17},\n\tbooktitle = {Current {Issues} in {Linguistic} {Theory}},\n\tpublisher = {John Benjamins Publishing Company},\n\tauthor = {Rickford, John R.},\n\teditor = {Guy, Gregory R. and Feagin, Crawford and Schiffrin, Deborah and Baugh, John},\n\tyear = {1996},\n\tdoi = {10.1075/cilt.127.22ric},\n\tkeywords = {Carribean Creoles, Copula},\n\tpages = {357},\n}\n\n

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\n \n\n \n \n \n \n \n Vocalic and postvocalic /r/ in African American Memphians.\n \n \n \n\n\n \n Pollock, K. E.; and Berni, M. C.\n\n\n \n\n\n\n 1996.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@misc{pollock_vocalic_1996,\n\taddress = {Las Vegas, NV},\n\ttitle = {Vocalic and postvocalic /r/ in {African} {American} {Memphians}},\n\tauthor = {Pollock, Karen E. and Berni, Mary C.},\n\tyear = {1996},\n\tkeywords = {Consonants, Memphis, Tennessee, NWAV, Vowels},\n}\n\n

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\n \n\n \n \n \n \n \n Communication development and disorders in African American children: research, assessment, and intervention.\n \n \n \n\n\n \n Kamhi, A. G.; Pollock, K. E.; and Harris, J. L.,\n editors.\n \n\n\n \n\n\n\n P.H. Brookes Pub. Co, Baltimore, 1996.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@book{kamhi_communication_1996,\n\taddress = {Baltimore},\n\ttitle = {Communication development and disorders in {African} {American} children: research, assessment, and intervention},\n\tisbn = {978-1-55766-253-8},\n\tshorttitle = {Communication development and disorders in {African} {American} children},\n\tpublisher = {P.H. Brookes Pub. Co},\n\teditor = {Kamhi, Alan G. and Pollock, Karen E. and Harris, Joyce L.},\n\tyear = {1996},\n\tkeywords = {Child AAE, Children's Speech, Communication Disorders, Edited Volume, Speech Pathology},\n}\n\n

\n

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\n \n\n \n \n \n \n \n Boundary Tones and Focus Realization in African-American English Intonation.\n \n \n \n\n\n \n Jun, S.; and Foreman, C. G.\n\n\n \n\n\n\n In Hawaii, 1996. \n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@inproceedings{jun_boundary_1996,\n\taddress = {Hawaii},\n\ttitle = {Boundary {Tones} and {Focus} {Realization} in {African}-{American} {English} {Intonation}},\n\tauthor = {Jun, Sun-Ah and Foreman, Christina G.},\n\tyear = {1996},\n\tkeywords = {Intonation},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Short 'a' Pattern of Philadelphia among African-American Speakers.\n \n \n \n \n\n\n \n Henderson, A.\n\n\n \n\n\n\n University of Pennsylvania Working Papers in Linguistics, 3(1): Article 10. 1996.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{henderson_short_1996,\n\ttitle = {The {Short} 'a' {Pattern} of {Philadelphia} among {African}-{American} {Speakers}},\n\tvolume = {3},\n\turl = {https://repository.upenn.edu/pwpl/vol3/iss1/10},\n\tnumber = {1},\n\tjournal = {University of Pennsylvania Working Papers in Linguistics},\n\tauthor = {Henderson, Anita},\n\tyear = {1996},\n\tkeywords = {Philadelphia, Pennsylvania, Vowels},\n\tpages = {Article 10},\n}\n\n

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\n \n\n \n \n \n \n \n \n Contraction and deletion in vernacular black English: Creole history relationship to Euro-American English.\n \n \n \n \n\n\n \n Fasold, R. W.; and Nakano, Y.\n\n\n \n\n\n\n In Guy, G. R.; Feagin, C.; Schiffrin, D.; and Baugh, J., editor(s), Current Issues in Linguistic Theory, volume 127, pages 373. John Benjamins Publishing Company, Amsterdam, 1996.\n \n\n\n\n
\n\n\n\n \n \n $\"Contraction$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@incollection{guy_contraction_1996,\n\taddress = {Amsterdam},\n\ttitle = {Contraction and deletion in vernacular black {English}: {Creole} history relationship to {Euro}-{American} {English}},\n\tvolume = {127},\n\tisbn = {978-90-272-3630-2 978-1-55619-581-5 978-90-272-7629-2},\n\tshorttitle = {Contraction and deletion in vernacular black {English}},\n\turl = {https://benjamins.com/catalog/cilt.127.23fas},\n\tlanguage = {en},\n\turldate = {2020-06-17},\n\tbooktitle = {Current {Issues} in {Linguistic} {Theory}},\n\tpublisher = {John Benjamins Publishing Company},\n\tauthor = {Fasold, Ralph W. and Nakano, Yoshiko},\n\teditor = {Guy, Gregory R. and Feagin, Crawford and Schiffrin, Deborah and Baugh, John},\n\tyear = {1996},\n\tdoi = {10.1075/cilt.127.23fas},\n\tpages = {373},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Grammatical categories of the verb in African American Vernacular English.\n \n \n \n\n\n \n Dayton, E.\n\n\n \n\n\n\n Ph.D. Thesis, University of Pennsylvania, Philadelphia, PA, 1996.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 4 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@phdthesis{dayton_grammatical_1996,\n\taddress = {Philadelphia, PA},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {Grammatical categories of the verb in {African} {American} {Vernacular} {English}},\n\tschool = {University of Pennsylvania},\n\tauthor = {Dayton, Elizabeth},\n\tyear = {1996},\n\tkeywords = {Aspect, Philadelphia, Pennsylvania, Syntax},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Dimensions of a theory of econolinguistics.\n \n \n \n \n\n\n \n Baugh, J.\n\n\n \n\n\n\n In Guy, G. R.; Feagin, C.; Schiffrin, D.; and Baugh, J., editor(s), Current Issues in Linguistic Theory, volume 127, pages 397. John Benjamins Publishing Company, Amsterdam, 1996.\n \n\n\n\n
\n\n\n\n \n \n $\"Dimensions$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@incollection{guy_dimensions_1996,\n\taddress = {Amsterdam},\n\ttitle = {Dimensions of a theory of econolinguistics},\n\tvolume = {127},\n\tisbn = {978-90-272-3630-2 978-1-55619-581-5 978-90-272-7629-2},\n\turl = {https://benjamins.com/catalog/cilt.127.24bau},\n\tlanguage = {en},\n\turldate = {2020-04-12},\n\tbooktitle = {Current {Issues} in {Linguistic} {Theory}},\n\tpublisher = {John Benjamins Publishing Company},\n\tauthor = {Baugh, John},\n\teditor = {Guy, Gregory R. and Feagin, Crawford and Schiffrin, Deborah and Baugh, John},\n\tyear = {1996},\n\tdoi = {10.1075/cilt.127.24bau},\n\tpages = {397},\n}\n\n

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\n \n\n \n \n \n \n \n Language Learning and Use by African American Children.\n \n \n \n\n\n \n Battle, D. E.\n\n\n \n\n\n\n Topics in Language Disorders, 16(4): 22–37. 1996.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{battle_language_1996,\n\ttitle = {Language {Learning} and {Use} by {African} {American} {Children}},\n\tvolume = {16},\n\tabstract = {The study of speech and language used by African American children has traditionally focused on descriptions of the features of African American English and their contrasts from standard American English. This article focuses on recent investigations of the development of phonology, morphology, semantics, and pragmatics. Clinical implications aid the distinction among normal language development, the legitimate use of the features of African American English, and language disorders in African American children.},\n\tnumber = {4},\n\tjournal = {Topics in Language Disorders},\n\tauthor = {Battle, Dolores E.},\n\tyear = {1996},\n\tkeywords = {Child AAE},\n\tpages = {22--37},\n}\n\n

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\n\n\n\n\n\n

\n

\n \n 1995\n \n \n (10)\n \n \n

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\n \n \n

\n \n\n \n \n \n \n \n \n Language development in African American English child speech.\n \n \n \n \n\n\n \n Wyatt, T. A.\n\n\n \n\n\n\n Linguistics and Education, 7(1): 7–22. January 1995.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 2 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@article{wyatt_language_1995,\n\ttitle = {Language development in {African} {American} {English} child speech},\n\tvolume = {7},\n\tissn = {08985898},\n\turl = {https://linkinghub.elsevier.com/retrieve/pii/0898589895900179},\n\tdoi = {10.1016/0898-5898(95)90017-9},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-12},\n\tjournal = {Linguistics and Education},\n\tauthor = {Wyatt, Toya A.},\n\tmonth = jan,\n\tyear = {1995},\n\tkeywords = {Acquisition, Child AAE},\n\tpages = {7--22},\n}\n\n

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\n \n\n \n \n \n \n \n \n \"Students' Right to Their Own Language\": A Retrospective.\n \n \n \n \n\n\n \n Smitherman, G.\n\n\n \n\n\n\n The English Journal, 84(1): 21. January 1995.\n \n\n\n\n
\n\n\n\n \n \n $\""Students'$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{smitherman_students_1995,\n\ttitle = {"{Students}' {Right} to {Their} {Own} {Language}": {A} {Retrospective}},\n\tvolume = {84},\n\tissn = {00138274},\n\tshorttitle = {"{Students}' {Right} to {Their} {Own} {Language}"},\n\turl = {https://www.jstor.org/stable/820470?origin=crossref},\n\tdoi = {10.2307/820470},\n\tnumber = {1},\n\turldate = {2020-07-03},\n\tjournal = {The English Journal},\n\tauthor = {Smitherman, Geneva},\n\tmonth = jan,\n\tyear = {1995},\n\tpages = {21},\n}\n\n

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\n \n\n \n \n \n \n \n The Distribution of [æi] in the American South.\n \n \n \n\n\n \n Schremp, M. B.\n\n\n \n\n\n\n Master's thesis, University of Memphis, Memphis, TN, 1995.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@mastersthesis{schremp_distribution_1995,\n\taddress = {Memphis, TN},\n\ttitle = {The {Distribution} of [æi] in the {American} {South}},\n\tschool = {University of Memphis},\n\tauthor = {Schremp, Mary Berni},\n\tyear = {1995},\n}\n\n

\n

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\n \n\n \n \n \n \n \n \n Dialect readers revisited.\n \n \n \n \n\n\n \n Rickford, J. R.; and Rickford, A. E.\n\n\n \n\n\n\n Linguistics and Education, 7(2): 107–128. January 1995.\n \n\n\n\n
\n\n\n\n \n \n $\"Dialect$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 2 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{rickford_dialect_1995,\n\ttitle = {Dialect readers revisited},\n\tvolume = {7},\n\tissn = {08985898},\n\turl = {https://linkinghub.elsevier.com/retrieve/pii/0898589895900039},\n\tdoi = {10.1016/0898-5898(95)90003-9},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-07-02},\n\tjournal = {Linguistics and Education},\n\tauthor = {Rickford, John R. and Rickford, Angela E.},\n\tmonth = jan,\n\tyear = {1995},\n\tkeywords = {California},\n\tpages = {107--128},\n}\n\n

\n

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\n \n\n \n \n \n \n \n \n The Use of Features of Present-Day AAVE in the Ex-Slave Recordings.\n \n \n \n \n\n\n \n Myhill, J.\n\n\n \n\n\n\n American Speech, 70(2): 115. 1995.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{myhill_use_1995,\n\ttitle = {The {Use} of {Features} of {Present}-{Day} {AAVE} in the {Ex}-{Slave} {Recordings}},\n\tvolume = {70},\n\tissn = {00031283},\n\turl = {https://www.jstor.org/stable/455812?origin=crossref},\n\tdoi = {10.2307/455812},\n\tnumber = {2},\n\turldate = {2020-04-13},\n\tjournal = {American Speech},\n\tauthor = {Myhill, John},\n\tyear = {1995},\n\tkeywords = {Ex-Slave Recordings},\n\tpages = {115},\n}\n\n

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\n \n\n \n \n \n \n \n The evolution of AAVE in a rural Texas community: An ethnolinguistic study.\n \n \n \n\n\n \n Cukor-Avila, P.\n\n\n \n\n\n\n Ph.D. Thesis, University of Michigan, Ann Arbor, MI, 1995.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@phdthesis{cukor-avila_evolution_1995,\n\taddress = {Ann Arbor, MI},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {The evolution of {AAVE} in a rural {Texas} community: {An} ethnolinguistic study},\n\tschool = {University of Michigan},\n\tauthor = {Cukor-Avila, Patricia},\n\tyear = {1995},\n\tkeywords = {Rural, Texas},\n}\n\n

\n

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\n \n\n \n \n \n \n \n \n African-American English and Linguistic Complexity in Preschool Discourse: A Second Look.\n \n \n \n \n\n\n \n Craig, H. K.; and Washington, J. A.\n\n\n \n\n\n\n Language, Speech, and Hearing Services in Schools, 26(1): 87–93. January 1995.\n \n\n\n\n
\n\n\n\n \n \n $\"African-American$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{craig_african-american_1995,\n\ttitle = {African-{American} {English} and {Linguistic} {Complexity} in {Preschool} {Discourse}: {A} {Second} {Look}},\n\tvolume = {26},\n\tissn = {0161-1461, 1558-9129},\n\tshorttitle = {African-{American} {English} and {Linguistic} {Complexity} in {Preschool} {Discourse}},\n\turl = {http://pubs.asha.org/doi/10.1044/0161-1461.2601.87},\n\tdoi = {10.1044/0161-1461.2601.87},\n\tabstract = {This study is a follow-up to that of Craig and Washington (1994) and probes further their finding of a potential positive relationship between amounts of African-American English (AAE) and linguistic complexity in the discourse of young, poor, urban African-American boys and girls. The present study used the earlier outcomes to predict a statistically significant positive relationship between AAE form use and relational semantic complexity, and nonsignificant correlations for simpler semantic relations. Findings confirmed these predictions and are interpreted as support for the continuity hypothesis proposed by Terrell and Terrell (1993).},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-05-04},\n\tjournal = {Language, Speech, and Hearing Services in Schools},\n\tauthor = {Craig, Holly K. and Washington, Julie A.},\n\tmonth = jan,\n\tyear = {1995},\n\tkeywords = {Child AAE, Detroit, Michigan},\n\tpages = {87--93},\n}\n\n

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\n\n\n\n\n\n

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\n \n\n \n \n \n \n \n \n Narrative Discourse of African American Children.\n \n \n \n \n\n\n \n Champion, T.; Seymour, H.; and Camarata, S.\n\n\n \n\n\n\n Journal of Narrative and Life History, 5(4): 333–352. 1995.\n \n\n\n\n
\n\n\n\n \n \n $\"Narrative$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{champion_narrative_1995,\n\ttitle = {Narrative {Discourse} of {African} {American} {Children}},\n\tvolume = {5},\n\tissn = {1053-6981, 2405-9374},\n\turl = {http://www.jbe-platform.com/content/journals/10.1075/jnlh.5.4.03dis},\n\tdoi = {10.1075/jnlh.5.4.03dis},\n\tabstract = {Abstract Oral narratives are increasingly used in speech and language evaluations for measuring language skills, and to measure children's organizational skill within a broader communicative context. Because of this, oral-narrative analyses are applied to diverse age ranges and populations. However, there are few studies examining the production of narratives of child speakers of African American English (AAE), and these previous studies offer conflicting views on the nature of narratives in this population. Because of this, the purpose of this study was to investigate the production of narratives of AAE speaking children using elicitation procedures that were standard across participants. Fifteen partici-pants were selected from a predominantly African American low-income com-munity of Springfield, Massachusetts. Highpoint and story-grammar analyses-two analyses that are often applied narratives in previous studies- were applied to the samples gathered from these participants. The results indicated that (a) subjects produced a greater number of more advanced (com-plete and complex) structures than lower level structures within story grammar analysis at all age levels, and (b) the most advanced structure (classic structure) was observed more often than any other structures within highpoint analysis.\n              (Speech/Hearing/Language Pathology)},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2020-05-04},\n\tjournal = {Journal of Narrative and Life History},\n\tauthor = {Champion, Tempii and Seymour, Harry and Camarata, Stephen},\n\tyear = {1995},\n\tkeywords = {Child AAE, Springfield, Massachusetts},\n\tpages = {333--352},\n}\n\n

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\n \n\n \n \n \n \n \n \n The law, linguistics, and education: Educational reform for African American language minority students.\n \n \n \n \n\n\n \n Baugh, J.\n\n\n \n\n\n\n Linguistics and Education, 7(2): 87–105. January 1995.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{baugh_law_1995,\n\ttitle = {The law, linguistics, and education: {Educational} reform for {African} {American} language minority students},\n\tvolume = {7},\n\tissn = {08985898},\n\tshorttitle = {The law, linguistics, and education},\n\turl = {https://linkinghub.elsevier.com/retrieve/pii/0898589895900020},\n\tdoi = {10.1016/0898-5898(95)90002-0},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-05-04},\n\tjournal = {Linguistics and Education},\n\tauthor = {Baugh, John},\n\tmonth = jan,\n\tyear = {1995},\n\tkeywords = {Education},\n\tpages = {87--105},\n}\n\n

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\n \n\n \n \n \n \n \n \n Text Design Patterns in the Writing of Urban African American Students: Teaching to the Cultural Strengths of Students in Multicultural Settings.\n \n \n \n \n\n\n \n Ball, A. F\n\n\n \n\n\n\n Urban Education, 30(3): 253–289. October 1995.\n \n\n\n\n
\n\n\n\n \n \n $\"Text$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{ball_text_1995,\n\ttitle = {Text {Design} {Patterns} in the {Writing} of {Urban} {African} {American} {Students}: {Teaching} to the {Cultural} {Strengths} of {Students} in {Multicultural} {Settings}},\n\tvolume = {30},\n\tissn = {0042-0859, 1552-8340},\n\tshorttitle = {Text {Design} {Patterns} in the {Writing} of {Urban} {African} {American} {Students}},\n\turl = {http://journals.sagepub.com/doi/10.1177/0042085995030003002},\n\tdoi = {10.1177/0042085995030003002},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-05-03},\n\tjournal = {Urban Education},\n\tauthor = {Ball, Arnetha F},\n\tmonth = oct,\n\tyear = {1995},\n\tkeywords = {Teaching},\n\tpages = {253--289},\n}\n\n

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\n \n 1994\n \n \n (12)\n \n \n

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\n \n\n \n \n \n \n \n \n On the Sociolinguistic Significance of Obscure Dialect Structures: The [NP i Call NP i V-Ing] Construction in African-American Vernacular English.\n \n \n \n \n\n\n \n Wolfram, W.\n\n\n \n\n\n\n American Speech, 69(4): 339. 1994.\n \n\n\n\n
\n\n\n\n \n \n $\"On$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{wolfram_sociolinguistic_1994,\n\ttitle = {On the {Sociolinguistic} {Significance} of {Obscure} {Dialect} {Structures}: {The} [{NP} i {Call} {NP} i {V}-{Ing}] {Construction} in {African}-{American} {Vernacular} {English}},\n\tvolume = {69},\n\tissn = {00031283},\n\tshorttitle = {On the {Sociolinguistic} {Significance} of {Obscure} {Dialect} {Structures}},\n\turl = {https://www.jstor.org/stable/455854?origin=crossref},\n\tdoi = {10.2307/455854},\n\tnumber = {4},\n\turldate = {2020-04-13},\n\tjournal = {American Speech},\n\tauthor = {Wolfram, Walt},\n\tyear = {1994},\n\tkeywords = {Syntax},\n\tpages = {339},\n}\n\n

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\n \n\n \n \n \n \n \n The Phonology of a Sociocultural Variety: The Case of African American Vernacular English.\n \n \n \n\n\n \n Wolfram, W.\n\n\n \n\n\n\n In Bernthal, J. E.; and Bankson, N. W., editor(s), Child Phonology: Characteristics, Assessment, and Intervention with Special Populations, pages 227–243. Thieme Medical Publishers, New York, 1994.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@incollection{bernthal_phonology_1994,\n\taddress = {New York},\n\ttitle = {The {Phonology} of a {Sociocultural} {Variety}: {The} {Case} of {African} {American} {Vernacular} {English}},\n\tlanguage = {eng},\n\tbooktitle = {Child {Phonology}: {Characteristics}, {Assessment}, and {Intervention} with {Special} {Populations}},\n\tpublisher = {Thieme Medical Publishers},\n\tauthor = {Wolfram, Walt},\n\teditor = {Bernthal, John E. and Bankson, Nicholas W.},\n\tyear = {1994},\n\tkeywords = {Phonology},\n\tpages = {227--243},\n}\n\n

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\n \n\n \n \n \n \n \n \n Variability in negation in African American Vernacular English.\n \n \n \n \n\n\n \n Weldon, T.\n\n\n \n\n\n\n Language Variation and Change, 6(3): 359–397. October 1994.\n \n\n\n\n
\n\n\n\n \n \n $\"Variability$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{weldon_variability_1994,\n\ttitle = {Variability in negation in {African} {American} {Vernacular} {English}},\n\tvolume = {6},\n\tissn = {0954-3945, 1469-8021},\n\turl = {https://www.cambridge.org/core/product/identifier/S0954394500001721/type/journal_article},\n\tdoi = {10.1017/S0954394500001721},\n\tabstract = {For quantitative sociolinguists, one of the goals of investigating variability in African American Vernacular English (AAVE) is to understand better the nature of the grammar. Specifically, researchers have been interested in whether the variation observed in AAVE is inherent to a single system or the result of interaction between two separate systems of AAVE and Standard English (SE). Variability in negation is an area of the AAVE grammar that has received minimal attention, but one that may offer some interesting insights into the nature of the system or systems at work. This article provides a framework to describe the variability between negative auxiliaries in predicative constructions based on a quantitative analysis of data collected in Columbus, Ohio. Five variables are investigated in this study. One involves interaction between third-person singular inflection and non-inflection in present do-support constructions (NEG pres). A second involves variation between ain't and don't with the predicates got or gotta (NEG GOT(ta)). And the other three involve interaction between ain't and negative auxiliaries in present copular (NEG COP), present perfect (NEG perf), and past do-support (NEG past) constructions. The results of this study show that, with the possible exception of the (NEG pres) variation, these alternations all appear to belong to one underlying system.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-04-14},\n\tjournal = {Language Variation and Change},\n\tauthor = {Weldon, Tracey},\n\tmonth = oct,\n\tyear = {1994},\n\tkeywords = {Columbus, Ohio, Negation},\n\tpages = {359--397},\n}\n\n

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\n \n\n \n \n \n \n \n \n Dialectal Forms During Discourse of Poor, Urban, African American Preschoolers.\n \n \n \n \n\n\n \n Washington, J. A.; and Craig, H. K.\n\n\n \n\n\n\n Journal of Speech, Language, and Hearing Research, 37(4): 816–823. August 1994.\n \n\n\n\n
\n\n\n\n \n \n $\"Dialectal$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{washington_dialectal_1994,\n\ttitle = {Dialectal {Forms} {During} {Discourse} of {Poor}, {Urban}, {African} {American} {Preschoolers}},\n\tvolume = {37},\n\tissn = {1092-4388, 1558-9102},\n\turl = {http://pubs.asha.org/doi/10.1044/jshr.3704.816},\n\tdoi = {10.1044/jshr.3704.816},\n\tabstract = {This study describes nonstandard syntactic and morphological forms used by 45 poor, urban, 4- to 5.5-year-old African American boys and girls. Distributional analyses revealed three subgroups distinguished by the percentage frequencies of occurrence of utterances containing specific forms, and by the predominant types used by each group. Implications for characterizing the linguistic productions of young African American children are discussed.},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2020-07-20},\n\tjournal = {Journal of Speech, Language, and Hearing Research},\n\tauthor = {Washington, Julie A. and Craig, Holly K.},\n\tmonth = aug,\n\tyear = {1994},\n\tkeywords = {Child AAE, Detroit, Michigan},\n\tpages = {816--823},\n}\n\n

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\n \n\n \n \n \n \n \n Black talk: words and phrases from the hood to the amen corner.\n \n \n \n\n\n \n Smitherman, G.\n\n\n \n\n\n\n Houghton Mifflin, Boston, 1994.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@book{smitherman_black_1994,\n\taddress = {Boston},\n\ttitle = {Black talk: words and phrases from the hood to the amen corner},\n\tisbn = {978-0-395-67410-9 978-0-395-69992-8},\n\tshorttitle = {Black talk},\n\tpublisher = {Houghton Mifflin},\n\tauthor = {Smitherman, Geneva},\n\tyear = {1994},\n}\n\n

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\n \n\n \n \n \n \n \n Addressee- and Topic-Influenced Style Shift: A Quantitative Sociolinguistic Study.\n \n \n \n\n\n \n Rickford, J. R.; and McNair-Knox, F.\n\n\n \n\n\n\n In Biber, D.; and Finegan, E., editor(s), Sociolinguistic Perspectives on Register, volume Oxford Studies in Sociolinguistics, pages 235–276. Oxford University Press, New York, Oxford, 1994.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{rickford_addressee-_1994,\n\taddress = {New York, Oxford},\n\ttitle = {Addressee- and {Topic}-{Influenced} {Style} {Shift}: {A} {Quantitative} {Sociolinguistic} {Study}},\n\tvolume = {Oxford Studies in Sociolinguistics},\n\tbooktitle = {Sociolinguistic {Perspectives} on {Register}},\n\tpublisher = {Oxford University Press},\n\tauthor = {Rickford, John R. and McNair-Knox, Faye},\n\teditor = {Biber, Douglas and Finegan, Edward},\n\tyear = {1994},\n\tkeywords = {Palo Alto, California, Style Shifting},\n\tpages = {235--276},\n}\n\n

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\n \n\n \n \n \n \n \n \n -S or Nothing: Marking the Plural in the African-American Diaspora.\n \n \n \n \n\n\n \n Poplack, S.; and Tagliamonte, S.\n\n\n \n\n\n\n American Speech, 69(3): 227. 1994.\n \n\n\n\n
\n\n\n\n \n \n $\"-S$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{poplack_-s_1994,\n\ttitle = {-{S} or {Nothing}: {Marking} the {Plural} in the {African}-{American} {Diaspora}},\n\tvolume = {69},\n\tissn = {00031283},\n\tshorttitle = {-{S} or {Nothing}},\n\turl = {https://www.jstor.org/stable/455515?origin=crossref},\n\tdoi = {10.2307/455515},\n\tnumber = {3},\n\turldate = {2020-04-13},\n\tjournal = {American Speech},\n\tauthor = {Poplack, Shana and Tagliamonte, Sali},\n\tyear = {1994},\n\tkeywords = {Consonants, Ex-Slave Recordings, Nova Scotia, Samana},\n\tpages = {227},\n}\n\n

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\n \n\n \n \n \n \n \n \n On the Status of Auxiliary Verbs in Gullah.\n \n \n \n \n\n\n \n Mufwene, S. S.\n\n\n \n\n\n\n American Speech, 69(1): 58. 1994.\n \n\n\n\n
\n\n\n\n \n \n $\"On$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{mufwene_status_1994,\n\ttitle = {On the {Status} of {Auxiliary} {Verbs} in {Gullah}},\n\tvolume = {69},\n\tissn = {00031283},\n\turl = {https://www.jstor.org/stable/455949?origin=crossref},\n\tdoi = {10.2307/455949},\n\tnumber = {1},\n\turldate = {2020-04-13},\n\tjournal = {American Speech},\n\tauthor = {Mufwene, Salikoko S.},\n\tyear = {1994},\n\tkeywords = {Gullah},\n\tpages = {58},\n}\n\n

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\n \n\n \n \n \n \n \n Language diversity and classroom discourse.\n \n \n \n\n\n \n Lucas, C.; and Borders-Simmons, D. G\n\n\n \n\n\n\n Ablex Pub. Corp., Norwood, N.J., 1994.\n OCLC: 29030883\n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@book{lucas_language_1994,\n\taddress = {Norwood, N.J.},\n\ttitle = {Language diversity and classroom discourse},\n\tisbn = {978-0-89391-969-6 978-1-56750-076-9},\n\tlanguage = {English},\n\tpublisher = {Ablex Pub. Corp.},\n\tauthor = {Lucas, Ceil and Borders-Simmons, Denise G},\n\tyear = {1994},\n\tnote = {OCLC: 29030883},\n}\n\n

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\n \n\n \n \n \n \n \n Juba to jive: a dictionary of African-American slang.\n \n \n \n\n\n \n Major, C.,\n editor.\n \n\n\n \n\n\n\n Penguin Books, New York, N.Y., U.S.A, 1994.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@book{major_juba_1994,\n\taddress = {New York, N.Y., U.S.A},\n\ttitle = {Juba to jive: a dictionary of {African}-{American} slang},\n\tisbn = {978-0-670-85264-2 978-0-14-051306-6},\n\tshorttitle = {Juba to jive},\n\tpublisher = {Penguin Books},\n\teditor = {Major, Clarence},\n\tyear = {1994},\n\tkeywords = {Slang Dictionaries},\n}\n\n

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\n \n\n \n \n \n \n \n \n A Note on Ain't Vs. Didn't Negation in African American Vernacular.\n \n \n \n \n\n\n \n DeBose, C. E.\n\n\n \n\n\n\n Journal of Pidgin and Creole Languages, 9(1): 127–130. January 1994.\n \n\n\n\n
\n\n\n\n \n \n $\"A$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 2 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{debose_note_1994,\n\ttitle = {A {Note} on {Ain}'t {Vs}. {Didn}'t {Negation} in {African} {American} {Vernacular}},\n\tvolume = {9},\n\tissn = {0920-9034, 1569-9870},\n\turl = {http://www.jbe-platform.com/content/journals/10.1075/jpcl.9.1.16cha},\n\tdoi = {10.1075/jpcl.9.1.16cha},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-29},\n\tjournal = {Journal of Pidgin and Creole Languages},\n\tauthor = {DeBose, Charles E.},\n\tmonth = jan,\n\tyear = {1994},\n\tkeywords = {Negation},\n\tpages = {127--130},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Complex Syntax Skills of Poor, Urban, African-American Preschoolers at School Entry.\n \n \n \n \n\n\n \n Craig, H. K.; and Washington, J. A.\n\n\n \n\n\n\n Language, Speech, and Hearing Services in Schools, 25(3): 181–190. July 1994.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{craig_complex_1994,\n\ttitle = {The {Complex} {Syntax} {Skills} of {Poor}, {Urban}, {African}-{American} {Preschoolers} at {School} {Entry}},\n\tvolume = {25},\n\tissn = {0161-1461, 1558-9129},\n\turl = {http://pubs.asha.org/doi/10.1044/0161-1461.2503.181},\n\tdoi = {10.1044/0161-1461.2503.181},\n\tabstract = {The present study examines complex syntax production by a sample of 45 preschool-age African-American boys and girls (chronological age [CA] 4:0 to 5:6, years:months) from urban, low-income homes. The results provide quantitative descriptions of amounts of complex syntax and suggest a potential positive relationship between amounts of complex syntax and amounts of nonstandard English form usage in the children's connected speech. Clinical applications are discussed.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-05-04},\n\tjournal = {Language, Speech, and Hearing Services in Schools},\n\tauthor = {Craig, Holly K. and Washington, Julie A.},\n\tmonth = jul,\n\tyear = {1994},\n\tkeywords = {Child AAE, Detroit, Michigan, Syntax},\n\tpages = {181--190},\n}\n\n

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\n \n 1993\n \n \n (10)\n \n \n

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\n \n\n \n \n \n \n \n \"The Blacker the Berry, the Sweeter the Juice\": African American Student Writers and the National Assessment of Educational Progress.\n \n \n \n\n\n \n Smitherman, G.\n\n\n \n\n\n\n In Pittsburgh, PA, November 1993. \n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@inproceedings{smitherman_blacker_1993,\n\taddress = {Pittsburgh, PA},\n\ttitle = {"{The} {Blacker} the {Berry}, the {Sweeter} the {Juice}": {African} {American} {Student} {Writers} and the {National} {Assessment} of {Educational} {Progress}},\n\tauthor = {Smitherman, Geneva},\n\tmonth = nov,\n\tyear = {1993},\n\tkeywords = {Writing},\n}\n\n

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\n \n\n \n \n \n \n \n \n Onomastic Divergence: A Study of Given-Name Trends among African Americans.\n \n \n \n \n\n\n \n Pharr, P. C.\n\n\n \n\n\n\n American Speech, 68(4): 400. 1993.\n \n\n\n\n
\n\n\n\n \n \n $\"Onomastic$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@article{pharr_onomastic_1993,\n\ttitle = {Onomastic {Divergence}: {A} {Study} of {Given}-{Name} {Trends} among {African} {Americans}},\n\tvolume = {68},\n\tissn = {00031283},\n\tshorttitle = {Onomastic {Divergence}},\n\turl = {https://www.jstor.org/stable/455774?origin=crossref},\n\tdoi = {10.2307/455774},\n\tnumber = {4},\n\turldate = {2020-04-13},\n\tjournal = {American Speech},\n\tauthor = {Pharr, Pauline C.},\n\tyear = {1993},\n\tpages = {400},\n}\n\n

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\n \n\n \n \n \n \n \n Final consonant deletion in African American children speaking Black English: A closer look.\n \n \n \n\n\n \n Moran, M. J.\n\n\n \n\n\n\n Language, Speech, and Hearing Services in Schools, 24: 161–166. 1993.\n \n\n\n\n
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@article{moran_final_1993,\n\ttitle = {Final consonant deletion in {African} {American} children speaking {Black} {English}: {A} closer look},\n\tvolume = {24},\n\tjournal = {Language, Speech, and Hearing Services in Schools},\n\tauthor = {Moran, Michael J.},\n\tyear = {1993},\n\tkeywords = {Alabama, Child AAE, Consonants, Duplicate},\n\tpages = {161--166},\n}\n\n

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\n \n\n \n \n \n \n \n \n Linguistic Atlas of the Gulf States.\n \n \n \n \n\n\n \n Montgomery, M.; and Pederson, L.\n\n\n \n\n\n\n American Speech, 68(3): 263. 1993.\n \n\n\n\n
\n\n\n\n \n \n $\"Linguistic$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{montgomery_linguistic_1993,\n\ttitle = {Linguistic {Atlas} of the {Gulf} {States}},\n\tvolume = {68},\n\tissn = {00031283},\n\turl = {https://www.jstor.org/stable/455634?origin=crossref},\n\tdoi = {10.2307/455634},\n\tnumber = {3},\n\turldate = {2020-04-13},\n\tjournal = {American Speech},\n\tauthor = {Montgomery, Michael and Pederson, Lee},\n\tyear = {1993},\n\tkeywords = {Gulf States, Linguistic Atlas},\n\tpages = {263},\n}\n\n

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\n \n\n \n \n \n \n \n \n “The black men has wives and Sweet harts [and third person plural -s] Jest like the white men”: Evidence for verbal -s from written documents on 19th-century African American speech.\n \n \n \n \n\n\n \n Montgomery, M.; Fuller, J. M.; and DeMarse, S.\n\n\n \n\n\n\n Language Variation and Change, 5(3): 335–357. October 1993.\n \n\n\n\n
\n\n\n\n \n \n $\"“The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@article{montgomery_black_1993,\n\ttitle = {“{The} black men has wives and {Sweet} harts [and third person plural -s] {Jest} like the white men”: {Evidence} for verbal -s from written documents on 19th-century {African} {American} speech},\n\tvolume = {5},\n\tissn = {0954-3945, 1469-8021},\n\tshorttitle = {“{The} black men has wives and {Sweet} harts [and third person plural - \\textit{s} ] {Jest} like the white men”},\n\turl = {https://www.cambridge.org/core/product/identifier/S0954394500001538/type/journal_article},\n\tdoi = {10.1017/S0954394500001538},\n\tabstract = {The analysis of letters written by 19th-century African Americans shows constraints on verbal -s marking which parallel those found in the writing of Scotch-Irish immigrants in the same time period and region, specifically a subject type constraint and a proximity to subject constraint. This correlation is highly suggestive for the study of the development of African American Vernacular English (AAVE). This study finds no support for a basis from a creole or from Standard English for AAVE in verbal concord and concludes that some, perhaps many, African Americans used varieties of English with little or no creole influence. Earlier studies have assumed that standard dialects of English constituted the superstrate in colonial and antebellum America; this analysis makes it clear that we must examine the features of the local varieties, black and white, before making any claims about the influences of language contact on a given variety. Further, the consistent patterns of inflections found in this study show that written documents, in particular letters written by semiliterate African Americans, are a good source for further linguistic study of 19th-century language.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-04-14},\n\tjournal = {Language Variation and Change},\n\tauthor = {Montgomery, Michael and Fuller, Janet M. and DeMarse, Sharon},\n\tmonth = oct,\n\tyear = {1993},\n\tkeywords = {Consonants, Writing},\n\tpages = {335--357},\n}\n\n

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\n \n\n \n \n \n \n \n Bland negrer och sociolingvister - minnen från Washington.\n \n \n \n\n\n \n Loman, B.\n\n\n \n\n\n\n In Sociolingvistiske temaer : festskrift til professor Mogens Baumann Larsen, pages 79–89. Institut for Kommunikation, Aalbord Universitetscenter, Aalbord, 1993.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@incollection{loman_bland_1993,\n\taddress = {Aalbord},\n\ttitle = {Bland negrer och sociolingvister - minnen från {Washington}},\n\tlanguage = {Danish},\n\tbooktitle = {Sociolingvistiske temaer : festskrift til professor {Mogens} {Baumann} {Larsen}},\n\tpublisher = {Institut for Kommunikation, Aalbord Universitetscenter},\n\tauthor = {Loman, Bength},\n\tyear = {1993},\n\tkeywords = {ASL, Southern States},\n\tpages = {79--89},\n}\n\n

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\n \n\n \n \n \n \n \n \n Topics in African American English: The Verb System Analysis.\n \n \n \n \n\n\n \n Green, L. J.\n\n\n \n\n\n\n Ph.D. Thesis, University of Massachusetts, Amherst, MA, 1993.\n \n\n\n\n
\n\n\n\n \n \n $\"Topics$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@phdthesis{green_topics_1993,\n\taddress = {Amherst, MA},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {Topics in {African} {American} {English}: {The} {Verb} {System} {Analysis}},\n\turl = {https://scholarworks.umass.edu/dissertations/AAI9329614/},\n\tabstract = {This dissertation discusses some issues related to the verb system in African American English. The meaning associated with aspectual markers is investigated, and the representations of the meaning are given in a semantic framework. The properties of finite auxiliaries and aspectual markers are discussed in the context of the principles and parameters approach of verb raising in Pollock (1990). Chapter 2 distinguishes finite auxiliaries and aspectual markers by describing their functions in question formation, negation, and VP deletion. Chapters 3 through 5 focus on the semantics of aspectual markers, showing how interpretations of habitual, remote past, and completive constructions are represented. Aspectual be constructions are analyzed as referring to generalizations with respect to eventualities which occur or hold on particular occasions. BIN is analyzed as situating the initiation or completion of an eventuality in the remote past. The completive (done) is analyzed in the underlying events framework of Parsons (1990) and compared to the perfect in Standard American English. The semantic analysis shows how these aspectual markers differ in meaning from those in Standard American English, even though they are identical in form. Chapter 6 investigates the restrictions on aspectual marker raising. The behavior of these markers is compared to that of finite auxiliaries, which are analyzed as being base generated along with aspectual markers and retained and deleted under certain conditions. Auxiliary and aspectual marker sequences are investigated in wh- and indirect questions as a means of identifying the conditions under which the auxiliaries are retained and as a means of showing further that aspectual markers are confined to their base generated positions in surface structure. Chapter 7 discusses the BIN + modal construction and the quantificational negative NP + negative auxiliary construction and raises some questions which should be addressed in future studies in African American English.},\n\tschool = {University of Massachusetts},\n\tauthor = {Green, Lisa J.},\n\tyear = {1993},\n\tkeywords = {Syntax},\n}\n\n

\n

\n\n\n

\n This dissertation discusses some issues related to the verb system in African American English. The meaning associated with aspectual markers is investigated, and the representations of the meaning are given in a semantic framework. The properties of finite auxiliaries and aspectual markers are discussed in the context of the principles and parameters approach of verb raising in Pollock (1990). Chapter 2 distinguishes finite auxiliaries and aspectual markers by describing their functions in question formation, negation, and VP deletion. Chapters 3 through 5 focus on the semantics of aspectual markers, showing how interpretations of habitual, remote past, and completive constructions are represented. Aspectual be constructions are analyzed as referring to generalizations with respect to eventualities which occur or hold on particular occasions. BIN is analyzed as situating the initiation or completion of an eventuality in the remote past. The completive (done) is analyzed in the underlying events framework of Parsons (1990) and compared to the perfect in Standard American English. The semantic analysis shows how these aspectual markers differ in meaning from those in Standard American English, even though they are identical in form. Chapter 6 investigates the restrictions on aspectual marker raising. The behavior of these markers is compared to that of finite auxiliaries, which are analyzed as being base generated along with aspectual markers and retained and deleted under certain conditions. Auxiliary and aspectual marker sequences are investigated in wh- and indirect questions as a means of identifying the conditions under which the auxiliaries are retained and as a means of showing further that aspectual markers are confined to their base generated positions in surface structure. Chapter 7 discusses the BIN + modal construction and the quantificational negative NP + negative auxiliary construction and raises some questions which should be addressed in future studies in African American English.\n

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\n \n\n \n \n \n \n \n Language variation in North American English: research and teaching.\n \n \n \n\n\n \n Glowka, A. W.; and Lance, D. M.,\n editors.\n \n\n\n \n\n\n\n Modern Language Association of America, New York, 1993.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@book{glowka_language_1993,\n\taddress = {New York},\n\ttitle = {Language variation in {North} {American} {English}: research and teaching},\n\tisbn = {978-0-87352-389-9 978-0-87352-390-5},\n\tshorttitle = {Language variation in {North} {American} {English}},\n\tpublisher = {Modern Language Association of America},\n\teditor = {Glowka, Arthur Wayne and Lance, Donald M.},\n\tyear = {1993},\n\tkeywords = {Edited Volume, Textbook},\n}\n\n

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\n \n\n \n \n \n \n \n An Africanist Approach to the Linguistic Study of Black English: Getting to the Roots of the Tense-Aspect-Modality and Copula Systems.\n \n \n \n\n\n \n Debose, C. E.; and Faraclas, N.\n\n\n \n\n\n\n In Mufwene, S. S., editor(s), Africanisms in Afro-American Language Varieties, pages 364–387. University of Georgia Press, Athens, GA, 1993.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@incollection{debose_africanist_1993,\n\taddress = {Athens, GA},\n\ttitle = {An {Africanist} {Approach} to the {Linguistic} {Study} of {Black} {English}: {Getting} to the {Roots} of the {Tense}-{Aspect}-{Modality} and {Copula} {Systems}},\n\tlanguage = {eng},\n\tbooktitle = {Africanisms in {Afro}-{American} {Language} {Varieties}},\n\tpublisher = {University of Georgia Press},\n\tauthor = {Debose, Charles E. and Faraclas, Nicolas},\n\teditor = {Mufwene, Salikoko S.},\n\tyear = {1993},\n\tkeywords = {Morphosyntax},\n\tpages = {364--387},\n}\n\n

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\n \n\n \n \n \n \n \n \n Measuring Social Causes of Phonological Variation in Texas.\n \n \n \n \n\n\n \n Bernstein, C.\n\n\n \n\n\n\n American Speech, 68(3): 227. 1993.\n \n\n\n\n
\n\n\n\n \n \n $\"Measuring$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{bernstein_measuring_1993,\n\ttitle = {Measuring {Social} {Causes} of {Phonological} {Variation} in {Texas}},\n\tvolume = {68},\n\tissn = {00031283},\n\turl = {https://www.jstor.org/stable/455631?origin=crossref},\n\tdoi = {10.2307/455631},\n\tnumber = {3},\n\turldate = {2020-04-30},\n\tjournal = {American Speech},\n\tauthor = {Bernstein, Cynthia},\n\tyear = {1993},\n\tkeywords = {Texas},\n\tpages = {227},\n}\n\n

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\n \n 1992\n \n \n (15)\n \n \n

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\n \n\n \n \n \n \n \n The Sociolinguistic Model in Speech and Language Pathology.\n \n \n \n\n\n \n Wolfram, W.\n\n\n \n\n\n\n In Trinity College, Dublin, Ireland, 1992. \n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@inproceedings{wolfram_sociolinguistic_1992,\n\taddress = {Trinity College, Dublin, Ireland},\n\ttitle = {The {Sociolinguistic} {Model} in {Speech} and {Language} {Pathology}},\n\tauthor = {Wolfram, Walt},\n\tyear = {1992},\n\tkeywords = {Speech Pathology},\n}\n\n

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\n \n\n \n \n \n \n \n \n Another Look at the Copula in Black English and Caribbean Creoles.\n \n \n \n \n\n\n \n Winford, D.\n\n\n \n\n\n\n American Speech, 67(1): 21. 1992.\n \n\n\n\n
\n\n\n\n \n \n $\"Another$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{winford_another_1992,\n\ttitle = {Another {Look} at the {Copula} in {Black} {English} and {Caribbean} {Creoles}},\n\tvolume = {67},\n\tissn = {00031283},\n\turl = {https://www.jstor.org/stable/455757?origin=crossref},\n\tdoi = {10.2307/455757},\n\tnumber = {1},\n\turldate = {2020-04-13},\n\tjournal = {American Speech},\n\tauthor = {Winford, Donald},\n\tyear = {1992},\n\tkeywords = {Carribean Creoles, Copula},\n\tpages = {21},\n}\n\n

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\n \n\n \n \n \n \n \n \n Back to the past: The BEV/creole connection revisited.\n \n \n \n \n\n\n \n Winford, D.\n\n\n \n\n\n\n Language Variation and Change, 4(3): 311–357. October 1992.\n \n\n\n\n
\n\n\n\n \n \n $\"Back$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{winford_back_1992,\n\ttitle = {Back to the past: {The} {BEV}/creole connection revisited},\n\tvolume = {4},\n\tissn = {0954-3945, 1469-8021},\n\tshorttitle = {Back to the past},\n\turl = {https://www.cambridge.org/core/product/identifier/S0954394500000831/type/journal_article},\n\tdoi = {10.1017/S0954394500000831},\n\tabstract = {This article compares the marking of past temporal reference in Black English Vernacular (BEV) and Trinidadian English (TE), with particular attention to the alternation of Ø and \\{ed\\}. The comparison reveals similarities in the patterns of variation according to verb type and phonological conditioning which suggest that past marking in contemporary BEV preserves traces of an earlier process of shift from a creole pattern to one approximating the Standard English pattern. Further examination of the TE data reveals that the use of \\{ed\\} is highly constrained in cases where habitual or characteristic past meaning is conveyed; in such cases, the use of Ø is near categorical. These findings may have implications for BEV which future research can clarify. The article also considers the case of stressed remote BIN in BEV and argues that it may have arisen as the result of reanalysis of an earlier creole anterior bin under the influence of unstressed (continuative perfect) bin, derived from English have + been. This provides further support for the view that, though early BEV may not have been a fully fledged creole, it arose through a process of restructuring in which a creole substrate played a significant role. Finally, the article notes that past marking is only one aspect of the overall organization of the BEV tense/mood/aspect system, which shares other features in common with creole varieties, including resultative done and combinatory possibilities among auxiliaries. Future research on these aspects of the BEV verb complex can shed more light on the BEV/creole connection.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-04-14},\n\tjournal = {Language Variation and Change},\n\tauthor = {Winford, Donald},\n\tmonth = oct,\n\tyear = {1992},\n\tkeywords = {Carribean Creoles, Syntax},\n\tpages = {311--357},\n}\n\n

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\n \n\n \n \n \n \n \n Racial barriers and phonological merger.\n \n \n \n\n\n \n Veatch, T.\n\n\n \n\n\n\n In Ann Arbor, MI, 1992. \n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@inproceedings{veatch_racial_1992,\n\taddress = {Ann Arbor, MI},\n\ttitle = {Racial barriers and phonological merger},\n\tauthor = {Veatch, Thomas},\n\tyear = {1992},\n\tkeywords = {Vowels},\n}\n\n

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\n \n\n \n \n \n \n \n \n Lexical Elaboration in Children's Locative Action Expressions.\n \n \n \n \n\n\n \n Stockman, I. J.; and Vaughn-Cooke, F.\n\n\n \n\n\n\n Child Development, 63(5): 1104. October 1992.\n \n\n\n\n
\n\n\n\n \n \n $\"Lexical$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{stockman_lexical_1992,\n\ttitle = {Lexical {Elaboration} in {Children}'s {Locative} {Action} {Expressions}},\n\tvolume = {63},\n\tissn = {00093920},\n\turl = {https://www.jstor.org/stable/1131521?origin=crossref},\n\tdoi = {10.2307/1131521},\n\tnumber = {5},\n\turldate = {2020-07-20},\n\tjournal = {Child Development},\n\tauthor = {Stockman, Ida J. and Vaughn-Cooke, Fay},\n\tmonth = oct,\n\tyear = {1992},\n\tkeywords = {Acquisition, Washington DC},\n\tpages = {1104},\n}\n\n

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\n \n\n \n \n \n \n \n \n Black english, diverging or converging?: The view from the national assessment of educational progress $^{\\textrm{1}}$.\n \n \n \n \n\n\n \n Smitherman, G.\n\n\n \n\n\n\n Language and Education, 6(1): 47–61. January 1992.\n \n\n\n\n
\n\n\n\n \n \n $\"Black$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{smitherman_black_1992,\n\ttitle = {Black english, diverging or converging?: {The} view from the national assessment of educational progress $^{\\textrm{1}}$},\n\tvolume = {6},\n\tissn = {0950-0782, 1747-7581},\n\tshorttitle = {Black english, diverging or converging?},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/09500789209541324},\n\tdoi = {10.1080/09500789209541324},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-07-03},\n\tjournal = {Language and Education},\n\tauthor = {Smitherman, Geneva},\n\tmonth = jan,\n\tyear = {1992},\n\tkeywords = {Writing},\n\tpages = {47--61},\n}\n\n

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\n \n\n \n \n \n \n \n \n Grammatical variation and divergence in Vernacular Black English.\n \n \n \n \n\n\n \n Rickford, J. R.\n\n\n \n\n\n\n In Gerritsen, M.; and Stein, D., editor(s), Internal and External Factors in Syntactic Change. DE GRUYTER MOUTON, Berlin, Boston, January 1992.\n \n\n\n\n
\n\n\n\n \n \n $\"Grammatical$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@incollection{gerritsen_grammatical_1992,\n\taddress = {Berlin, Boston},\n\ttitle = {Grammatical variation and divergence in {Vernacular} {Black} {English}},\n\tisbn = {978-3-11-088604-7},\n\turl = {https://www.degruyter.com/doi/10.1515/9783110886047.175},\n\turldate = {2020-06-11},\n\tbooktitle = {Internal and {External} {Factors} in {Syntactic} {Change}},\n\tpublisher = {DE GRUYTER MOUTON},\n\tauthor = {Rickford, John R.},\n\teditor = {Gerritsen, Marinel and Stein, Dieter},\n\tmonth = jan,\n\tyear = {1992},\n\tdoi = {10.1515/9783110886047.175},\n}\n\n

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\n \n\n \n \n \n \n \n \n Ideology and facts on African American English.\n \n \n \n \n\n\n \n Mufwene, S. S.\n\n\n \n\n\n\n Pragmatics, 2(2): 141–166. June 1992.\n \n\n\n\n
\n\n\n\n \n \n $\"Ideology$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{mufwene_ideology_1992,\n\ttitle = {Ideology and facts on {African} {American} {English}},\n\tvolume = {2},\n\tissn = {1018-2101, 2406-4238},\n\turl = {http://www.jbe-platform.com/content/journals/10.1075/prag.2.2.03muf},\n\tdoi = {10.1075/prag.2.2.03muf},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-07-23},\n\tjournal = {Pragmatics},\n\tauthor = {Mufwene, Salikoko S.},\n\tmonth = jun,\n\tyear = {1992},\n\tkeywords = {Ideologies},\n\tpages = {141--166},\n}\n\n

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\n \n\n \n \n \n \n \n \n Sociolinguistics and the African‐American community: Implications for literacy.\n \n \n \n \n\n\n \n Foster, M.\n\n\n \n\n\n\n Theory Into Practice, 31(4): 303–311. September 1992.\n \n\n\n\n
\n\n\n\n \n \n $\"Sociolinguistics$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{foster_sociolinguistics_1992,\n\ttitle = {Sociolinguistics and the {African}‐{American} community: {Implications} for literacy},\n\tvolume = {31},\n\tissn = {0040-5841, 1543-0421},\n\tshorttitle = {Sociolinguistics and the {African}‐{American} community},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/00405849209543557},\n\tdoi = {10.1080/00405849209543557},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2020-05-05},\n\tjournal = {Theory Into Practice},\n\tauthor = {Foster, Michele},\n\tmonth = sep,\n\tyear = {1992},\n\tkeywords = {Education, Literacy},\n\tpages = {303--311},\n}\n\n

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\n \n\n \n \n \n \n \n \n Sociolinguistic behavior in a Detroit inner-city black neighborhood.\n \n \n \n \n\n\n \n Edwards, W. F.\n\n\n \n\n\n\n Language in Society, 21(1): 93–115. March 1992.\n \n\n\n\n
\n\n\n\n \n \n $\"Sociolinguistic$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{edwards_sociolinguistic_1992,\n\ttitle = {Sociolinguistic behavior in a {Detroit} inner-city black neighborhood},\n\tvolume = {21},\n\tissn = {0047-4045, 1469-8013},\n\turl = {https://www.cambridge.org/core/product/identifier/S0047404500015050/type/journal_article},\n\tdoi = {10.1017/S0047404500015050},\n\tabstract = {ABSTRACT\n            The integration of 66 black Detroit inner-city residents (33 males and 33 females) into their neighborhood is measured quantitatively by a Vernacular Culture Index (VCI) constructed from the respondents' responses to 10 statements, each with values ranging from 1 to 4. The speech behaviors of these respondents with respect to variants of six linguistic variables (each with a black English [BE] and a colloquial Standard English variant) are quantified and the statistical relationships between the VCI scores and linguistic behavior are determined. The results of the study reveal that respondents in the older age groups (40–59, 60+) are more likely to choose BE variants than respondents in the younger age groups (18–25, 26–39), and that there are consistent statistically significant correlations between high scores on the VCI and the choice of BE variants of the linguistic variables. This is taken to support the proposal that the Social Network Theory approach, of which the VCI concept is a part, is capable of explaining intracommunity linguistic variation in socioeconomically homogeneous areas such as the black community studied. (Sociolinguistics, sociolinguistic theory, black English)},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-04},\n\tjournal = {Language in Society},\n\tauthor = {Edwards, Walter F.},\n\tmonth = mar,\n\tyear = {1992},\n\tkeywords = {Detroit, Michigan},\n\tpages = {93--115},\n}\n\n

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\n \n\n \n \n \n \n \n \n Codeswitching: Black English and standard English in the African‐American linguistic repertoire.\n \n \n \n \n\n\n \n DeBose, C. E.\n\n\n \n\n\n\n Journal of Multilingual and Multicultural Development, 13(1-2): 157–167. January 1992.\n \n\n\n\n
\n\n\n\n \n \n $\"Codeswitching:$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{debose_codeswitching_1992,\n\ttitle = {Codeswitching: {Black} {English} and standard {English} in the {African}‐{American} linguistic repertoire},\n\tvolume = {13},\n\tissn = {0143-4632, 1747-7557},\n\tshorttitle = {Codeswitching},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/01434632.1992.9994489},\n\tdoi = {10.1080/01434632.1992.9994489},\n\tabstract = {In this paper, Black English (BE) and standard English (SE) are treated as two different closely‐related linguistic systems which coexist in the African‐American linguistic repertoire. Each system is defined as an autonomous grammar, and the interaction between them is considered to be governed by the same principles as those that govern languages in contact generally. In the process of collecting data for the purpose of describing the BE grammar the author observed some of the informants apparently codeswitching. This paper focuses on a middle‐class female informant who appears to be a balanced bilingual. In the first few minutes of her performance she could be mistaken for a monolingual SE speaker. As the session progresses, however, she makes several notable switches to BE. Her last performance, in contrast to the earlier ones, is frequently in BE. The evidence considered in this paper is striking counter evidence to the claim that BE is spoken mainly by poor and uneducated persons.},\n\tlanguage = {en},\n\tnumber = {1-2},\n\turldate = {2020-04-29},\n\tjournal = {Journal of Multilingual and Multicultural Development},\n\tauthor = {DeBose, Charles E.},\n\tmonth = jan,\n\tyear = {1992},\n\tkeywords = {Case Study, Code Switching},\n\tpages = {157--167},\n}\n\n

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\n \n\n \n \n \n \n \n \n A Syntactic Analysis of Sea Island Creole.\n \n \n \n \n\n\n \n Cunningham, I. A. E.\n\n\n \n\n\n\n Volume 75 of Publication of the American Dialect SocietyUniversity of Alabama Press, Tuscaloosa, AL, 1992.\n \n\n\n\n
\n\n\n\n \n \n $\"A$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@book{cunningham_syntactic_1992,\n\taddress = {Tuscaloosa, AL},\n\tseries = {Publication of the {American} {Dialect} {Society}},\n\ttitle = {A {Syntactic} {Analysis} of {Sea} {Island} {Creole}},\n\tvolume = {75},\n\turl = {https://read.dukeupress.edu/pads/issue/75/1},\n\tpublisher = {University of Alabama Press},\n\tauthor = {Cunningham, Irma Aloyce Ewing},\n\tyear = {1992},\n\tkeywords = {Gullah},\n}\n\n

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\n \n\n \n \n \n \n \n \n A Sociolinguistic Investigation of the Speech of African American Preschoolers.\n \n \n \n \n\n\n \n Bleile, K. M.; and Wallach, H.\n\n\n \n\n\n\n American Journal of Speech-Language Pathology, 1(2): 54–62. January 1992.\n \n\n\n\n
\n\n\n\n \n \n $\"A$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{bleile_sociolinguistic_1992,\n\ttitle = {A {Sociolinguistic} {Investigation} of the {Speech} of {African} {American} {Preschoolers}},\n\tvolume = {1},\n\tissn = {1058-0360, 1558-9110},\n\turl = {http://pubs.asha.org/doi/10.1044/1058-0360.0102.54},\n\tdoi = {10.1044/1058-0360.0102.54},\n\tabstract = {In this study we attempted to investigate aspects of the sociolinguistic environment of African American preschoolers. Specifically, preschool teachers were asked to identify African American preschoolers who "have trouble speaking." Subsequently, speech-language pathologists analyzed samples of the children’s speech to isolate the speech patterns that may have corresponded to the teacher’s judgments. Subjects included 27 children who were enrolled in an inner city Head Start program. Head Start teachers belonging to the same race and community as the children acted as judges. The analysis yielded a number of speech patterns that distinguished the children judged to have trouble speaking from children judged to have no difficulties in speaking.},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-04-29},\n\tjournal = {American Journal of Speech-Language Pathology},\n\tauthor = {Bleile, Ken M. and Wallach, Hillary},\n\tmonth = jan,\n\tyear = {1992},\n\tkeywords = {Child AAE, Speech Pathology},\n\tpages = {54--62},\n}\n\n

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\n \n\n \n \n \n \n \n \n Hypocorrection: Mistakes in production of vernacular African American english as a second dialect.\n \n \n \n \n\n\n \n Baugh, J.\n\n\n \n\n\n\n Language & Communication, 12(3-4): 317–326. July 1992.\n \n\n\n\n
\n\n\n\n \n \n $\"Hypocorrection:$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@article{baugh_hypocorrection_1992,\n\ttitle = {Hypocorrection: {Mistakes} in production of vernacular {African} {American} english as a second dialect},\n\tvolume = {12},\n\tissn = {02715309},\n\tshorttitle = {Hypocorrection},\n\turl = {https://linkinghub.elsevier.com/retrieve/pii/0271530992900196},\n\tdoi = {10.1016/0271-5309(92)90019-6},\n\tlanguage = {en},\n\tnumber = {3-4},\n\turldate = {2020-04-12},\n\tjournal = {Language \\& Communication},\n\tauthor = {Baugh, John},\n\tmonth = jul,\n\tyear = {1992},\n\tpages = {317--326},\n}\n\n

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\n \n\n \n \n \n \n \n \n Cultural Preference and the Expository Writing of African-American Adolescents.\n \n \n \n \n\n\n \n Ball, A. F.\n\n\n \n\n\n\n Written Communication, 9(4): 501–532. October 1992.\n \n\n\n\n
\n\n\n\n \n \n $\"Cultural$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{ball_cultural_1992,\n\ttitle = {Cultural {Preference} and the {Expository} {Writing} of {African}-{American} {Adolescents}},\n\tvolume = {9},\n\tissn = {0741-0883, 1552-8472},\n\turl = {http://journals.sagepub.com/doi/10.1177/0741088392009004003},\n\tdoi = {10.1177/0741088392009004003},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2020-05-03},\n\tjournal = {Written Communication},\n\tauthor = {Ball, Arnetha F.},\n\tmonth = oct,\n\tyear = {1992},\n\tkeywords = {Writing},\n\tpages = {501--532},\n}\n\n

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\n \n 1991\n \n \n (11)\n \n \n

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\n \n\n \n \n \n \n \n \n \"What Is Africa to Me?\": Language, Ideology, and African American.\n \n \n \n \n\n\n \n Smitherman, G.\n\n\n \n\n\n\n American Speech, 66(2): 115. 1991.\n \n\n\n\n
\n\n\n\n \n \n $\""What$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{smitherman_what_1991,\n\ttitle = {"{What} {Is} {Africa} to {Me}?": {Language}, {Ideology}, and {African} {American}},\n\tvolume = {66},\n\tissn = {00031283},\n\tshorttitle = {"{What} {Is} {Africa} to {Me}?},\n\turl = {https://www.jstor.org/stable/455881?origin=crossref},\n\tdoi = {10.2307/455881},\n\tnumber = {2},\n\turldate = {2020-04-13},\n\tjournal = {American Speech},\n\tauthor = {Smitherman, Geneva},\n\tyear = {1991},\n\tkeywords = {Ideologies},\n\tpages = {115},\n}\n\n

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\n \n\n \n \n \n \n \n \n Rappin on the copula coffin: Theoretical and methodological issues in the analysis of copula variation in African-American Vernacular English.\n \n \n \n \n\n\n \n Rickford, J. R.; Ball, A.; Blake, R.; Jackson, R.; and Martin, N.\n\n\n \n\n\n\n Language Variation and Change, 3(1): 103–132. March 1991.\n \n\n\n\n
\n\n\n\n \n \n $\"Rappin$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{rickford_rappin_1991,\n\ttitle = {Rappin on the copula coffin: {Theoretical} and methodological issues in the analysis of copula variation in {African}-{American} {Vernacular} {English}},\n\tvolume = {3},\n\tissn = {0954-3945, 1469-8021},\n\tshorttitle = {Rappin on the copula coffin},\n\turl = {https://www.cambridge.org/core/product/identifier/S0954394500000466/type/journal_article},\n\tdoi = {10.1017/S0954394500000466},\n\tabstract = {We explore two unresolved methodological issues in the study of copula variation in African-American Vernacular English, assessing their quantitative and theoretical consequences via multiple variable rule analyses of data from East Palo Alto, California. The first is whether\n              is\n              - contraction and deletion should be considered separately from that of\n              are\n              . We conclude that it should not, because the quantitative conditioning is almost identical for the two forms, and a combined analysis offers analytical advantages. The second issue is whether the alternative methods that previous researchers have used to compute the incidence of “contraction” or “deletion” (“Labov Contraction and Deletion,” “Straight Contraction and Deletion,” “Romaine Contraction”) fundamentally affect the results. We conclude that they do, especially for contraction. We also discuss implications of our analysis for two related issues: the ordering of contraction and deletion in the grammar, and the presence of age-grading or change in progress in East Palo Alto.},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-14},\n\tjournal = {Language Variation and Change},\n\tauthor = {Rickford, John R. and Ball, Arnetha and Blake, Renee and Jackson, Raina and Martin, Nomi},\n\tmonth = mar,\n\tyear = {1991},\n\tkeywords = {East Palo Alto, California},\n\tpages = {103--132},\n}\n\n

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\n \n\n \n \n \n \n \n \n Habitual Structures among Blacks and Whites in the 1990s.\n \n \n \n \n\n\n \n Richardson, C.\n\n\n \n\n\n\n American Speech, 66(3): 292. 1991.\n \n\n\n\n
\n\n\n\n \n \n $\"Habitual$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 2 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{richardson_habitual_1991,\n\ttitle = {Habitual {Structures} among {Blacks} and {Whites} in the 1990s},\n\tvolume = {66},\n\tissn = {00031283},\n\turl = {https://www.jstor.org/stable/455801?origin=crossref},\n\tdoi = {10.2307/455801},\n\tnumber = {3},\n\turldate = {2020-04-13},\n\tjournal = {American Speech},\n\tauthor = {Richardson, Carmen},\n\tyear = {1991},\n\tkeywords = {East Palo Alto, California},\n\tpages = {292},\n}\n\n

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\n \n\n \n \n \n \n \n \n African American English in the diaspora: Evidence from old-line Nova Scotians.\n \n \n \n \n\n\n \n Poplack, S.; and Tagliamonte, S.\n\n\n \n\n\n\n Language Variation and Change, 3(3): 301–339. October 1991.\n \n\n\n\n
\n\n\n\n \n \n $\"African$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{poplack_african_1991,\n\ttitle = {African {American} {English} in the diaspora: {Evidence} from old-line {Nova} {Scotians}},\n\tvolume = {3},\n\tissn = {0954-3945, 1469-8021},\n\tshorttitle = {African {American} {English} in the diaspora},\n\turl = {https://www.cambridge.org/core/product/identifier/S0954394500000594/type/journal_article},\n\tdoi = {10.1017/S0954394500000594},\n\tabstract = {In this article, we describe a new research project on African Nova Scotian English (ANSE), a variety spoken by descendants of African American slaves who immigrated to Nova Scotia in the late 18th and early 19th centuries. Subsequent segregation from surrounding populations has created a situation favoring retention of the vernacular, in conjunction with Standard English. In addition to providing the first systematic linguistic documentation of ANSE, we detail the characteristics of the Canadian scenario that make it an ideal test of the creole-origins and divergence hypotheses: in particular, that, more clearly than other African American English varieties that evolved independently in the diaspora, the Canadian situation has featured no creole influence. This fact can effectively date the occurrence of any creole-like features in contemporary ANSE (and, by extension, other varieties of African American Vernacular English [AAVE]) to (at least) the late 18th century, an important time-depth characterization. We then present the results of a series of quantitative analyses of linguistically diagnostic features and compare them to those obtained for (1) another transplanted variety of African American English (Samaná English) and (2) a prototype variety (the Ex-slave Recordings), and note the striking similarities among them. The results militate in favor of a genetic relationship among ANSE and its counterparts as a common precursor of contemporary varieties, thereby providing the first methodologically consistent cross-linguistic comparison of three distinct vestiges of “early” African American English, and contributing missing links in the history and development of AAVE.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-04-14},\n\tjournal = {Language Variation and Change},\n\tauthor = {Poplack, Shana and Tagliamonte, Sali},\n\tmonth = oct,\n\tyear = {1991},\n\tkeywords = {Nova Scotia},\n\tpages = {301--339},\n}\n\n

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\n \n\n \n \n \n \n \n Verbal patterns of Black and White speakers of coastal South Carolina.\n \n \n \n\n\n \n Nichols, P. C.\n\n\n \n\n\n\n In Edwards, W. F.; and Winford, D., editor(s), Verb phrase patterns in Black English and Creole, pages 114–128. Wayne State University Press, Detroit, 1991.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{edwards_verbal_1991,\n\taddress = {Detroit},\n\ttitle = {Verbal patterns of {Black} and {White} speakers of coastal {South} {Carolina}},\n\tisbn = {978-0-8143-2276-5},\n\tbooktitle = {Verb phrase patterns in {Black} {English} and {Creole}},\n\tpublisher = {Wayne State University Press},\n\tauthor = {Nichols, Patricia C.},\n\teditor = {Edwards, Walter F. and Winford, Donald},\n\tyear = {1991},\n\tkeywords = {Edited Volume, South Carolina, Syntax},\n\tpages = {114--128},\n}\n\n

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\n \n\n \n \n \n \n \n The use of invariant Be with verbal predicates in BEV.\n \n \n \n\n\n \n Myhill, J.\n\n\n \n\n\n\n In Edwards, W. F.; and Winford, D., editor(s), Verb phrase patterns in Black English and Creole, pages 101–113. Wayne State University Press, Detroit, 1991.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@incollection{edwards_use_1991,\n\taddress = {Detroit},\n\ttitle = {The use of invariant {Be} with verbal predicates in {BEV}},\n\tisbn = {978-0-8143-2276-5},\n\tbooktitle = {Verb phrase patterns in {Black} {English} and {Creole}},\n\tpublisher = {Wayne State University Press},\n\tauthor = {Myhill, John},\n\teditor = {Edwards, Walter F. and Winford, Donald},\n\tyear = {1991},\n\tkeywords = {Edited Volume, Syntax},\n\tpages = {101--113},\n}\n\n

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\n \n\n \n \n \n \n \n Verb phrase patterns in Black English and Creole.\n \n \n \n\n\n \n Edwards, W. F.; and Winford, D.,\n editors.\n \n\n\n \n\n\n\n Wayne State University Press, Detroit, 1991.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@book{edwards_verb_1991,\n\taddress = {Detroit},\n\ttitle = {Verb phrase patterns in {Black} {English} and {Creole}},\n\tisbn = {978-0-8143-2276-5},\n\tpublisher = {Wayne State University Press},\n\teditor = {Edwards, Walter F. and Winford, Donald},\n\tyear = {1991},\n\tkeywords = {Edited Volume},\n}\n\n

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\n \n\n \n \n \n \n \n Black communications: breaking down the barriers.\n \n \n \n\n\n \n Dandy, E. B.\n\n\n \n\n\n\n African American Images, Chicago, Ill, 1st ed edition, 1991.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@book{dandy_black_1991,\n\taddress = {Chicago, Ill},\n\tedition = {1st ed},\n\ttitle = {Black communications: breaking down the barriers},\n\tisbn = {978-0-913543-23-8},\n\tshorttitle = {Black communications},\n\tpublisher = {African American Images},\n\tauthor = {Dandy, Evelyn Baker},\n\tyear = {1991},\n}\n\n

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\n \n\n \n \n \n \n \n Multiple modals in United States Black English: Synchronic and diachronic aspects.\n \n \n \n\n\n \n Butters, R. R.\n\n\n \n\n\n\n In Edwards, W. F.; and Winford, D., editor(s), Verb Phrase Patterns in Black English and Creole, pages 165–178. Wayne State University Press, Detroit, MI, 1991.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@incollection{edwards_multiple_1991,\n\taddress = {Detroit, MI},\n\ttitle = {Multiple modals in {United} {States} {Black} {English}: {Synchronic} and diachronic aspects},\n\tbooktitle = {Verb {Phrase} {Patterns} in {Black} {English} and {Creole}},\n\tpublisher = {Wayne State University Press},\n\tauthor = {Butters, Ronald R.},\n\teditor = {Edwards, Walter F. and Winford, Donald},\n\tyear = {1991},\n\tpages = {165--178},\n}\n\n

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\n \n\n \n \n \n \n \n \n Evolution of the Merger of /I/ and /e/ before Nasals in Tennessee.\n \n \n \n \n\n\n \n Brown, V. R.\n\n\n \n\n\n\n American Speech, 66(3): 303. 1991.\n \n\n\n\n
\n\n\n\n \n \n $\"Evolution$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{brown_evolution_1991,\n\ttitle = {Evolution of the {Merger} of /{I}/ and /e/ before {Nasals} in {Tennessee}},\n\tvolume = {66},\n\tissn = {00031283},\n\turl = {https://www.jstor.org/stable/455802?origin=crossref},\n\tdoi = {10.2307/455802},\n\tnumber = {3},\n\turldate = {2020-04-13},\n\tjournal = {American Speech},\n\tauthor = {Brown, Vivian R.},\n\tyear = {1991},\n\tkeywords = {LAGS, LAMSAS, Tennessee, Vowels},\n\tpages = {303},\n}\n\n

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\n \n\n \n \n \n \n \n The Emergence of Black English: text and commentary.\n \n \n \n\n\n \n Bailey, G.; Maynor, N.; and Cukor-Avila, P.,\n editors.\n \n\n\n \n\n\n\n of Creole language libraryJ. Benjamins Pub. Co, Amsterdam ; Philadelphia, 1991.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@book{bailey_emergence_1991,\n\taddress = {Amsterdam ; Philadelphia},\n\tseries = {Creole language library},\n\ttitle = {The {Emergence} of {Black} {English}: text and commentary},\n\tisbn = {978-1-55619-161-9 978-90-272-5228-9},\n\tshorttitle = {The {Emergence} of {Black} {English}},\n\tnumber = {v. 8},\n\tpublisher = {J. Benjamins Pub. Co},\n\teditor = {Bailey, Guy and Maynor, Natalie and Cukor-Avila, Patricia},\n\tyear = {1991},\n\tkeywords = {Ex-Slave Recordings},\n}\n\n

\n

\n\n\n\n

\n\n\n\n\n\n

\n

\n \n 1990\n \n \n (5)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n Re-Examinging Vernacular Black English (Review Article).\n \n \n \n\n\n \n Wolfram, W.\n\n\n \n\n\n\n Language, 66(1): 121–133. March 1990.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@article{wolfram_re-examinging_1990,\n\ttitle = {Re-{Examinging} {Vernacular} {Black} {English} ({Review} {Article})},\n\tvolume = {66},\n\tdoi = {DOI: 10.1353/lan.1990.0043},\n\tlanguage = {eng},\n\tnumber = {1},\n\tjournal = {Language},\n\tauthor = {Wolfram, Walt},\n\tmonth = mar,\n\tyear = {1990},\n\tkeywords = {Early African American English, Review Article},\n\tpages = {121--133},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n The Grammaticalization of Disapproval in Black American English.\n \n \n \n\n\n \n Spears, A. K.\n\n\n \n\n\n\n CUNYforum, 15(1): 30–44. 1990.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{spears_grammaticalization_1990,\n\ttitle = {The {Grammaticalization} of {Disapproval} in {Black} {American} {English}},\n\tvolume = {15},\n\tnumber = {1},\n\tjournal = {CUNYforum},\n\tauthor = {Spears, Arthur K.},\n\tyear = {1990},\n\tkeywords = {Syntax},\n\tpages = {30--44},\n}\n\n

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\n\n\n\n

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\n \n\n \n \n \n \n \n \n Phonetic differentiation between black and white speech in east-side Detroit.\n \n \n \n \n\n\n \n Edwards, W. F.\n\n\n \n\n\n\n Word, 41(2): 203–218. August 1990.\n \n\n\n\n
\n\n\n\n \n \n $\"Phonetic$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{edwards_phonetic_1990,\n\ttitle = {Phonetic differentiation between black and white speech in east-side {Detroit}},\n\tvolume = {41},\n\tissn = {0043-7956, 2373-5112},\n\turl = {http://www.tandfonline.com/doi/full/10.1080/00437956.1990.11435820},\n\tdoi = {10.1080/00437956.1990.11435820},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-04-12},\n\tjournal = {Word},\n\tauthor = {Edwards, Walter F.},\n\tmonth = aug,\n\tyear = {1990},\n\tkeywords = {Consonants, Detroit, Michigan, Vowels},\n\tpages = {203--218},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Dialect transmission and variation: an acoustic analysis of vowels in six urban Detroit families.\n \n \n \n\n\n \n Deser, T.\n\n\n \n\n\n\n Ph.D. Thesis, Boston University, Boston, MA, 1990.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@phdthesis{deser_dialect_1990,\n\taddress = {Boston, MA},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {Dialect transmission and variation: an acoustic analysis of vowels in six urban {Detroit} families},\n\tschool = {Boston University},\n\tauthor = {Deser, Toni},\n\tyear = {1990},\n\tkeywords = {Detroit Dialect Study, Detroit, Michigan, Vowels},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Syntactic Features of Muncie African-American English: Eight Case Studies.\n \n \n \n \n\n\n \n Davis, L. M.; and Huang, X.\n\n\n \n\n\n\n Journal of English Linguistics, 23(1-2): 141–154. January 1990.\n \n\n\n\n
\n\n\n\n \n \n $\"Syntactic$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{davis_syntactic_1990,\n\ttitle = {Syntactic {Features} of {Muncie} {African}-{American} {English}: {Eight} {Case} {Studies}},\n\tvolume = {23},\n\tissn = {0075-4242},\n\tshorttitle = {Syntactic {Features} of {Muncie} {African}-{American} {English}},\n\turl = {http://eng.sagepub.com/cgi/doi/10.1177/007542429002300112},\n\tdoi = {10.1177/007542429002300112},\n\tlanguage = {en},\n\tnumber = {1-2},\n\turldate = {2020-04-12},\n\tjournal = {Journal of English Linguistics},\n\tauthor = {Davis, L. M. and Huang, Xiaozhao},\n\tmonth = jan,\n\tyear = {1990},\n\tkeywords = {Case Study, Muncie, IN, Syntax},\n\tpages = {141--154},\n}\n\n

\n

\n\n\n\n

\n\n\n\n\n\n

\n

\n \n 1989\n \n \n (12)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n \n Structural variability in phonological development: Final nasals in Vernacular Black English.\n \n \n \n \n\n\n \n Wolfram, W.\n\n\n \n\n\n\n In Fasold, R. W.; and Schiffrin, D., editor(s), Current Issues in Linguistic Theory, volume 52, pages 301. John Benjamins Publishing Company, Amsterdam, 1989.\n \n\n\n\n
\n\n\n\n \n \n $\"Structural$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@incollection{fasold_structural_1989,\n\taddress = {Amsterdam},\n\ttitle = {Structural variability in phonological development: {Final} nasals in {Vernacular} {Black} {English}},\n\tvolume = {52},\n\tisbn = {978-90-272-3546-6 978-90-272-8607-9},\n\tshorttitle = {Structural variability in phonological development},\n\turl = {https://benjamins.com/catalog/cilt.52.18wol},\n\tlanguage = {en},\n\turldate = {2020-04-29},\n\tbooktitle = {Current {Issues} in {Linguistic} {Theory}},\n\tpublisher = {John Benjamins Publishing Company},\n\tauthor = {Wolfram, Walt},\n\teditor = {Fasold, Ralph W. and Schiffrin, Deborah},\n\tyear = {1989},\n\tdoi = {10.1075/cilt.52.18wol},\n\tkeywords = {Longitudinal, Nasals, Washington DC},\n\tpages = {301},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Vowel Changes in Columbus, Ohio.\n \n \n \n \n\n\n \n Thomas, E. R.\n\n\n \n\n\n\n Journal of English Linguistics, 22(2): 205–215. October 1989.\n \n\n\n\n
\n\n\n\n \n \n $\"Vowel$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{thomas_vowel_1989,\n\ttitle = {Vowel {Changes} in {Columbus}, {Ohio}},\n\tvolume = {22},\n\tissn = {0075-4242, 1552-5457},\n\turl = {http://journals.sagepub.com/doi/10.1177/007542428902200204},\n\tdoi = {10.1177/007542428902200204},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-04-30},\n\tjournal = {Journal of English Linguistics},\n\tauthor = {Thomas, Erik R.},\n\tmonth = oct,\n\tyear = {1989},\n\tkeywords = {Columbus, Ohio, Vowels},\n\tpages = {205--215},\n}\n\n

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\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n The Implications of /o/ Fronting in Wilmington, North Carolina.\n \n \n \n \n\n\n \n Thomas, E. R.\n\n\n \n\n\n\n American Speech, 64(4): 327. 1989.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{thomas_implications_1989,\n\ttitle = {The {Implications} of /o/ {Fronting} in {Wilmington}, {North} {Carolina}},\n\tvolume = {64},\n\tissn = {00031283},\n\turl = {https://www.jstor.org/stable/455724?origin=crossref},\n\tdoi = {10.2307/455724},\n\tnumber = {4},\n\turldate = {2020-04-13},\n\tjournal = {American Speech},\n\tauthor = {Thomas, Erik R.},\n\tyear = {1989},\n\tkeywords = {North Carolina, Vowels, Wilmington, North Carolina},\n\tpages = {327},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Addressing new questions about Black children’s language.\n \n \n \n \n\n\n \n Stockman, I. J.; and Vaughn-Cooke, F.\n\n\n \n\n\n\n In Fasold, R. W.; and Schiffrin, D., editor(s), Current Issues in Linguistic Theory, volume 52, pages 275. John Benjamins Publishing Company, Amsterdam, 1989.\n \n\n\n\n
\n\n\n\n \n \n $\"Addressing$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@incollection{fasold_addressing_1989,\n\taddress = {Amsterdam},\n\ttitle = {Addressing new questions about {Black} children’s language},\n\tvolume = {52},\n\tisbn = {978-90-272-3546-6 978-90-272-8607-9},\n\turl = {https://benjamins.com/catalog/cilt.52.17sto},\n\tlanguage = {en},\n\turldate = {2020-04-29},\n\tbooktitle = {Current {Issues} in {Linguistic} {Theory}},\n\tpublisher = {John Benjamins Publishing Company},\n\tauthor = {Stockman, Ida J. and Vaughn-Cooke, F.},\n\teditor = {Fasold, Ralph W. and Schiffrin, Deborah},\n\tyear = {1989},\n\tdoi = {10.1075/cilt.52.17sto},\n\tkeywords = {Child AAE},\n\tpages = {275},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n American Earlier Black English, Morphological and Syntactic Variables.\n \n \n \n\n\n \n Schneider, E. W.\n\n\n \n\n\n\n University of Alabama Press, Tuscaloosa, AL, 1989.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@book{schneider_american_1989,\n\taddress = {Tuscaloosa, AL},\n\ttitle = {American {Earlier} {Black} {English}, {Morphological} and {Syntactic} {Variables}},\n\tpublisher = {University of Alabama Press},\n\tauthor = {Schneider, Edgar W.},\n\tyear = {1989},\n\tkeywords = {Early African American English, Syntax},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n A Nonstandard Approach to Standard English.\n \n \n \n \n\n\n \n Sato, C. J.\n\n\n \n\n\n\n TESOL Quarterly, 23(2): 259. June 1989.\n \n\n\n\n
\n\n\n\n \n \n $\"A$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{sato_nonstandard_1989,\n\ttitle = {A {Nonstandard} {Approach} to {Standard} {English}},\n\tvolume = {23},\n\tissn = {00398322},\n\turl = {https://www.jstor.org/stable/3587336?origin=crossref},\n\tdoi = {10.2307/3587336},\n\tabstract = {Recent attempts to establish English‐only public policy and legislation reflect declining support for sociolinguistic diversity in the United States. This trend has important consequences in education, not only for speakers of languages other than English, but also for speakers of minority varieties of English. In this article, assimilationist ideology is rejected as a way of legitimizing the educational experience of language minority groups. Instead, a pluralist position is adopted, one that views the teaching of standard English as a second dialect (SESD) as “additive bidialectalism” rather than remediation. The terms dialect, creole , and standard are discussed with reference to the harmful effects of linguistic prescriptivism. Research in two areas is then reviewed: (a) studies examining differences in varieties and their influence on communication and (b) sociolinguistic work on classroom participation structures involving language minority students. It is concluded that differences in varieties are not trivial and that culturally appropriate modifications to classroom discourse patterns, such as those implemented in a program for Hawaii Creole English‐speaking children, are useful models for other SESD settings.},\n\tnumber = {2},\n\turldate = {2020-05-21},\n\tjournal = {TESOL Quarterly},\n\tauthor = {Sato, Charlene J.},\n\tmonth = jun,\n\tyear = {1989},\n\tpages = {259},\n}\n\n

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\n\n\n

\n \n\n \n \n \n \n \n \n There's no tense like the present: Verbal -s inflection in early Black English.\n \n \n \n \n\n\n \n Poplack, S.; and Tagliamonte, S.\n\n\n \n\n\n\n Language Variation and Change, 1(1): 47–84. March 1989.\n \n\n\n\n
\n\n\n\n \n \n $\"There's$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@article{poplack_theres_1989,\n\ttitle = {There's no tense like the present: {Verbal} -s inflection in early {Black} {English}},\n\tvolume = {1},\n\tissn = {0954-3945, 1469-8021},\n\tshorttitle = {There's no tense like the present},\n\turl = {https://www.cambridge.org/core/product/identifier/S0954394500000119/type/journal_article},\n\tdoi = {10.1017/S0954394500000119},\n\tabstract = {This article contributes to the understanding of the origin and function of verbal -s marking in the Black English grammar by systematically examining the behaviour of this affix in two corpora on early Black English. To ascertain whether the variation observed in (early and modern Black English) -s usage has a precedent in the history of the language, or is rather an intrusion from another system, we focus particularly on the linguistic and social contexts of its occurrence, within a historical and comparative perspective. Our results show that both third person singular and nonconcord -s are subject to regular, parallel environmental conditioning. The finding that both insertion and deletion are conditioned by the same factors suggests that verbal -s marking is a unitary process, involving both concord and nonconcord contexts. Moreover, the (few) variable constraints on verbal -s usage reported throughout the history of the English language remain operative in early Black English. These results, taken in conjunction with indications that -s marking across the verbal paradigm was a prestige marker in the dialect at some earlier point in time, lead us to hypothesize that the contemporary pattern might be a synchronic reflex of the constraint ranking on -s usage in the varieties of English that provided the linguistic model for the slaves. Many of the conditioning effects we report would have been subsequently overridden by the grammaticalization of -s as the Standard English agreement marker. We conclude that present-tense marking via verbal -s formed an integral part of the early Black English grammar.},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-14},\n\tjournal = {Language Variation and Change},\n\tauthor = {Poplack, Shana and Tagliamonte, Sali},\n\tmonth = mar,\n\tyear = {1989},\n\tkeywords = {Early African American English, Syntax},\n\tpages = {47--84},\n}\n\n

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\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Annotated bibliography of Southern American English.\n \n \n \n\n\n \n McMillan, J. B.; and Montgomery, M.\n\n\n \n\n\n\n University of Alabama Press, Tuscaloosa, 1989.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@book{mcmillan_annotated_1989,\n\taddress = {Tuscaloosa},\n\ttitle = {Annotated bibliography of {Southern} {American} {English}},\n\tisbn = {978-0-8173-0448-5},\n\tpublisher = {University of Alabama Press},\n\tauthor = {McMillan, James B. and Montgomery, Michael},\n\tyear = {1989},\n\tkeywords = {Bibliographical References},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n A Cross-Sectional Developmental Study of Final Consonant Production in Southern Black Children from Preschool through Third Grade.\n \n \n \n \n\n\n \n Haynes, W. O.; and Moran, M. J.\n\n\n \n\n\n\n Language, Speech, and Hearing Services in Schools, 20(4): 400–406. October 1989.\n \n\n\n\n
\n\n\n\n \n \n $\"A$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{haynes_cross-sectional_1989,\n\ttitle = {A {Cross}-{Sectional} {Developmental} {Study} of {Final} {Consonant} {Production} in {Southern} {Black} {Children} from {Preschool} through {Third} {Grade}},\n\tvolume = {20},\n\tissn = {0161-1461, 1558-9129},\n\turl = {http://pubs.asha.org/doi/10.1044/0161-1461.2004.400},\n\tdoi = {10.1044/0161-1461.2004.400},\n\tabstract = {The sounds-in-words subtest of the Goldman Fristoe Test of Articulation (GFTA) was administered to 222 Black children in preschool through third grade. The children resided in rural east central Alabama, and used the Black English dialect common to that region. The children's responses were analyzed using the PROPH computer program for analysis of phonological processes. The analysis revealed phonological process patterns similar to those reported in the developmental literature with the exception of final consonant deletion. The data suggest that southern Black children continue to delete final consonants well beyond the age indicated by norms gathered on predominantly White subjects. Clinical implications are discussed.},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2020-05-21},\n\tjournal = {Language, Speech, and Hearing Services in Schools},\n\tauthor = {Haynes, William O. and Moran, Michael J.},\n\tmonth = oct,\n\tyear = {1989},\n\tkeywords = {Speech Pathology},\n\tpages = {400--406},\n}\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Convergence with divergence: A sound change in Vernacular Black English.\n \n \n \n \n\n\n \n Denning, K.\n\n\n \n\n\n\n Language Variation and Change, 1(2): 145–167. July 1989.\n \n\n\n\n
\n\n\n\n \n \n $\"Convergence$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{denning_convergence_1989,\n\ttitle = {Convergence with divergence: {A} sound change in {Vernacular} {Black} {English}},\n\tvolume = {1},\n\tissn = {0954-3945, 1469-8021},\n\tshorttitle = {Convergence with divergence},\n\turl = {https://www.cambridge.org/core/product/identifier/S0954394500000041/type/journal_article},\n\tdoi = {10.1017/S0954394500000041},\n\tabstract = {Some recent research proposes that changes observed in the morphology and syntax of Vernacular Black English (VBE), combined with the failure of VBE to participate in regional changes in the pronunciation of white speech, constitutes evidence for the divergence of VBE from white and standard varieties. The present article presents quantitative evidence for a change in VBE which appears to involve increasing similarity between VBE and other varieties: a marked tendency toward higher, fronter realizations of the final /i/ in words like happy in the speech of younger blacks. Evidence for the character of the change comes from English dialectology, historical phonology, and research conducted by the author on the speech of residents of East Palo Alto, California. It is proposed that whereas black and white varieties may remain distinct, undergoing some changes separately, this need not be regarded as absolute divergence. Distinct varieties in contact may, for complex sociological and linguistic reasons, be expected more realistically to appear to diverge and converge simultaneously.},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-04-14},\n\tjournal = {Language Variation and Change},\n\tauthor = {Denning, Keith},\n\tmonth = jul,\n\tyear = {1989},\n\tkeywords = {East Palo Alto, California, Vowels},\n\tpages = {145--167},\n}\n\n

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\n \n\n \n \n \n \n \n The death of Black English: divergence and convergence in Black and white vernaculars.\n \n \n \n\n\n \n Butters, R. R.\n\n\n \n\n\n\n of Bamberger Beiträge zur englischen SprachwissenschaftP. Lang, Frankfurt am Main ; New York, 1989.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@book{butters_death_1989,\n\taddress = {Frankfurt am Main ; New York},\n\tseries = {Bamberger {Beiträge} zur englischen {Sprachwissenschaft}},\n\ttitle = {The death of {Black} {English}: divergence and convergence in {Black} and white vernaculars},\n\tisbn = {978-3-631-42056-0},\n\tshorttitle = {The death of {Black} {English}},\n\tnumber = {Bd. 25},\n\tpublisher = {P. Lang},\n\tauthor = {Butters, Ronald R.},\n\tyear = {1989},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Divergence Controversy.\n \n \n \n \n\n\n \n Bailey, G.; and Maynor, N.\n\n\n \n\n\n\n American Speech, 64(1): 12. 1989.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@article{bailey_divergence_1989,\n\ttitle = {The {Divergence} {Controversy}},\n\tvolume = {64},\n\tissn = {00031283},\n\turl = {https://www.jstor.org/stable/455110?origin=crossref},\n\tdoi = {10.2307/455110},\n\tnumber = {1},\n\turldate = {2020-08-29},\n\tjournal = {American Speech},\n\tauthor = {Bailey, Guy and Maynor, Natalie},\n\tyear = {1989},\n\tkeywords = {Syntax, Texas},\n\tpages = {12},\n}\n\n

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\n\n\n\n

\n\n\n\n\n\n

\n

\n \n 1988\n \n \n (4)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n \n Invariant Be in an Unnoticed Source of American Early Black English.\n \n \n \n \n\n\n \n Viereck, W.\n\n\n \n\n\n\n American Speech, 63(4): 291. 1988.\n \n\n\n\n
\n\n\n\n \n \n $\"Invariant$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@article{viereck_invariant_1988,\n\ttitle = {Invariant {Be} in an {Unnoticed} {Source} of {American} {Early} {Black} {English}},\n\tvolume = {63},\n\tissn = {00031283},\n\turl = {https://www.jstor.org/stable/455262?origin=crossref},\n\tdoi = {10.2307/455262},\n\tnumber = {4},\n\turldate = {2020-04-13},\n\tjournal = {American Speech},\n\tauthor = {Viereck, Wolfgang},\n\tyear = {1988},\n\tkeywords = {Early African American English, Syntax},\n\tpages = {291},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n The Rise of Be as an Aspect Marker in Black English Vernacular.\n \n \n \n \n\n\n \n Myhill, J.\n\n\n \n\n\n\n American Speech, 63(4): 304. 1988.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{myhill_rise_1988,\n\ttitle = {The {Rise} of {Be} as an {Aspect} {Marker} in {Black} {English} {Vernacular}},\n\tvolume = {63},\n\tissn = {00031283},\n\turl = {https://www.jstor.org/stable/455263?origin=crossref},\n\tdoi = {10.2307/455263},\n\tnumber = {4},\n\turldate = {2020-04-12},\n\tjournal = {American Speech},\n\tauthor = {Myhill, John},\n\tyear = {1988},\n\tkeywords = {Morphosyntax, Philadelphia, Pennsylvania},\n\tpages = {304},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Postvocalic /r/ as an Index of Integration into the BEV Speech Community.\n \n \n \n \n\n\n \n Myhill, J.\n\n\n \n\n\n\n American Speech, 63(3): 203. 1988.\n \n\n\n\n
\n\n\n\n \n \n $\"Postvocalic$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{myhill_postvocalic_1988,\n\ttitle = {Postvocalic /r/ as an {Index} of {Integration} into the {BEV} {Speech} {Community}},\n\tvolume = {63},\n\tissn = {00031283},\n\turl = {https://www.jstor.org/stable/454818?origin=crossref},\n\tdoi = {10.2307/454818},\n\tnumber = {3},\n\turldate = {2020-04-13},\n\tjournal = {American Speech},\n\tauthor = {Myhill, John},\n\tyear = {1988},\n\tkeywords = {Consonants, Philadelphia, Pennsylvania},\n\tpages = {203},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n A Variant of the \"Invariant\" Be.\n \n \n \n \n\n\n \n Bernstein, C.\n\n\n \n\n\n\n American Speech, 63(2): 119. 1988.\n \n\n\n\n
\n\n\n\n \n \n $\"A$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{bernstein_variant_1988,\n\ttitle = {A {Variant} of the "{Invariant}" {Be}},\n\tvolume = {63},\n\tissn = {00031283},\n\turl = {https://www.jstor.org/stable/454416?origin=crossref},\n\tdoi = {10.2307/454416},\n\tnumber = {2},\n\turldate = {2020-04-12},\n\tjournal = {American Speech},\n\tauthor = {Bernstein, Cynthia},\n\tyear = {1988},\n\tkeywords = {Gulf States},\n\tpages = {119},\n}\n\n

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\n\n\n\n\n\n

\n

\n \n 1987\n \n \n (3)\n \n \n

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\n \n \n

\n \n\n \n \n \n \n \n \n How African Is Gullah, and Why?.\n \n \n \n \n\n\n \n Mufwene, S. S.; and Gilman, C.\n\n\n \n\n\n\n American Speech, 62(2): 120. 1987.\n \n\n\n\n
\n\n\n\n \n \n $\"How$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{mufwene_how_1987,\n\ttitle = {How {African} {Is} {Gullah}, and {Why}?},\n\tvolume = {62},\n\tissn = {00031283},\n\turl = {https://www.jstor.org/stable/455274?origin=crossref},\n\tdoi = {10.2307/455274},\n\tnumber = {2},\n\turldate = {2020-04-13},\n\tjournal = {American Speech},\n\tauthor = {Mufwene, Salikoko S. and Gilman, Charles},\n\tyear = {1987},\n\tkeywords = {Gullah},\n\tpages = {120},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Are Black and White Vernaculars Diverging? Papers from the NWAVE XIV Panel Discussion.\n \n \n \n \n\n\n \n Fasold, R. W.; Labov, W.; Vaughn-Cooke, F. B.; Bailey, G.; Wolfram, W.; Spears, A. K.; and Rickford, J.\n\n\n \n\n\n\n American Speech, 62(1): 3. 1987.\n \n\n\n\n
\n\n\n\n \n \n $\"Are$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{fasold_are_1987,\n\ttitle = {Are {Black} and {White} {Vernaculars} {Diverging}? {Papers} from the {NWAVE} {XIV} {Panel} {Discussion}},\n\tvolume = {62},\n\tissn = {00031283},\n\tshorttitle = {Are {Black} and {White} {Vernaculars} {Diverging}?},\n\turl = {https://www.jstor.org/stable/454555?origin=crossref},\n\tdoi = {10.2307/454555},\n\tnumber = {1},\n\turldate = {2020-04-12},\n\tjournal = {American Speech},\n\tauthor = {Fasold, Ralph W. and Labov, William and Vaughn-Cooke, Fay Boyd and Bailey, Guy and Wolfram, Walt and Spears, Arthur K. and Rickford, John},\n\tyear = {1987},\n\tpages = {3},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Decreolization?.\n \n \n \n \n\n\n \n Bailey, G.; and Maynor, N.\n\n\n \n\n\n\n Language in Society, 16(4): 449–473. December 1987.\n \n\n\n\n
\n\n\n\n \n \n $\"Decreolization?$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{bailey_decreolization_1987,\n\ttitle = {Decreolization?},\n\tvolume = {16},\n\tissn = {0047-4045, 1469-8013},\n\turl = {https://www.cambridge.org/core/product/identifier/S0047404500000324/type/journal_article},\n\tdoi = {10.1017/S0047404500000324},\n\tabstract = {As scholars have begun to reach a consensus on the Black English Vernacular (BEV) over the last decade, three important assumptions about that variety have emerged: (a) the grammars of children and adults are essentially alike, (b) BEV is decreolizing, and (c) most differences between BEV and white speech are the result of the persistence of creole features. However, these assumptions are largely based on comparisons of the speech of North American black children to that of Caribbean creole speakers, with no real attempt to establish the direction of grammatical change in BEV. Our work with black children and elderly adults in Texas tries to determine the direction of grammatical change in black English. This work suggests that all three of the assumptions listed above are unwarranted. The grammars of elderly adults and children are structurally, not just quantitatively different. The differences between the two varieties indicate that BEV is not decreolizing but is actually diverging from white speech. Finally, the differences suggest that differences between black and white speech are sometimes the result of contemporary developments rather than of the persistence of creole features. (Black English, decreolization, divergence, language change, reanalysis, sociolinguistics)},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2020-04-12},\n\tjournal = {Language in Society},\n\tauthor = {Bailey, Guy and Maynor, Natalie},\n\tmonth = dec,\n\tyear = {1987},\n\tkeywords = {Texas},\n\tpages = {449--473},\n}\n\n

\n

\n\n\n\n\n\n

\n

\n \n 1986\n \n \n (11)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n Nature of communication disorders in culturally and linguistically diverse populations.\n \n \n \n\n\n \n Taylor, O.,\n editor.\n \n\n\n \n\n\n\n College Hill Press, San Diego, CA, 1986.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@book{taylor_nature_1986,\n\taddress = {San Diego, CA},\n\ttitle = {Nature of communication disorders in culturally and linguistically diverse populations},\n\tpublisher = {College Hill Press},\n\teditor = {Taylor, Orlando},\n\tyear = {1986},\n\tkeywords = {Communication Disorders, Edited Volume, Speech Pathology},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Language Acquisition in Culturally Diverse Populations: The Black Child as a Case Study.\n \n \n \n\n\n \n Stockman, I. J.\n\n\n \n\n\n\n In Taylor, O., editor(s), Nature of communication disorders in culturally and linguistically diverse populations, pages 117–155. College Hill Press, San Diego, CA, 1986.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@incollection{taylor_language_1986,\n\taddress = {San Diego, CA},\n\ttitle = {Language {Acquisition} in {Culturally} {Diverse} {Populations}: {The} {Black} {Child} as a {Case} {Study}},\n\tbooktitle = {Nature of communication disorders in culturally and linguistically diverse populations},\n\tpublisher = {College Hill Press},\n\tauthor = {Stockman, Ida J.},\n\teditor = {Taylor, Orlando},\n\tyear = {1986},\n\tkeywords = {Communication Disorders, Edited Volume, Speech Pathology},\n\tpages = {117--155},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Variation in southern urban English.\n \n \n \n\n\n \n Sommer, E.\n\n\n \n\n\n\n In Montgomery, M. B.; and Bailey, G., editor(s), Language Variety in the South: Perspectives in Black and White, pages 180–201. The University of Alabama Press, Tuscaloosa, AL, 1986.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@incollection{sommer_variation_1986,\n\taddress = {Tuscaloosa, AL},\n\ttitle = {Variation in southern urban {English}},\n\tbooktitle = {Language {Variety} in the {South}: {Perspectives} in {Black} and {White}},\n\tpublisher = {The University of Alabama Press},\n\tauthor = {Sommer, Elisabeth},\n\teditor = {Montgomery, Michael B. and Bailey, Guy},\n\tyear = {1986},\n\tkeywords = {Atlanta, Georgia},\n\tpages = {180--201},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Social Contact and Linguistic Diffusion: Hiberno-English and New World Black English.\n \n \n \n \n\n\n \n Rickford, J. R.\n\n\n \n\n\n\n Language, 62(2): 245. June 1986.\n \n\n\n\n
\n\n\n\n \n \n $\"Social$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 2 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{rickford_social_1986,\n\ttitle = {Social {Contact} and {Linguistic} {Diffusion}: {Hiberno}-{English} and {New} {World} {Black} {English}},\n\tvolume = {62},\n\tissn = {00978507},\n\tshorttitle = {Social {Contact} and {Linguistic} {Diffusion}},\n\turl = {https://www.jstor.org/stable/414674?origin=crossref},\n\tdoi = {10.2307/414674},\n\tnumber = {2},\n\turldate = {2020-07-23},\n\tjournal = {Language},\n\tauthor = {Rickford, John R.},\n\tmonth = jun,\n\tyear = {1986},\n\tkeywords = {Creole, Habitual Be, Syntax},\n\tpages = {245},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n The use of the verbal -s inflection in BEV.\n \n \n \n \n\n\n \n Myhill, J.; and Harris, W. A.\n\n\n \n\n\n\n In Sankoff, D., editor(s), Diversity and Diachrony, volume 53, of Current Issues in Linguistic Theory, pages 25–31. John Benjamins Publishing Company, Amsterdam, January 1986.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@incollection{sankoff_use_1986,\n\taddress = {Amsterdam},\n\tseries = {Current {Issues} in {Linguistic} {Theory}},\n\ttitle = {The use of the verbal -s inflection in {BEV}},\n\tvolume = {53},\n\tisbn = {978-90-272-3547-3 978-90-272-7943-9},\n\turl = {http://www.jbe-platform.com/content/books/9789027279439},\n\tlanguage = {en},\n\turldate = {2020-04-12},\n\tbooktitle = {Diversity and {Diachrony}},\n\tpublisher = {John Benjamins Publishing Company},\n\tauthor = {Myhill, John and Harris, Wendell A.},\n\teditor = {Sankoff, David},\n\tmonth = jan,\n\tyear = {1986},\n\tdoi = {10.1075/cilt.53},\n\tpages = {25--31},\n}\n\n

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\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n De facto segregation of black and white vernaculars.\n \n \n \n \n\n\n \n Labov, W.; and Harris, W. A.\n\n\n \n\n\n\n In Sankoff, D., editor(s), Diversity and Diachrony, volume 53, of Current Issues in Linguistic Theory, pages 1–24. John Benjamins Publishing Company, Amsterdam, January 1986.\n \n\n\n\n
\n\n\n\n \n \n $\"De$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@incollection{sankoff_facto_1986,\n\taddress = {Amsterdam},\n\tseries = {Current {Issues} in {Linguistic} {Theory}},\n\ttitle = {De facto segregation of black and white vernaculars},\n\tvolume = {53},\n\tisbn = {978-90-272-3547-3 978-90-272-7943-9},\n\turl = {http://www.jbe-platform.com/content/books/9789027279439},\n\tlanguage = {en},\n\turldate = {2020-04-12},\n\tbooktitle = {Diversity and {Diachrony}},\n\tpublisher = {John Benjamins Publishing Company},\n\tauthor = {Labov, William and Harris, Wendell A.},\n\teditor = {Sankoff, David},\n\tmonth = jan,\n\tyear = {1986},\n\tdoi = {10.1075/cilt.53},\n\tkeywords = {Philadelphia, Pennsylvania, Segregation},\n\tpages = {1--24},\n}\n\n

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\n \n\n \n \n \n \n \n \n Testing listeners’ reactions to phonological markers of ethnic identity: A new method for sociolinguistic research.\n \n \n \n \n\n\n \n Graff, D.; Labov, W.; and Harris, W. A.\n\n\n \n\n\n\n In Sankoff, D., editor(s), Diversity and Diachrony, volume 53, of Current Issues in Linguistic Theory, pages 45–58. John Benjamins Publishing Company, Amsterdam, January 1986.\n \n\n\n\n
\n\n\n\n \n \n $\"Testing$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@incollection{sankoff_testing_1986,\n\taddress = {Amsterdam},\n\tseries = {Current {Issues} in {Linguistic} {Theory}},\n\ttitle = {Testing listeners’ reactions to phonological markers of ethnic identity: {A} new method for sociolinguistic research},\n\tvolume = {53},\n\tisbn = {978-90-272-3547-3 978-90-272-7943-9},\n\turl = {http://www.jbe-platform.com/content/books/9789027279439},\n\tlanguage = {en},\n\turldate = {2020-04-12},\n\tbooktitle = {Diversity and {Diachrony}},\n\tpublisher = {John Benjamins Publishing Company},\n\tauthor = {Graff, David and Labov, William and Harris, Wendell A.},\n\teditor = {Sankoff, David},\n\tmonth = jan,\n\tyear = {1986},\n\tdoi = {10.1075/cilt.53},\n\tkeywords = {Perception},\n\tpages = {45--58},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Black and White Speech in the Southern United States: Evidence from the Linguistic Atlas of hte Middle and South Atlantic States.\n \n \n \n\n\n \n Dorrill, G. T.\n\n\n \n\n\n\n Verlag Peter Lang, Frankfurt, 1986.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@book{dorrill_black_1986,\n\taddress = {Frankfurt},\n\ttitle = {Black and {White} {Speech} in the {Southern} {United} {States}: {Evidence} from the {Linguistic} {Atlas} of hte {Middle} and {South} {Atlantic} {States}},\n\tpublisher = {Verlag Peter Lang},\n\tauthor = {Dorrill, George Townsend},\n\tyear = {1986},\n\tkeywords = {LAGS, Southern English, Southern States, Vowels},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n The English of Blacks in Wilmington, North Carolina.\n \n \n \n\n\n \n Butters, R. R.; and Nix, R. A.\n\n\n \n\n\n\n In Montgomery, M. B.; and Bailey, G., editor(s), Language Variety in the South: Perspectives in Black and White, pages 180–201. The University of Alabama Press, Tuscaloosa, AL, 1986.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@incollection{butters_english_1986,\n\taddress = {Tuscaloosa, AL},\n\ttitle = {The {English} of {Blacks} in {Wilmington}, {North} {Carolina}},\n\tbooktitle = {Language {Variety} in the {South}: {Perspectives} in {Black} and {White}},\n\tpublisher = {The University of Alabama Press},\n\tauthor = {Butters, Ronald R. and Nix, Ruth A.},\n\teditor = {Montgomery, Michael B. and Bailey, Guy},\n\tyear = {1986},\n\tkeywords = {Wilmington, North Carolina},\n\tpages = {180--201},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n A REEXAMINATION OF THE BLACK ENGLISH COPULA.\n \n \n \n \n\n\n \n Baugh, J.\n\n\n \n\n\n\n In Dialect and Language Variation, pages 474–499. Elsevier, 1986.\n \n\n\n\n
\n\n\n\n \n \n $\"A$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@incollection{baugh_reexamination_1986,\n\ttitle = {A {REEXAMINATION} {OF} {THE} {BLACK} {ENGLISH} {COPULA}},\n\tisbn = {978-0-12-051130-3},\n\turl = {https://linkinghub.elsevier.com/retrieve/pii/B9780120511303500409},\n\tlanguage = {en},\n\turldate = {2020-04-14},\n\tbooktitle = {Dialect and {Language} {Variation}},\n\tpublisher = {Elsevier},\n\tauthor = {Baugh, John},\n\tyear = {1986},\n\tdoi = {10.1016/B978-0-12-051130-3.50040-9},\n\tpages = {474--499},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Linguistic correlates of inter-ethnic contact.\n \n \n \n \n\n\n \n Ash, S.; and Myhill, J.\n\n\n \n\n\n\n In Sankoff, D., editor(s), Diversity and Diachrony, volume 53, of Current Issues in Linguistic Theory, pages 33–44. John Benjamins Publishing Company, Amsterdam, January 1986.\n \n\n\n\n
\n\n\n\n \n \n $\"Linguistic$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{sankoff_linguistic_1986,\n\taddress = {Amsterdam},\n\tseries = {Current {Issues} in {Linguistic} {Theory}},\n\ttitle = {Linguistic correlates of inter-ethnic contact},\n\tvolume = {53},\n\tisbn = {978-90-272-3547-3 978-90-272-7943-9},\n\turl = {http://www.jbe-platform.com/content/books/9789027279439},\n\tlanguage = {en},\n\turldate = {2020-04-12},\n\tbooktitle = {Diversity and {Diachrony}},\n\tpublisher = {John Benjamins Publishing Company},\n\tauthor = {Ash, Sharon and Myhill, John},\n\teditor = {Sankoff, David},\n\tmonth = jan,\n\tyear = {1986},\n\tdoi = {10.1075/cilt.53},\n\tkeywords = {Consonants, Contact, Philadelphia, Pennsylvania, Syntax, Vowels},\n\tpages = {33--44},\n}\n\n

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\n\n\n\n\n\n

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\n \n 1985\n \n \n (3)\n \n \n

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\n \n\n \n \n \n \n \n \n The acquisition of a phonologic feature of Black English.\n \n \n \n \n\n\n \n Seymour, H. N.; and Ralabate, P. K.\n\n\n \n\n\n\n Journal of Communication Disorders, 18(2): 139–148. April 1985.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{seymour_acquisition_1985,\n\ttitle = {The acquisition of a phonologic feature of {Black} {English}},\n\tvolume = {18},\n\tissn = {00219924},\n\turl = {https://linkinghub.elsevier.com/retrieve/pii/0021992485900425},\n\tdoi = {10.1016/0021-9924(85)90042-5},\n\tabstract = {Production and perception of word-final /theta/ was assessed among Black English and standard English speaking children of grades 1-4. The two dialectal groups were significantly different in production but not in perception of the word-final /theta/. Comparable perceptual performance on discrimination and recognition tasks across the four grade-levels indicated parallel perceptual mastery of /theta/ between groups despite production differences of form. Production of respective adult dialect forms, that is, /theta/ for standard English and /theta/----/f/ for Black English, preceded perceptual mastery. Because /theta/ is represented by the /theta/----/f/ substitution pattern in both adult Black English and emerging phonology of standard English, its acquisitional form in the phonology of Black English speaking children has particular implications for acquisitional theory and the applied clinical domain. Thus, sequential developmental stages for the acquisition of word-final /theta/ are proposed in this study and clinical implications discussed.},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-05-21},\n\tjournal = {Journal of Communication Disorders},\n\tauthor = {Seymour, Harry N. and Ralabate, Patricia K.},\n\tmonth = apr,\n\tyear = {1985},\n\tkeywords = {Acquisition, Child AAE, Consonants, Perception},\n\tpages = {139--148},\n}\n\n

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\n \n\n \n \n \n \n \n \n Ethnicity as a Sociolinguistic Boundary.\n \n \n \n \n\n\n \n Rickford, J. R.\n\n\n \n\n\n\n American Speech, 60(2): 99. 1985.\n \n\n\n\n
\n\n\n\n \n \n $\"Ethnicity$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{rickford_ethnicity_1985,\n\ttitle = {Ethnicity as a {Sociolinguistic} {Boundary}},\n\tvolume = {60},\n\tissn = {00031283},\n\turl = {https://www.jstor.org/stable/455300?origin=crossref},\n\tdoi = {10.2307/455300},\n\tnumber = {2},\n\turldate = {2020-04-13},\n\tjournal = {American Speech},\n\tauthor = {Rickford, John R.},\n\tyear = {1985},\n\tkeywords = {Ethnicity},\n\tpages = {99},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Present Tense of Be in Southern Black Folk Speech.\n \n \n \n \n\n\n \n Bailey, G.; and Maynor, N.\n\n\n \n\n\n\n American Speech, 60(3): 195. 1985.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{bailey_present_1985,\n\ttitle = {The {Present} {Tense} of {Be} in {Southern} {Black} {Folk} {Speech}},\n\tvolume = {60},\n\tissn = {00031283},\n\turl = {https://www.jstor.org/stable/454884?origin=crossref},\n\tdoi = {10.2307/454884},\n\tnumber = {3},\n\turldate = {2020-04-12},\n\tjournal = {American Speech},\n\tauthor = {Bailey, Guy and Maynor, Natalie},\n\tyear = {1985},\n\tkeywords = {Southern States},\n\tpages = {195},\n}\n\n

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\n \n 1984\n \n \n (4)\n \n \n

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\n \n\n \n \n \n \n \n A Dialectologist's Guide to Washington, D.C.\n \n \n \n\n\n \n Wolfram, W.\n\n\n \n\n\n\n Newsletter of the American Dialect Society, 16(3): 21–23. September 1984.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{wolfram_dialectologists_1984,\n\ttitle = {A {Dialectologist}'s {Guide} to {Washington}, {D}.{C}.},\n\tvolume = {16},\n\tnumber = {3},\n\tjournal = {Newsletter of the American Dialect Society},\n\tauthor = {Wolfram, Walt},\n\tmonth = sep,\n\tyear = {1984},\n\tkeywords = {Washington DC},\n\tpages = {21--23},\n}\n\n

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\n \n\n \n \n \n \n \n \n Variability of the Copula in Black English and Its Creole Kin.\n \n \n \n \n\n\n \n Holm, J.\n\n\n \n\n\n\n American Speech, 59(4): 291. 1984.\n \n\n\n\n
\n\n\n\n \n \n $\"Variability$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{holm_variability_1984,\n\ttitle = {Variability of the {Copula} in {Black} {English} and {Its} {Creole} {Kin}},\n\tvolume = {59},\n\tissn = {00031283},\n\turl = {https://www.jstor.org/stable/454782?origin=crossref},\n\tdoi = {10.2307/454782},\n\tnumber = {4},\n\turldate = {2020-04-13},\n\tjournal = {American Speech},\n\tauthor = {Holm, John},\n\tyear = {1984},\n\tkeywords = {Copula},\n\tpages = {291},\n}\n\n

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\n \n\n \n \n \n \n \n \n On the Origin of Say and Se as Complementizers in Black English and English-Based Creoles.\n \n \n \n \n\n\n \n Frajzyngier, Z.\n\n\n \n\n\n\n American Speech, 59(3): 207. 1984.\n \n\n\n\n
\n\n\n\n \n \n $\"On$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{frajzyngier_origin_1984,\n\ttitle = {On the {Origin} of {Say} and {Se} as {Complementizers} in {Black} {English} and {English}-{Based} {Creoles}},\n\tvolume = {59},\n\tissn = {00031283},\n\turl = {https://www.jstor.org/stable/454486?origin=crossref},\n\tdoi = {10.2307/454486},\n\tnumber = {3},\n\turldate = {2020-04-13},\n\tjournal = {American Speech},\n\tauthor = {Frajzyngier, Zygmunt},\n\tyear = {1984},\n\tpages = {207},\n}\n\n

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\n \n\n \n \n \n \n \n \n Steady: Progressive Aspect in Black Vernacular English.\n \n \n \n \n\n\n \n Baugh, J.\n\n\n \n\n\n\n American Speech, 59(1): 3. 1984.\n \n\n\n\n
\n\n\n\n \n \n $\"Steady:$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{baugh_steady_1984,\n\ttitle = {Steady: {Progressive} {Aspect} in {Black} {Vernacular} {English}},\n\tvolume = {59},\n\tissn = {00031283},\n\tshorttitle = {Steady},\n\turl = {https://www.jstor.org/stable/454990?origin=crossref},\n\tdoi = {10.2307/454990},\n\tnumber = {1},\n\turldate = {2020-04-13},\n\tjournal = {American Speech},\n\tauthor = {Baugh, John},\n\tyear = {1984},\n\tkeywords = {Los Angeles, California, Philadelphia, Pennsylvania, Syntax},\n\tpages = {3},\n}\n\n

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\n\n\n\n\n\n

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\n \n 1983\n \n \n (8)\n \n \n

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\n \n\n \n \n \n \n \n \n Black Children’s Knowledge of Standard English.\n \n \n \n \n\n\n \n Torrey, J. W.\n\n\n \n\n\n\n American Educational Research Journal, 20(4): 627–643. January 1983.\n \n\n\n\n
\n\n\n\n \n \n $\"Black$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{torrey_black_1983,\n\ttitle = {Black {Children}’s {Knowledge} of {Standard} {English}},\n\tvolume = {20},\n\tissn = {0002-8312, 1935-1011},\n\turl = {http://journals.sagepub.com/doi/10.3102/00028312020004627},\n\tdoi = {10.3102/00028312020004627},\n\tabstract = {Many black children speak a nonstandard variety of English, but most also use some standard forms. This study shows that measures of command of Standard English vary with the individual, with the grammatical form tested, and with the particular skill required by the test. Use of Standard English s endings in spontaneous speech is a poorer predictor of school language achievements than is the use of those endings in reading and in more explicit grammatical tests like those used in schools, especially those requiring comprehension. Teachers should not judge children's language abilities by their schoolyard grammar.},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2020-04-12},\n\tjournal = {American Educational Research Journal},\n\tauthor = {Torrey, Jane W.},\n\tmonth = jan,\n\tyear = {1983},\n\tpages = {627--643},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Diachronic Development of the Black English Perfective Auxiliary Phrase.\n \n \n \n \n\n\n \n Schneider, E. W.\n\n\n \n\n\n\n Journal of English Linguistics, 16(1): 55–64. March 1983.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@article{schneider_diachronic_1983,\n\ttitle = {The {Diachronic} {Development} of the {Black} {English} {Perfective} {Auxiliary} {Phrase}},\n\tvolume = {16},\n\tissn = {0075-4242, 1552-5457},\n\turl = {http://journals.sagepub.com/doi/10.1177/007542428301600107},\n\tdoi = {10.1177/007542428301600107},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-07-23},\n\tjournal = {Journal of English Linguistics},\n\tauthor = {Schneider, Edgar W.},\n\tmonth = mar,\n\tyear = {1983},\n\tkeywords = {Early African American English, Syntax},\n\tpages = {55--64},\n}\n\n

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\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n The Origin of the Verbal -S in Black English.\n \n \n \n \n\n\n \n Schneider, E. W.\n\n\n \n\n\n\n American Speech, 58(2): 99. 1983.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{schneider_origin_1983,\n\ttitle = {The {Origin} of the {Verbal} -{S} in {Black} {English}},\n\tvolume = {58},\n\tissn = {00031283},\n\turl = {https://www.jstor.org/stable/455322?origin=crossref},\n\tdoi = {10.2307/455322},\n\tnumber = {2},\n\turldate = {2020-04-13},\n\tjournal = {American Speech},\n\tauthor = {Schneider, Edgar W.},\n\tyear = {1983},\n\tpages = {99},\n}\n\n

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\n \n\n \n \n \n \n \n \n Black and White Speaking in the Rural South: Difference in the Pronominal System.\n \n \n \n \n\n\n \n Nichols, P. C.\n\n\n \n\n\n\n American Speech, 58(3): 201. 1983.\n \n\n\n\n
\n\n\n\n \n \n $\"Black$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{nichols_black_1983,\n\ttitle = {Black and {White} {Speaking} in the {Rural} {South}: {Difference} in the {Pronominal} {System}},\n\tvolume = {58},\n\tissn = {00031283},\n\tshorttitle = {Black and {White} {Speaking} in the {Rural} {South}},\n\turl = {https://www.jstor.org/stable/455227?origin=crossref},\n\tdoi = {10.2307/455227},\n\tnumber = {3},\n\turldate = {2020-04-13},\n\tjournal = {American Speech},\n\tauthor = {Nichols, Patricia C.},\n\tyear = {1983},\n\tkeywords = {Rural, South Carolina},\n\tpages = {201},\n}\n\n

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\n\n\n\n

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\n \n\n \n \n \n \n \n Black and white styles in conflicts.\n \n \n \n\n\n \n Kochman, T.\n\n\n \n\n\n\n Univ. of Chicago Press, Chicago, Paperback ed., [Nachdr.] edition, 1983.\n OCLC: 727740088\n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@book{kochman_black_1983,\n\taddress = {Chicago},\n\tedition = {Paperback ed., [Nachdr.]},\n\ttitle = {Black and white styles in conflicts},\n\tisbn = {978-0-226-44955-5 978-0-226-44954-8},\n\tlanguage = {eng},\n\tpublisher = {Univ. of Chicago Press},\n\tauthor = {Kochman, Thomas},\n\tyear = {1983},\n\tnote = {OCLC: 727740088},\n}\n\n

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\n \n\n \n \n \n \n \n Black and deaf in America: are we that different.\n \n \n \n\n\n \n Hairston, E.; and Smith, L.\n\n\n \n\n\n\n T.J. Publishers, Silver Spring, Md, 1983.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@book{hairston_black_1983,\n\taddress = {Silver Spring, Md},\n\ttitle = {Black and deaf in {America}: are we that different},\n\tisbn = {978-0-932666-18-5 978-0-932666-19-2},\n\tshorttitle = {Black and deaf in {America}},\n\tpublisher = {T.J. Publishers},\n\tauthor = {Hairston, Ernest and Smith, Linwood},\n\tyear = {1983},\n\tkeywords = {Black ASL, Sign Language},\n}\n\n

\n

\n\n\n\n

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\n \n\n \n \n \n \n \n Black English: educational equity and the law.\n \n \n \n\n\n \n Chambers, J. W.,\n editor.\n \n\n\n \n\n\n\n Ann Arbor, Mich, 1983.\n OCLC: 10379436\n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@book{chambers_black_1983,\n\taddress = {Ann Arbor, Mich},\n\ttitle = {Black {English}: educational equity and the law},\n\tisbn = {978-0-89720-065-3},\n\tshorttitle = {Black {English}},\n\teditor = {Chambers, John W.},\n\tyear = {1983},\n\tnote = {OCLC: 10379436},\n\tkeywords = {Education, Law},\n}\n\n

\n

\n\n\n\n

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\n \n\n \n \n \n \n \n Black street speech: its history, structure, and survival.\n \n \n \n\n\n \n Baugh, J.\n\n\n \n\n\n\n of Texas linguistics seriesUniversity of Texas Press, Austin, 1st ed edition, 1983.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@book{baugh_black_1983,\n\taddress = {Austin},\n\tedition = {1st ed},\n\tseries = {Texas linguistics series},\n\ttitle = {Black street speech: its history, structure, and survival},\n\tisbn = {978-0-292-70745-0 978-0-292-70743-6},\n\tshorttitle = {Black street speech},\n\tpublisher = {University of Texas Press},\n\tauthor = {Baugh, John},\n\tyear = {1983},\n}\n\n

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\n\n\n\n\n\n

\n

\n \n 1982\n \n \n (9)\n \n \n

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\n \n \n

\n \n\n \n \n \n \n \n \n Language Knowledge and Other Dialects.\n \n \n \n \n\n\n \n Wolfram, W.\n\n\n \n\n\n\n American Speech, 57(1): 3. 1982.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{wolfram_language_1982,\n\ttitle = {Language {Knowledge} and {Other} {Dialects}},\n\tvolume = {57},\n\tissn = {00031283},\n\turl = {https://www.jstor.org/stable/455176?origin=crossref},\n\tdoi = {10.2307/455176},\n\tnumber = {1},\n\turldate = {2020-04-13},\n\tjournal = {American Speech},\n\tauthor = {Wolfram, Walt},\n\tyear = {1982},\n\tkeywords = {Syntax},\n\tpages = {3},\n}\n\n

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\n \n\n \n \n \n \n \n \n Speaking Black English and Reading–Is There a Problem of Interference?.\n \n \n \n \n\n\n \n Troutman, D. E.; and Falk, J. S.\n\n\n \n\n\n\n The Journal of Negro Education, 51(2): 123. 1982.\n \n\n\n\n
\n\n\n\n \n \n $\"Speaking$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{troutman_speaking_1982,\n\ttitle = {Speaking {Black} {English} and {Reading}--{Is} {There} a {Problem} of {Interference}?},\n\tvolume = {51},\n\tissn = {00222984},\n\turl = {https://www.jstor.org/stable/2294677?origin=crossref},\n\tdoi = {10.2307/2294677},\n\tnumber = {2},\n\turldate = {2020-07-20},\n\tjournal = {The Journal of Negro Education},\n\tauthor = {Troutman, Denise E. and Falk, Julia S.},\n\tyear = {1982},\n\tkeywords = {Reading},\n\tpages = {123},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n A Developmental Study of Black English - Phase 1.\n \n \n \n\n\n \n Stockman, I. J.; Vaughn-Cooke, F. B.; and Wolfram, W.\n\n\n \n\n\n\n Technical Report Grant # NIE-G-80-0135, Washington D.C., Center for Applied Linguistics, 1982.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@techreport{stockman_developmental_1982,\n\taddress = {Center for Applied Linguistics},\n\ttype = {Final {Report}},\n\ttitle = {A {Developmental} {Study} of {Black} {English} - {Phase} 1},\n\tnumber = {Grant \\# NIE-G-80-0135},\n\tinstitution = {Washington D.C.},\n\tauthor = {Stockman, Ida J. and Vaughn-Cooke, Fay Boyd and Wolfram, Walt},\n\tyear = {1982},\n\tkeywords = {Acquisition, Child AAE},\n}\n\n

\n

\n\n\n\n

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\n \n\n \n \n \n \n \n A Re-Examination of Research on the Language of Black Children: The Need for a New Framework.\n \n \n \n\n\n \n Stockman, I. J.; and Vaughn Cooke, F. B.\n\n\n \n\n\n\n The Journal of Education, 164(2): 157–172. 1982.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{stockman_re-examination_1982,\n\ttitle = {A {Re}-{Examination} of {Research} on the {Language} of {Black} {Children}: {The} {Need} for a {New} {Framework}},\n\tvolume = {164},\n\tnumber = {2},\n\tjournal = {The Journal of Education},\n\tauthor = {Stockman, Ida J. and Vaughn Cooke, Fay Boyd},\n\tyear = {1982},\n\tkeywords = {Child AAE, Review Article},\n\tpages = {157--172},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Black English Semi-Auxiliary Come.\n \n \n \n \n\n\n \n Spears, A. K.\n\n\n \n\n\n\n Language, 58(4): 850. December 1982.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{spears_black_1982,\n\ttitle = {The {Black} {English} {Semi}-{Auxiliary} {Come}},\n\tvolume = {58},\n\tissn = {00978507},\n\turl = {https://www.jstor.org/stable/413960?origin=crossref},\n\tdoi = {10.2307/413960},\n\tabstract = {Black English has, in addition to the motion verb come, a come which expresses only speaker indignation. To some extent it shares grammatical properties with auxiliary verbs. Typically, it occurs in utterances that can be taken as identical to ones occurring in non-Black dialects; and it is apparently for this reason that it has remained undetected. The existence of this come indicates that an even greater difference exists between Black and White speech than previously thought. It is also of interest that the semi-auxiliary come occurs even in acrolectal varieties of Black English. This reveals that the postcreole continuum in the United States differs from that in Guyana as described by Bickerton 1975, who states that forms which are identical to ones in the base language, but functionally distinct, are not part of the acrolect.},\n\tnumber = {4},\n\turldate = {2020-04-12},\n\tjournal = {Language},\n\tauthor = {Spears, Arthur K.},\n\tmonth = dec,\n\tyear = {1982},\n\tkeywords = {Syntax},\n\tpages = {850},\n}\n\n

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\n \n\n \n \n \n \n \n The segmentation problem in the study of impromptu speech.\n \n \n \n\n\n \n Loman, B.\n\n\n \n\n\n\n In Enkvist, N. E., editor(s), Impromptu Speech: A Symposium. Papers Contributed to a Symposium on Problems in the Linguistic Study of Impromptu Speech (Abo, Finland, November 20-22, 1981). Meddelanden fran Stiftelsens for Abo Akademi Forskningsinstitut Nr.78., pages 105–129. Abo, Finland, 1982.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@incollection{loman_segmentation_1982,\n\taddress = {Abo, Finland},\n\ttitle = {The segmentation problem in the study of impromptu speech},\n\tlanguage = {eng},\n\tbooktitle = {Impromptu {Speech}: {A} {Symposium}. {Papers} {Contributed} to a {Symposium} on {Problems} in the {Linguistic} {Study} of {Impromptu} {Speech} ({Abo}, {Finland}, {November} 20-22, 1981). {Meddelanden} fran {Stiftelsens} for {Abo} {Akademi} {Forskningsinstitut} {Nr}.78.},\n\tauthor = {Loman, Bengt},\n\teditor = {Enkvist, Nils Erik},\n\tyear = {1982},\n\tkeywords = {Intonation, Washington DC},\n\tpages = {105--129},\n}\n\n

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\n \n\n \n \n \n \n \n Black and White Adolescent and Preadolescent Attitudes toward Black English.\n \n \n \n\n\n \n Linn, M. D.; and Pichè, G.\n\n\n \n\n\n\n Research in the Teaching of English, 16(1): 53–69. February 1982.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{linn_black_1982,\n\ttitle = {Black and {White} {Adolescent} and {Preadolescent} {Attitudes} toward {Black} {English}},\n\tvolume = {16},\n\tabstract = {This study describes the attitudes of black and white, male and female, middle and lower class adolescents and preadolescents in response to tape-recorded samples of standard English (SE) and Black English (BE). Using the matched guise technique, the BE version approximated the percentage of actual versus potential occurrence, as they were found in Wolfram's Detroit study, of these features: nonoccurrence of the copula, nonoccurrence of the third person singular \\{Z\\}, nonoccurrence of the plural \\{Z\\}, nonoccurrence of the possessive \\{Z\\}, and the occurrence of multiple negation. In addition there was one occurrence of invariant be in the BE sample. The results indicate that BE is no longer considered the "shuffling speech of slavery" by either white or black grade school or high school students. Complicated aspects of social change over the past two decades have created a greater feeling of pride among the blacks and some changes in regard for blacks by whites. This study also demonstrates that children reach the zenith of ethnic identity about the beginning of puberty.},\n\tnumber = {1},\n\tjournal = {Research in the Teaching of English},\n\tauthor = {Linn, Michael D. and Pichè, Gene},\n\tmonth = feb,\n\tyear = {1982},\n\tkeywords = {Attitudes},\n\tpages = {53--69},\n}\n\n

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\n \n\n \n \n \n \n \n \n Objectivity and commitment in linguistic science: The case of the Black English trial in Ann Arbor.\n \n \n \n \n\n\n \n Labov, W.\n\n\n \n\n\n\n Language in Society, 11(2): 165–201. August 1982.\n \n\n\n\n
\n\n\n\n \n \n $\"Objectivity$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@article{labov_objectivity_1982,\n\ttitle = {Objectivity and commitment in linguistic science: {The} case of the {Black} {English} trial in {Ann} {Arbor}},\n\tvolume = {11},\n\tissn = {0047-4045, 1469-8013},\n\tshorttitle = {Objectivity and commitment in linguistic science},\n\turl = {https://www.cambridge.org/core/product/identifier/S0047404500009192/type/journal_article},\n\tdoi = {10.1017/S0047404500009192},\n\tabstract = {Though many linguists have shown a strong concern for social issues, there is an apparent contradiction between the principles of objectivity needed for scientific work and commitment to social action. The Black English trial in Ann Arbor showed one way in which this contradiction could be resolved. The first decade of research on Black English was marked by violent differences between creolists and dialectologists on the structure and origin of the dialect. The possibility of a joint point of view first appeared in the general reaction of linguists against the view that blacks were linguistically and genetically inferior. The entrance of black linguists into the field was a critical factor in the further development of the creole hypothesis and the recognition of the distinctive features of the tense and aspect system. At the trial, linguists were able to present effective testimony in the form of a unified view on the origins and structural characteristics of the Black English Vernacular and argue for its alidity as an alternate to standard English. (Black English, language and the law.)},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-04-05},\n\tjournal = {Language in Society},\n\tauthor = {Labov, William},\n\tmonth = aug,\n\tyear = {1982},\n\tpages = {165--201},\n}\n\n

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\n \n\n \n \n \n \n \n \n Towards a Dictionary of Black American English on Historical Principles.\n \n \n \n \n\n\n \n Hirshberg, J.\n\n\n \n\n\n\n American Speech, 57(3): 163. 1982.\n \n\n\n\n
\n\n\n\n \n \n $\"Towards$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{hirshberg_towards_1982,\n\ttitle = {Towards a {Dictionary} of {Black} {American} {English} on {Historical} {Principles}},\n\tvolume = {57},\n\tissn = {00031283},\n\turl = {https://www.jstor.org/stable/454857?origin=crossref},\n\tdoi = {10.2307/454857},\n\tnumber = {3},\n\turldate = {2020-04-13},\n\tjournal = {American Speech},\n\tauthor = {Hirshberg, Jeffrey},\n\tyear = {1982},\n\tkeywords = {DARE},\n\tpages = {163},\n}\n\n

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\n \n 1981\n \n \n (8)\n \n \n

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\n \n\n \n \n \n \n \n English in Los Angeles: Searching for a Speech Community.\n \n \n \n\n\n \n Wald, B.\n\n\n \n\n\n\n In Shopen, T.; and Williams, J. M., editor(s), Style and Variables in English, pages 250–272. Winthrop Publishers, Cambridge, MA, 1981.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{wald_english_1981,\n\taddress = {Cambridge, MA},\n\ttitle = {English in {Los} {Angeles}: {Searching} for a {Speech} {Community}},\n\tbooktitle = {Style and {Variables} in {English}},\n\tpublisher = {Winthrop Publishers},\n\tauthor = {Wald, Benji},\n\teditor = {Shopen, Timothy and Williams, Joseph M.},\n\tyear = {1981},\n\tkeywords = {Los Angeles, California, Vowels},\n\tpages = {250--272},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Politics of Pluralism and Assimilationist Policy in Ann Arbor's Black English Trial: Sociolinguistics as a Policy Science.\n \n \n \n \n\n\n \n Swearingen, C. J.; Jacobs, D. L.; and Sledd, J.\n\n\n \n\n\n\n Review of Policy Research, 1(1): 111–132. August 1981.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{swearingen_politics_1981,\n\ttitle = {The {Politics} of {Pluralism} and {Assimilationist} {Policy} in {Ann} {Arbor}'s {Black} {English} {Trial}: {Sociolinguistics} as a {Policy} {Science}},\n\tvolume = {1},\n\tissn = {1541-132X, 1541-1338},\n\tshorttitle = {{THE} {POLITICS} {OF} {PLURALISM} {AND} {ASSIMILATIONIST} {POLICY} {IN} {ANN} {ARBOR}'{S} {BLACK} {ENGLISH} {TRIAL}},\n\turl = {http://doi.wiley.com/10.1111/j.1541-1338.1981.tb00380.x},\n\tdoi = {10.1111/j.1541-1338.1981.tb00380.x},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-07-03},\n\tjournal = {Review of Policy Research},\n\tauthor = {Swearingen, C. Jan and Jacobs, David L. and Sledd, James},\n\tmonth = aug,\n\tyear = {1981},\n\tkeywords = {Ann Arbor Decision, Bidialectalism, Education},\n\tpages = {111--132},\n}\n\n

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\n \n\n \n \n \n \n \n \n \"What Go Round Come Round\": King in Perspective.\n \n \n \n \n\n\n \n Smitherman, G.\n\n\n \n\n\n\n Harvard Educational Review, 51(1): 40–56. April 1981.\n \n\n\n\n
\n\n\n\n \n \n $\""What$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{smitherman_what_1981,\n\ttitle = {"{What} {Go} {Round} {Come} {Round}": {King} in {Perspective}},\n\tvolume = {51},\n\tissn = {0017-8055, 1943-5045},\n\tshorttitle = {"{What} {Go} {Round} {Come} {Round}"},\n\turl = {http://hepgjournals.org/doi/10.17763/haer.51.1.yr752w20r1636110},\n\tdoi = {10.17763/haer.51.1.yr752w20r1636110},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-07-03},\n\tjournal = {Harvard Educational Review},\n\tauthor = {Smitherman, Geneva},\n\tmonth = apr,\n\tyear = {1981},\n\tkeywords = {Ann Arbor Decision},\n\tpages = {40--56},\n}\n\n

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\n \n\n \n \n \n \n \n Black English and the Education of Black Children and Youth.\n \n \n \n\n\n \n Smitherman, G.,\n editor.\n \n\n\n \n\n\n\n Center for Black Studies, Wayne State University, Detroit, MI, 1981.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@book{smitherman_black_1981,\n\taddress = {Detroit, MI},\n\ttitle = {Black {English} and the {Education} of {Black} {Children} and {Youth}},\n\tpublisher = {Center for Black Studies, Wayne State University},\n\teditor = {Smitherman, Geneva},\n\tyear = {1981},\n}\n\n

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\n \n\n \n \n \n \n \n \n Black English and Standard American English Constrasts in Consonantal Development of Four and Five-Year Old Children.\n \n \n \n \n\n\n \n Seymour, H. N.; and Seymour, C. M.\n\n\n \n\n\n\n Journal of Speech and Hearing Disorders, 46(3): 274–280. August 1981.\n \n\n\n\n
\n\n\n\n \n \n $\"Black$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{seymour_black_1981,\n\ttitle = {Black {English} and {Standard} {American} {English} {Constrasts} in {Consonantal} {Development} of {Four} and {Five}-{Year} {Old} {Children}},\n\tvolume = {46},\n\tissn = {0022-4677, 2163-6184},\n\turl = {http://pubs.asha.org/doi/10.1044/jshd.4603.274},\n\tdoi = {10.1044/jshd.4603.274},\n\tabstract = {Four- and five-year old black and white children of black English and standard American English backgrounds, respectively, were administered a standard articulation test. A contrastive analysis revealed phonological differences in consonantal development between the two dialectal groups. However, contrasts were reflected more in number of developmental errors than in form of errors. Thus, the extent of differences noted between adult phonologies of black English and standard American English were less evident in emerging phonologies since unique error types were not exclusively characteristic of either group. These findings have implications for articulation testing of black English speaking children who have not acquired their adult phonology.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-05-21},\n\tjournal = {Journal of Speech and Hearing Disorders},\n\tauthor = {Seymour, Harry N. and Seymour, Charlena M.},\n\tmonth = aug,\n\tyear = {1981},\n\tkeywords = {Consonants},\n\tpages = {274--280},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Relation between Black and White Speech in the South.\n \n \n \n \n\n\n \n Fasold, R. W.\n\n\n \n\n\n\n American Speech, 56(3): 163. 1981.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{fasold_relation_1981,\n\ttitle = {The {Relation} between {Black} and {White} {Speech} in the {South}},\n\tvolume = {56},\n\tissn = {00031283},\n\turl = {https://www.jstor.org/stable/454432?origin=crossref},\n\tdoi = {10.2307/454432},\n\tnumber = {3},\n\turldate = {2020-04-13},\n\tjournal = {American Speech},\n\tauthor = {Fasold, Ralph W.},\n\tyear = {1981},\n\tkeywords = {Southern States},\n\tpages = {163},\n}\n\n

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\n \n\n \n \n \n \n \n Two Varieties of English in Detroit.\n \n \n \n\n\n \n Edwards, W. F.\n\n\n \n\n\n\n In Smitherman, G., editor(s), Black English and the Education of Black Children and Youth, pages 393–408. Center for Black Studies, Wayne State University, Detroit, MI, 1981.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@incollection{smitherman_two_1981,\n\taddress = {Detroit, MI},\n\ttitle = {Two {Varieties} of {English} in {Detroit}},\n\tbooktitle = {Black {English} and the {Education} of {Black} {Children} and {Youth}},\n\tpublisher = {Center for Black Studies, Wayne State University},\n\tauthor = {Edwards, Walter F.},\n\teditor = {Smitherman, Geneva},\n\tyear = {1981},\n\tkeywords = {Detroit, Michigan},\n\tpages = {393--408},\n}\n\n

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\n \n\n \n \n \n \n \n Black English and the Mass Media.\n \n \n \n\n\n \n Brasch, W. M.\n\n\n \n\n\n\n University of Massachusetts Press, Amherst, MA, 1981.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@book{brasch_black_1981,\n\taddress = {Amherst, MA},\n\ttitle = {Black {English} and the {Mass} {Media}},\n\tpublisher = {University of Massachusetts Press},\n\tauthor = {Brasch, Walter M.},\n\tyear = {1981},\n}\n\n

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\n \n 1980\n \n \n (5)\n \n \n

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\n \n\n \n \n \n \n \n Reactions to Ann Arbor Vernacular Black English and Education.\n \n \n \n\n\n \n Whiteman, M. F.,\n editor.\n \n\n\n \n\n\n\n Center for Applied Linguistics, Arlington, VA, 1980.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@book{whiteman_reactions_1980,\n\taddress = {Arlington, VA},\n\ttitle = {Reactions to {Ann} {Arbor} {Vernacular} {Black} {English} and {Education}},\n\tabstract = {Story of a court case finding that Black English was a factor in the ability of black students to absorb school material and to learn.},\n\tpublisher = {Center for Applied Linguistics},\n\teditor = {Whiteman, Marcia Farr},\n\tyear = {1980},\n\tkeywords = {Edited Volume, Education},\n}\n\n

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\n \n\n \n \n \n \n \n A study of the dialect of blacks in Pope County, Arkansas.\n \n \n \n\n\n \n Schrock\n\n\n \n\n\n\n Ph.D. Thesis, University of Arkansas, Fayetteville, AR, 1980.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@phdthesis{schrock_jr_study_1980,\n\taddress = {Fayetteville, AR},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {A study of the dialect of blacks in {Pope} {County}, {Arkansas}},\n\tschool = {University of Arkansas},\n\tauthor = {Schrock, Jr., Earl Franklin},\n\tyear = {1980},\n\tkeywords = {Arkansas},\n}\n\n

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\n \n\n \n \n \n \n \n Children’s Acquisition of Variable Features.\n \n \n \n\n\n \n Kovac, C.\n\n\n \n\n\n\n Ph.D. Thesis, Georgetown University, Washington D.C., 1980.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@phdthesis{kovac_childrens_1980,\n\taddress = {Washington D.C.},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {Children’s {Acquisition} of {Variable} {Features}},\n\tschool = {Georgetown University},\n\tauthor = {Kovac, Ceil},\n\tyear = {1980},\n\tkeywords = {Acquisition, Child AAE, Washington DC},\n}\n\n

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\n \n\n \n \n \n \n \n Runnin' down some lines: the language and culture of Black teenagers.\n \n \n \n\n\n \n Folb, E. A.\n\n\n \n\n\n\n Harvard University Press, Cambridge, Mass, 1980.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@book{folb_runnin_1980,\n\taddress = {Cambridge, Mass},\n\ttitle = {Runnin' down some lines: the language and culture of {Black} teenagers},\n\tisbn = {978-0-674-78039-2},\n\tshorttitle = {Runnin' down some lines},\n\tpublisher = {Harvard University Press},\n\tauthor = {Folb, Edith A.},\n\tyear = {1980},\n\tkeywords = {Los Angeles, California, Sociolinguistics},\n}\n\n

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\n \n\n \n \n \n \n \n Comparative Afro-American: An Historical-Comparative Study of English-based Afro-American Dialects of the New World.\n \n \n \n\n\n \n Alleyne, M.\n\n\n \n\n\n\n Karoma Publishers, Ann Arbor, MI, 1980.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@book{alleyne_comparative_1980,\n\taddress = {Ann Arbor, MI},\n\ttitle = {Comparative {Afro}-{American}: {An} {Historical}-{Comparative} {Study} of {English}-based {Afro}-{American} {Dialects} of the {New} {World}},\n\tpublisher = {Karoma Publishers},\n\tauthor = {Alleyne, Mervyn},\n\tyear = {1980},\n}\n\n

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\n \n 1979\n \n \n (5)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n Speech Pathology and Dialect Differences.\n \n \n \n\n\n \n Wolfram, W.\n\n\n \n\n\n\n Technical Report ED183000, Center for Applied Linguistics, Arlington, VA, November 1979.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@techreport{wolfram_speech_1979,\n\taddress = {Arlington, VA},\n\ttitle = {Speech {Pathology} and {Dialect} {Differences}},\n\tabstract = {Discussions in speech and language pathology often contain references to language differences and the ways these differences compare with speech and language disorders. There is ongoing research on the regional varieties of English, and within the past decade, information on social and ethnic variation in language has been accumulating. Based on the research, some of the issues of interest to speech pathologists are addressed in this booklet: (1) how a clinician might deal with reference to a local dialect when there is no available description or summary of the main characteristics of the dialect; (2) the age level when dialect differences emerge in the speech of young children, and the similarities these differences bear to structures found in certain stages of development of children speaking standard English; (3) the tendency of children who speak nonstandard varieties of English to score lower on tests of speech and language development than their standard English speaking counterparts, and the question of whether these children are learning their language at a slower rate than children who come from mainstream, standard English speaking communities; and (4) remediation strategies and dialect differences, including the question of the approach to therapy and treating dialect differences as if they were disorders. Lists of references are included.},\n\tnumber = {ED183000},\n\tinstitution = {Center for Applied Linguistics},\n\tauthor = {Wolfram, Walt},\n\tmonth = nov,\n\tyear = {1979},\n\tkeywords = {Speech Pathology},\n\tpages = {26},\n}\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n The Language of Poor Black Children and Reading Performance.\n \n \n \n \n\n\n \n Shields, P. H.\n\n\n \n\n\n\n The Journal of Negro Education, 48(2): 196. 1979.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{shields_language_1979,\n\ttitle = {The {Language} of {Poor} {Black} {Children} and {Reading} {Performance}},\n\tvolume = {48},\n\tissn = {00222984},\n\turl = {https://www.jstor.org/stable/2294766?origin=crossref},\n\tdoi = {10.2307/2294766},\n\tnumber = {2},\n\turldate = {2020-07-02},\n\tjournal = {The Journal of Negro Education},\n\tauthor = {Shields, Portia H.},\n\tyear = {1979},\n\tkeywords = {Reading},\n\tpages = {196},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n The Symbolism of Ebonics: I'd Rather Switch than Fight.\n \n \n \n \n\n\n \n Seymour, H. N.; and Seymour, C. M.\n\n\n \n\n\n\n Journal of Black Studies, 10(2): 397–410. December 1979.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{seymour_symbolism_1979,\n\ttitle = {The {Symbolism} of {Ebonics}: {I}'d {Rather} {Switch} than {Fight}},\n\tvolume = {10},\n\tissn = {0021-9347, 1552-4566},\n\tshorttitle = {The {Symbolism} of {Ebonics}},\n\turl = {http://journals.sagepub.com/doi/10.1177/002193477901000205},\n\tdoi = {10.1177/002193477901000205},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-07-02},\n\tjournal = {Journal of Black Studies},\n\tauthor = {Seymour, Harry N. and Seymour, Charlena M.},\n\tmonth = dec,\n\tyear = {1979},\n\tkeywords = {Code Switching},\n\tpages = {397--410},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Variation and Change in Alabama English: A Sociolinguistic Study of the White Community.\n \n \n \n\n\n \n Feagin, C.\n\n\n \n\n\n\n Georgetown University Press, Washington D.C., 1979.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@book{feagin_variation_1979,\n\taddress = {Washington D.C.},\n\ttitle = {Variation and {Change} in {Alabama} {English}: {A} {Sociolinguistic} {Study} of the {White} {Community}},\n\tpublisher = {Georgetown University Press},\n\tauthor = {Feagin, Crawford},\n\tyear = {1979},\n\tkeywords = {Crossing, Southern States},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Joinder and Rejoinder.\n \n \n \n \n\n\n \n Dillard, J. L.; Sledd, J.; Hamp, E. P.; and Hill, A. A.\n\n\n \n\n\n\n American Speech, 54(2): 113. 1979.\n \n\n\n\n
\n\n\n\n \n \n $\"Joinder$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{dillard_joinder_1979,\n\ttitle = {Joinder and {Rejoinder}},\n\tvolume = {54},\n\tissn = {00031283},\n\turl = {https://www.jstor.org/stable/455205?origin=crossref},\n\tdoi = {10.2307/455205},\n\tnumber = {2},\n\turldate = {2020-04-13},\n\tjournal = {American Speech},\n\tauthor = {Dillard, J. L. and Sledd, James and Hamp, Eric P. and Hill, Archibald A.},\n\tyear = {1979},\n\tpages = {113},\n}\n\n

\n

\n\n\n\n

\n\n\n\n\n\n

\n

\n \n 1978\n \n \n (3)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n Black American English: its background and its usage in the schools and in literature.\n \n \n \n\n\n \n Stoller, P.,\n editor.\n \n\n\n \n\n\n\n of ADelta originalDell Pub, New York, NY, 2nd printing edition, 1978.\n OCLC: 174194232\n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@book{stoller_black_1978,\n\taddress = {New York, NY},\n\tedition = {2nd printing},\n\tseries = {{ADelta} original},\n\ttitle = {Black {American} {English}: its background and its usage in the schools and in literature},\n\tisbn = {978-0-440-54925-3},\n\tshorttitle = {Black {American} {English}},\n\tlanguage = {eng},\n\tpublisher = {Dell Pub},\n\teditor = {Stoller, Paul},\n\tyear = {1978},\n\tnote = {OCLC: 174194232},\n\tkeywords = {Edited Volume},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Attitudes of Selected Elementary Teachers toward Non- Standard Black Dialects.\n \n \n \n \n\n\n \n Pietras, T.; and Lamb, P.\n\n\n \n\n\n\n The Journal of Educational Research, 71(5): 292–297. May 1978.\n \n\n\n\n
\n\n\n\n \n \n $\"Attitudes$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{pietras_attitudes_1978,\n\ttitle = {Attitudes of {Selected} {Elementary} {Teachers} toward {Non}- {Standard} {Black} {Dialects}},\n\tvolume = {71},\n\tissn = {0022-0671, 1940-0675},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/00220671.1978.10885091},\n\tdoi = {10.1080/00220671.1978.10885091},\n\tlanguage = {en},\n\tnumber = {5},\n\turldate = {2020-07-02},\n\tjournal = {The Journal of Educational Research},\n\tauthor = {Pietras, Thomas and Lamb, Pose},\n\tmonth = may,\n\tyear = {1978},\n\tkeywords = {Attitudes},\n\tpages = {292--297},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Community attitudes toward Black English.\n \n \n \n \n\n\n \n Hoover, M. R.\n\n\n \n\n\n\n Language in Society, 7(1): 65–87. April 1978.\n \n\n\n\n
\n\n\n\n \n \n $\"Community$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{hoover_community_1978,\n\ttitle = {Community attitudes toward {Black} {English}},\n\tvolume = {7},\n\tissn = {0047-4045, 1469-8013},\n\turl = {https://www.cambridge.org/core/product/identifier/S0047404500005339/type/journal_article},\n\tdoi = {10.1017/S0047404500005339},\n\tabstract = {Black English is increasingly recognized as a systemic, ‘rule-governed’, form of language (lect), like any other, at least among scholars. There is less adequate understanding of the meaning of Black English to those who use it. Such understanding requires ethnographic study of the place of Black English in the verbal repertoire of the community in which it is used. There has been some work in this area, but much of it has focused on aspects of Black English of interest for linguistic theory, e.g. the possibility of creole origins as a constraint on variability. Such studies have tended not to recognize the full scope and complexity of Black English. The aspects given attention have been those most exotic and remote from conventional English (for criticism on this point, see Abrahams (1972) and Wright (1972) ). While such studies have increased recognition and acceptance of Black English, the model in terms of which they have done so has been implicitly the ‘other culture’ model. There has been an appeal to the acceptance of cultural difference associated in our minds with Ruth Benedict's studies of\n              Patterns of Culture\n              , Margaret Mead's studies in Samoa and New Guinea, etc. This ‘other culture’ model is inadequate to the situation of the Black Community. There is partial truth to it; respect for the ways in which Black Americans may differ from ‘mainstream’ expectations is necessary. But social policy and action, especially in regard to education, cannot be based on so partial a truth. This became clear when well-meaning scholars attempted to introduce elementary school readers that used vernacular Black English. There was great protest from many in the Black community itself.},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-05-05},\n\tjournal = {Language in Society},\n\tauthor = {Hoover, Mary Rhodes},\n\tmonth = apr,\n\tyear = {1978},\n\tkeywords = {Attitudes},\n\tpages = {65--87},\n}\n\n

\n

\n\n\n\n\n\n

\n

\n \n 1977\n \n \n (8)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n Talkin and testifyin: the language of Black America.\n \n \n \n\n\n \n Smitherman, G.\n\n\n \n\n\n\n of WaynebookWayne State University Press, Detroit, 1977.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@book{smitherman_talkin_1977,\n\taddress = {Detroit},\n\tseries = {Waynebook},\n\ttitle = {Talkin and testifyin: the language of {Black} {America}},\n\tisbn = {978-0-8143-1805-8},\n\tshorttitle = {Talkin and testifyin},\n\tnumber = {51},\n\tpublisher = {Wayne State University Press},\n\tauthor = {Smitherman, Geneva},\n\tyear = {1977},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Bridge: A Cross-Cultural Reading Program.\n \n \n \n\n\n \n Simpkins, G.; Simpkins, C.; and Holt, G.\n\n\n \n\n\n\n Houghton Mifflin, Boston, MA, 1977.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@book{simpkins_bridge_1977,\n\taddress = {Boston, MA},\n\ttitle = {Bridge: {A} {Cross}-{Cultural} {Reading} {Program}},\n\tpublisher = {Houghton Mifflin},\n\tauthor = {Simpkins, Gary and Simpkins, Charlesetta and Holt, Grace},\n\tyear = {1977},\n\tkeywords = {Bridge Program, Reading},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Black English and Black Attitudes.\n \n \n \n\n\n \n Shores, D. L.\n\n\n \n\n\n\n In Shores, D. L.; and Hines, C. P., editor(s), Papers in Language Variation, of SAMLA-ADS Collection, pages 177–187. University of Alabama Press, Tuscaloosa, AL, 1977.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@incollection{shores_black_1977,\n\taddress = {Tuscaloosa, AL},\n\tseries = {{SAMLA}-{ADS} {Collection}},\n\ttitle = {Black {English} and {Black} {Attitudes}},\n\tbooktitle = {Papers in {Language} {Variation}},\n\tpublisher = {University of Alabama Press},\n\tauthor = {Shores, David L.},\n\teditor = {Shores, David L. and Hines, Carol P.},\n\tyear = {1977},\n\tkeywords = {Attitudes, Syntax},\n\tpages = {177--187},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Studies of American Pronunciation since 1945.\n \n \n \n\n\n \n Pederson, L. A.\n\n\n \n\n\n\n American Speech, 52(3/4): 262–327. 1977.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@article{pederson_studies_1977,\n\ttitle = {Studies of {American} {Pronunciation} since 1945},\n\tvolume = {52},\n\tnumber = {3/4},\n\tjournal = {American Speech},\n\tauthor = {Pederson, Lee A.},\n\tyear = {1977},\n\tkeywords = {Bibliographical References, Vowels},\n\tpages = {262--327},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Black English and Standard English: An Annotated Bibliography.\n \n \n \n \n\n\n \n Mack, M.\n\n\n \n\n\n\n 1977.\n \n\n\n\n
\n\n\n\n \n \n $\"Black$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@misc{mack_black_1977,\n\ttitle = {Black {English} and {Standard} {English}: {An} {Annotated} {Bibliography}},\n\turl = {https://eric.ed.gov/?id=ED154394},\n\tabstract = {Whether black students should be required to use standard English in school is a controversial issue that has fostered contradictory opinions, studies, and data. This annotated bibliography of more than 100 items provides a wide range of material dealing with the following aspects of this topic: the historical backgrounds of black English, the effectiveness of teaching standard English to nonstandard speakers and writers, the economic and academic implications of acquiring standard English ability, and the attitudes of both blacks and whites toward standard English. To assist the reader, items that provide a general sense of the issues involved are marked with an asterisk, while the unmarked items are more specific in their treatment of black English or are items of less historical significance.},\n\tlanguage = {eng},\n\tpublisher = {University of Vermont},\n\tauthor = {Mack, Molly},\n\tyear = {1977},\n\tkeywords = {Bibliographical References},\n}\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Lexicon of black english.\n \n \n \n\n\n \n Dillard, J.\n\n\n \n\n\n\n Continuum, Place of publication not identified, 1977.\n OCLC: 948737587\n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@book{dillard_lexicon_1977,\n\taddress = {Place of publication not identified},\n\ttitle = {Lexicon of black english.},\n\tisbn = {978-0-8264-0125-0},\n\tlanguage = {English},\n\tpublisher = {Continuum},\n\tauthor = {Dillard, J.L.},\n\tyear = {1977},\n\tnote = {OCLC: 948737587},\n\tkeywords = {Lexicon},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Some methodological problems in recent investigations of the 0 copula and invariant Be.\n \n \n \n\n\n \n Dunlap, H. G.\n\n\n \n\n\n\n In Shores, D. L.; and Hines, C. P., editor(s), Papers in Language Variation, of SAMLA-ADS Collection, pages 151–159. University of Alabama Press, Tuscaloosa, AL, 1977.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@incollection{dunlap_methodological_1977,\n\taddress = {Tuscaloosa, AL},\n\tseries = {{SAMLA}-{ADS} {Collection}},\n\ttitle = {Some methodological problems in recent investigations of the 0 copula and invariant {Be}},\n\tbooktitle = {Papers in {Language} {Variation}},\n\tpublisher = {University of Alabama Press},\n\tauthor = {Dunlap, Howard G.},\n\teditor = {Shores, David L. and Hines, Carol P.},\n\tyear = {1977},\n\tkeywords = {Syntax},\n\tpages = {151--159},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Regional Dialects, 1945-1974.\n \n \n \n \n\n\n \n Allen, H. B.\n\n\n \n\n\n\n American Speech, 52(3/4): 163–261. 1977.\n \n\n\n\n
\n\n\n\n \n \n $\"Regional$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{allen_regional_1977,\n\ttitle = {Regional {Dialects}, 1945-1974},\n\tvolume = {52},\n\tissn = {00031283},\n\turl = {https://www.jstor.org/stable/455241?origin=crossref},\n\tdoi = {10.2307/455241},\n\tnumber = {3/4},\n\turldate = {2020-04-15},\n\tjournal = {American Speech},\n\tauthor = {Allen, Harold B.},\n\tyear = {1977},\n\tkeywords = {Bibliographical References},\n\tpages = {163--261},\n}\n\n

\n

\n\n\n\n

\n\n\n\n\n\n

\n

\n \n 1976\n \n \n (4)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n The implementation of a phonological change : the case of resyllabification in Black English.\n \n \n \n\n\n \n Vaughn Cooke, A. F.\n\n\n \n\n\n\n Ph.D. Thesis, Georgetown University, Washington D.C., 1976.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@phdthesis{vaughn_cooke_implementation_1976,\n\taddress = {Washington D.C.},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {The implementation of a phonological change : the case of resyllabification in {Black} {English}},\n\tschool = {Georgetown University},\n\tauthor = {Vaughn Cooke, Anna Fay},\n\tyear = {1976},\n\tkeywords = {Mississippi},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Soul'n Style.\n \n \n \n \n\n\n \n Smitherman, G.\n\n\n \n\n\n\n The English Journal, 65(2): 14. February 1976.\n \n\n\n\n
\n\n\n\n \n \n $\"Soul'n$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{smitherman_souln_1976,\n\ttitle = {Soul'n {Style}},\n\tvolume = {65},\n\tissn = {00138274},\n\turl = {https://www.jstor.org/stable/814805?origin=crossref},\n\tdoi = {10.2307/814805},\n\tnumber = {2},\n\turldate = {2020-07-03},\n\tjournal = {The English Journal},\n\tauthor = {Smitherman, Geneva},\n\tmonth = feb,\n\tyear = {1976},\n\tkeywords = {Writing},\n\tpages = {14},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Systematically misleading data from test questions.\n \n \n \n \n\n\n \n Labov, W.\n\n\n \n\n\n\n The Urban Review, 9(3): 146–169. September 1976.\n \n\n\n\n
\n\n\n\n \n \n $\"Systematically$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{labov_systematically_1976,\n\ttitle = {Systematically misleading data from test questions},\n\tvolume = {9},\n\tissn = {0042-0972, 1573-1960},\n\turl = {http://link.springer.com/10.1007/BF02172509},\n\tdoi = {10.1007/BF02172509},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-05-06},\n\tjournal = {The Urban Review},\n\tauthor = {Labov, William},\n\tmonth = sep,\n\tyear = {1976},\n\tpages = {146--169},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Black English. Notes on the Auxiliary.\n \n \n \n \n\n\n \n Herndobler, R.; and Sledd, A.\n\n\n \n\n\n\n American Speech, 51(3/4): 185. 1976.\n \n\n\n\n
\n\n\n\n \n \n $\"Black$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{herndobler_black_1976,\n\ttitle = {Black {English}. {Notes} on the {Auxiliary}},\n\tvolume = {51},\n\tissn = {00031283},\n\turl = {https://www.jstor.org/stable/454961?origin=crossref},\n\tdoi = {10.2307/454961},\n\tnumber = {3/4},\n\turldate = {2020-04-13},\n\tjournal = {American Speech},\n\tauthor = {Herndobler, Robin and Sledd, Andrew},\n\tyear = {1976},\n\tkeywords = {Chicago, Illinois, Generative},\n\tpages = {185},\n}\n\n

\n

\n\n\n\n

\n\n\n\n\n\n

\n

\n \n 1975\n \n \n (11)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n Ebonics: The True Language of Black Folks.\n \n \n \n\n\n \n Williams, R. L.\n\n\n \n\n\n\n Robert L. Williams and Associates, St Louis, 1975.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@book{williams_ebonics_1975,\n\taddress = {St Louis},\n\ttitle = {Ebonics: {The} {True} {Language} of {Black} {Folks}},\n\tpublisher = {Robert L. Williams and Associates},\n\tauthor = {Williams, Robert L.},\n\tyear = {1975},\n\tkeywords = {Edited Volume},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Black Language and What to Do About It: Some Black Community Perspectives.\n \n \n \n\n\n \n Taylor, O.\n\n\n \n\n\n\n In Williams, R. L., editor(s), Ebonics: The True Language of Black Folks, pages 29–39. Robert L. Williams and Associates, St Louis, 1975.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@incollection{williams_black_1975,\n\taddress = {St Louis},\n\ttitle = {Black {Language} and {What} to {Do} {About} {It}: {Some} {Black} {Community} {Perspectives}},\n\tbooktitle = {Ebonics: {The} {True} {Language} of {Black} {Folks}},\n\tpublisher = {Robert L. Williams and Associates},\n\tauthor = {Taylor, Orlando},\n\teditor = {Williams, Robert L.},\n\tyear = {1975},\n\tkeywords = {Edited Volume},\n\tpages = {29--39},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Dialect and Reading: A Review of Alternative Solutions.\n \n \n \n \n\n\n \n Somervill, M. A.\n\n\n \n\n\n\n Review of Educational Research, 45(2): 247–262. June 1975.\n \n\n\n\n
\n\n\n\n \n \n $\"Dialect$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{somervill_dialect_1975,\n\ttitle = {Dialect and {Reading}: {A} {Review} of {Alternative} {Solutions}},\n\tvolume = {45},\n\tissn = {0034-6543, 1935-1046},\n\tshorttitle = {Dialect and {Reading}},\n\turl = {http://journals.sagepub.com/doi/10.3102/00346543045002247},\n\tdoi = {10.3102/00346543045002247},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-07-03},\n\tjournal = {Review of Educational Research},\n\tauthor = {Somervill, Mary Ann},\n\tmonth = jun,\n\tyear = {1975},\n\tkeywords = {Education, Reading, Review Article},\n\tpages = {247--262},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Carrying the New Wave into Syntax: the Case of Black English BIN.\n \n \n \n\n\n \n Rickford, J. R.\n\n\n \n\n\n\n In Fasold, R. W.; and Shuy, R. W., editor(s), Analyzing Variation in Language, pages 162–183. Georgetown University Press, Washington D.C., 1975.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@incollection{rickford_carrying_1975,\n\taddress = {Washington D.C.},\n\ttitle = {Carrying the {New} {Wave} into {Syntax}: the {Case} of {Black} {English} {BIN}},\n\tbooktitle = {Analyzing {Variation} in {Language}},\n\tpublisher = {Georgetown University Press},\n\tauthor = {Rickford, John R.},\n\teditor = {Fasold, Ralph W. and Shuy, Roger W.},\n\tyear = {1975},\n\tpages = {162--183},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Influence of certain clinical variables on black preschoolers' nonstandard phonological and grammatical performance.\n \n \n \n\n\n \n Ratusnik, D. L.; and Koenigsknecht, R. A.\n\n\n \n\n\n\n In Denver, CO, 1975. \n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@inproceedings{ratusnik_influence_1975,\n\taddress = {Denver, CO},\n\ttitle = {Influence of certain clinical variables on black preschoolers' nonstandard phonological and grammatical performance},\n\tauthor = {Ratusnik, David L. and Koenigsknecht, Roy A.},\n\tyear = {1975},\n\tkeywords = {Chicago, Illinois, Child AAE},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n A selected bibliography of recent dialect studies.\n \n \n \n \n\n\n \n Pickett, P. O.\n\n\n \n\n\n\n 1975.\n \n\n\n\n
\n\n\n\n \n \n $\"A$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@misc{pickett_selected_1975,\n\ttitle = {A selected bibliography of recent dialect studies},\n\turl = {https://eric.ed.gov/?id=ED111176},\n\tabstract = {This annotated bibliography of recent studies on language variation presents abstracts which appeared in "Resources in Education" during the period September 1973 through December 1974. They include entries from several of the ERIC clearinghouses: Adult Education, Reading and Communication Skills, Languages and Linguistics, Early Childhood Education, Urban Education, Rural Education and Small Schools, and Teacher Education. An author index and a subject index are included.},\n\tpublisher = {Center for Applied Linguistics},\n\tauthor = {Pickett, Penelope O.},\n\tyear = {1975},\n\tkeywords = {Bibliographical References},\n}\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n A segmental phonology of Black English.\n \n \n \n\n\n \n Luelsdorff, P. A.\n\n\n \n\n\n\n Mouton, The Hague, 1975.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@book{luelsdorff_segmental_1975,\n\taddress = {The Hague},\n\ttitle = {A segmental phonology of {Black} {English}},\n\tpublisher = {Mouton},\n\tauthor = {Luelsdorff, Philip A.},\n\tyear = {1975},\n\tkeywords = {Phonology, Washington DC},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Prosodic patterns in a Negro American dialect.\n \n \n \n\n\n \n Loman, B.\n\n\n \n\n\n\n In Ringborn, H., editor(s), Style and text: Studies presented to Nils Erik Enkvist, pages 219–242. Sprakforlaget Skriptor, Stockholm, 1975.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@incollection{loman_prosodic_1975,\n\taddress = {Stockholm},\n\ttitle = {Prosodic patterns in a {Negro} {American} dialect},\n\tlanguage = {en},\n\tbooktitle = {Style and text: {Studies} presented to {Nils} {Erik} {Enkvist}},\n\tpublisher = {Sprakforlaget Skriptor},\n\tauthor = {Loman, Bengt},\n\teditor = {Ringborn, Håkan},\n\tyear = {1975},\n\tkeywords = {Intonation, Prosody, Washington DC, Yellow House Study},\n\tpages = {219--242},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n 'Merican: An Inner City Dialect, Aspects of Morphemics, Syntax, and Semology.\n \n \n \n\n\n \n Fickett, J. G.\n\n\n \n\n\n\n of Studies in LinguisticsDeckerhoff's Printing, Taos, New Mexico, 1975.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@book{fickett_merican_1975,\n\taddress = {Taos, New Mexico},\n\tseries = {Studies in {Linguistics}},\n\ttitle = {'{Merican}: {An} {Inner} {City} {Dialect}, {Aspects} of {Morphemics}, {Syntax}, and {Semology}},\n\tnumber = {13},\n\tpublisher = {Deckerhoff's Printing},\n\tauthor = {Fickett, Joan G.},\n\tyear = {1975},\n\tkeywords = {Morphosyntax},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Perspectives on black English.\n \n \n \n\n\n \n Dillard, J.,\n editor.\n \n\n\n \n\n\n\n of Contributions to the sociology of languageMouton, The Hague, 1975.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@book{dillard_perspectives_1975,\n\taddress = {The Hague},\n\tseries = {Contributions to the sociology of language},\n\ttitle = {Perspectives on black {English}},\n\tisbn = {978-90-279-7811-0},\n\tlanguage = {engger},\n\tnumber = {4},\n\tpublisher = {Mouton},\n\teditor = {Dillard, J.L.},\n\tyear = {1975},\n\tkeywords = {Edited Volume},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Some aspects of code switching in New York Puerto Rican English.\n \n \n \n \n\n\n \n Anisman, P. H.\n\n\n \n\n\n\n Bilingual Review, 2(1/2): 56–85. August 1975.\n \n\n\n\n
\n\n\n\n \n \n $\"Some$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{anisman_aspects_1975,\n\ttitle = {Some aspects of code switching in {New} {York} {Puerto} {Rican} {English}},\n\tvolume = {2},\n\turl = {https://www.jstor.org/stable/25743617},\n\tlanguage = {English},\n\tnumber = {1/2},\n\tjournal = {Bilingual Review},\n\tauthor = {Anisman, Paul H.},\n\tmonth = aug,\n\tyear = {1975},\n\tkeywords = {Code Switching, New York City, Puerto Rican English},\n\tpages = {56--85},\n}\n\n

\n

\n\n\n\n

\n\n\n\n\n\n

\n

\n \n 1974\n \n \n (14)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n The Study of Social Dialects in American English.\n \n \n \n\n\n \n Wolfram, W.; and Fasold, R. W.\n\n\n \n\n\n\n Prentice Hall, Englewood Cliffs, NJ, 1974.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@book{wolfram_study_1974,\n\taddress = {Englewood Cliffs, NJ},\n\ttitle = {The {Study} of {Social} {Dialects} in {American} {English}},\n\tpublisher = {Prentice Hall},\n\tauthor = {Wolfram, Walt and Fasold, Ralph W.},\n\tyear = {1974},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Sociolinguistic Aspects of Assimilation.\n \n \n \n\n\n \n Wolfram, W.\n\n\n \n\n\n\n of Urban Language SeriesCenter for Applied Linguistics, Arlington, VA, 1974.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@book{wolfram_sociolinguistic_1974,\n\taddress = {Arlington, VA},\n\tseries = {Urban {Language} {Series}},\n\ttitle = {Sociolinguistic {Aspects} of {Assimilation}},\n\tnumber = {9},\n\tpublisher = {Center for Applied Linguistics},\n\tauthor = {Wolfram, Walt},\n\tyear = {1974},\n\tkeywords = {Assimilation, New York City, Puerto Rican English, Urban Language Series},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n The Relationship of White Southern Speech to Vernacular Black English.\n \n \n \n \n\n\n \n Wolfram, W.\n\n\n \n\n\n\n Language, 50(3): 498. September 1974.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{wolfram_relationship_1974,\n\ttitle = {The {Relationship} of {White} {Southern} {Speech} to {Vernacular} {Black} {English}},\n\tvolume = {50},\n\tissn = {00978507},\n\turl = {https://www.jstor.org/stable/412221?origin=crossref},\n\tdoi = {10.2307/412221},\n\tnumber = {3},\n\turldate = {2020-04-12},\n\tjournal = {Language},\n\tauthor = {Wolfram, Walt},\n\tmonth = sep,\n\tyear = {1974},\n\tkeywords = {Franklin County, Mississippi, Southern English, Syntax},\n\tpages = {498},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Dialect Features in the Compositions of Black and White College Students: The Same or Different?.\n \n \n \n \n\n\n \n Sternglass, M. S.\n\n\n \n\n\n\n College Composition and Communication, 25(4): 259. October 1974.\n \n\n\n\n
\n\n\n\n \n \n $\"Dialect$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{sternglass_dialect_1974,\n\ttitle = {Dialect {Features} in the {Compositions} of {Black} and {White} {College} {Students}: {The} {Same} or {Different}?},\n\tvolume = {25},\n\tissn = {0010096X},\n\tshorttitle = {Dialect {Features} in the {Compositions} of {Black} and {White} {College} {Students}},\n\turl = {https://www.jstor.org/stable/356417?origin=crossref},\n\tdoi = {10.2307/356417},\n\tnumber = {4},\n\turldate = {2020-07-03},\n\tjournal = {College Composition and Communication},\n\tauthor = {Sternglass, Marilyn S.},\n\tmonth = oct,\n\tyear = {1974},\n\tkeywords = {Writing},\n\tpages = {259},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Research Perspectives on American Black English: A Brief Historical Sketch.\n \n \n \n \n\n\n \n Smith, R. B.\n\n\n \n\n\n\n American Speech, 49(1/2): 24. 1974.\n \n\n\n\n
\n\n\n\n \n \n $\"Research$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{smith_research_1974,\n\ttitle = {Research {Perspectives} on {American} {Black} {English}: {A} {Brief} {Historical} {Sketch}},\n\tvolume = {49},\n\tissn = {00031283},\n\tshorttitle = {Research {Perspectives} on {American} {Black} {English}},\n\turl = {https://www.jstor.org/stable/3087916?origin=crossref},\n\tdoi = {10.2307/3087916},\n\tnumber = {1/2},\n\turldate = {2020-04-10},\n\tjournal = {American Speech},\n\tauthor = {Smith, Riley B.},\n\tyear = {1974},\n\tkeywords = {Bibliographical References},\n\tpages = {24},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Black English Syntax and Reading Interference.\n \n \n \n\n\n \n Simons, H. D.; and Johnson, K. R.\n\n\n \n\n\n\n Research in the Teaching of English, 8(3): 339–358. 1974.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{simons_black_1974,\n\ttitle = {Black {English} {Syntax} and {Reading} {Interference}},\n\tvolume = {8},\n\tnumber = {3},\n\tjournal = {Research in the Teaching of English},\n\tauthor = {Simons, Herbert D. and Johnson, Kenneth R.},\n\tyear = {1974},\n\tkeywords = {Oakland, California, Reading},\n\tpages = {339--358},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Black Dialect Phonology and Work Recognition.\n \n \n \n \n\n\n \n Simons, H. D.\n\n\n \n\n\n\n The Journal of Educational Research, 68(2): 67–70. October 1974.\n \n\n\n\n
\n\n\n\n \n \n $\"Black$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{simons_black_1974-1,\n\ttitle = {Black {Dialect} {Phonology} and {Work} {Recognition}},\n\tvolume = {68},\n\tissn = {0022-0671, 1940-0675},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/00220671.1974.10884709},\n\tdoi = {10.1080/00220671.1974.10884709},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-07-02},\n\tjournal = {The Journal of Educational Research},\n\tauthor = {Simons, Herbert D.},\n\tmonth = oct,\n\tyear = {1974},\n\tkeywords = {Reading},\n\tpages = {67--70},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n The use of attitude variables in research on the teaching of a second dialect.\n \n \n \n \n\n\n \n Politzer, R. L.; and Hoover, M. R.\n\n\n \n\n\n\n IRAL - International Review of Applied Linguistics in Language Teaching, 12(1-4). 1974.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{politzer_use_1974,\n\ttitle = {The use of attitude variables in research on the teaching of a second dialect},\n\tvolume = {12},\n\tissn = {0019-042X, 1613-4141},\n\turl = {https://www.degruyter.com/view/j/iral.1974.12.issue-1-4/iral.1974.12.1-4.43/iral.1974.12.1-4.43.xml},\n\tdoi = {10.1515/iral.1974.12.1-4.43},\n\tabstract = {Studied the interaction of attitude and teaching method in Black children's learning of standard English. Ss were 3 classes of 3rd graders. Intensive language training was given 20 min daily for 5 wks, with Ss assigned randomly to one of 2 teaching methods. Method 1 overtly contrasted nonstandard and standard varieties of Black English, while Method 2 did not. The teacher variable was controlled. Attitude toward nonstandard speech was rated on a 4-point scale of reaction to recorded samples of Black standard and nonstandard speech. Language performance after training was measured using the Northwestern Syntax Screening Test. There were no significant effects of teaching method or attitude per se, but the interaction between attitude and teaching method barely missed significance (p {\\textless} .05) level. It is concluded that a negative attitude toward the 1st dialect may interact favorably with a noncontrastive teaching method, and vice versa.},\n\tnumber = {1-4},\n\turldate = {2020-05-21},\n\tjournal = {IRAL - International Review of Applied Linguistics in Language Teaching},\n\tauthor = {Politzer, Robert L. and Hoover, Mary Rhodes},\n\tyear = {1974},\n\tkeywords = {Attitudes},\n}\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n A Test of Proficiency in Black Standard and Nonstandard Speech.\n \n \n \n \n\n\n \n Politzer, R. L.; Hoover, M. R.; and Brown, D.\n\n\n \n\n\n\n TESOL Quarterly, 8(1): 27. March 1974.\n \n\n\n\n
\n\n\n\n \n \n $\"A$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{politzer_test_1974,\n\ttitle = {A {Test} of {Proficiency} in {Black} {Standard} and {Nonstandard} {Speech}},\n\tvolume = {8},\n\tissn = {00398322},\n\turl = {https://www.jstor.org/stable/3585657?origin=crossref},\n\tdoi = {10.2307/3585657},\n\tnumber = {1},\n\turldate = {2020-07-02},\n\tjournal = {TESOL Quarterly},\n\tauthor = {Politzer, Robert L. and Hoover, Mary Rhodes and Brown, Dwight},\n\tmonth = mar,\n\tyear = {1974},\n\tkeywords = {Child AAE},\n\tpages = {27},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Black English.\n \n \n \n \n\n\n \n Funkhouser, J. L.; and Dillard, J. L.\n\n\n \n\n\n\n College English, 35(5): 625. February 1974.\n \n\n\n\n
\n\n\n\n \n \n $\"Black$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{funkhouser_black_1974,\n\ttitle = {Black {English}},\n\tvolume = {35},\n\tissn = {00100994},\n\turl = {https://www.jstor.org/stable/375515?origin=crossref},\n\tdoi = {10.2307/375515},\n\tnumber = {5},\n\turldate = {2020-04-15},\n\tjournal = {College English},\n\tauthor = {Funkhouser, James L. and Dillard, J. L.},\n\tmonth = feb,\n\tyear = {1974},\n\tkeywords = {Book Review},\n\tpages = {625},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Social Aspects of a Verb Form: Native Atlanta Fifth-Grade Speech –the Present tense of be.\n \n \n \n \n\n\n \n Dunlap, H. G.\n\n\n \n\n\n\n of Publication of the American Dialect SocietyUniversity of Alabama Press, Tuscaloosa, AL, 1974.\n \n\n\n\n
\n\n\n\n \n \n $\"Social$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@book{dunlap_social_1974,\n\taddress = {Tuscaloosa, AL},\n\tseries = {Publication of the {American} {Dialect} {Society}},\n\ttitle = {Social {Aspects} of a {Verb} {Form}: {Native} {Atlanta} {Fifth}-{Grade} {Speech} --the {Present} tense of be},\n\turl = {https://read.dukeupress.edu/pads/issue/61-62/1},\n\tnumber = {61-62},\n\tpublisher = {University of Alabama Press},\n\tauthor = {Dunlap, Howard G.},\n\tyear = {1974},\n\tkeywords = {Atlanta, Georgia, Child AAE},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Black Dialects & Reading.\n \n \n \n\n\n \n Cullinan, B. E.,\n editor.\n \n\n\n \n\n\n\n ERIC; National Council of Teachers of English, Urbana, IL, 1974.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@book{cullinan_black_1974,\n\taddress = {Urbana, IL},\n\ttitle = {Black {Dialects} \\& {Reading}},\n\tpublisher = {ERIC; National Council of Teachers of English},\n\teditor = {Cullinan, Bernice E.},\n\tyear = {1974},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n A comprehensive annotated bibliography of American Black English.\n \n \n \n\n\n \n Brasch, I. W.; and Brasch, W. M.\n\n\n \n\n\n\n Louisiana State University Press, Baton Rouge, 1974.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@book{brasch_comprehensive_1974,\n\taddress = {Baton Rouge},\n\ttitle = {A comprehensive annotated bibliography of {American} {Black} {English}},\n\tisbn = {978-0-8071-0069-1},\n\tpublisher = {Louisiana State University Press},\n\tauthor = {Brasch, Ila Wales and Brasch, Walter M.},\n\tyear = {1974},\n\tkeywords = {Bibliographical References},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Dimensions of language and rhetorical styles in Black America.\n \n \n \n \n\n\n \n Anderson, E. A.\n\n\n \n\n\n\n Ph.D. Thesis, University of Michigan, Ann Arbor, MI, 1974.\n \n\n\n\n
\n\n\n\n \n \n $\"Dimensions$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@phdthesis{anderson_dimensions_1974,\n\taddress = {Ann Arbor, MI},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {Dimensions of language and rhetorical styles in {Black} {America}},\n\turl = {https://eric.ed.gov/?id=ED108225},\n\tabstract = {Some ways that black literary and rhetorical traditions may be employed for improving instruction in the community college classroom are presented in this paper. As background information, chapter one examines the history of the black American literary, linguistic, and rhetorical heritage with some emphasis placed upon the effect on language of the African heritage and the subsequent enslavement and later isolation in ghettos experienced by black Americans. Chapters two, three, and four are concerned with black American folk literature and black verbal strategies. Chapter five describes some aesthetic and educational implications of the black folk tradition, showing how it can be used in the classroom. Chapter six points out the need for black Americans to use their native dialects as well as other aspects of their folk literary and rhetorical traditions. Chapter seven deals with some methods of improving attitudes about language and of improving the learning process found in the black dialect and in the black folk literacy types. Chapter eight proposes practical classroom strategies to alter negative attitudes about language and dialect.},\n\tschool = {University of Michigan},\n\tauthor = {Anderson, Edmund A.},\n\tyear = {1974},\n}\n\n

\n

\n\n\n\n\n\n

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\n \n 1973\n \n \n (17)\n \n \n

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\n \n \n

\n \n\n \n \n \n \n \n Overlapping Influence and Linguistic Assimilation in Second Generation Puerto Rican English.\n \n \n \n\n\n \n Wolfram, W.\n\n\n \n\n\n\n In Smith, D. M.; and Shuy, R. W., editor(s), Sociolinguistics in Cross Cultural Analysis, pages 15–46. Georgetown University Press, Washington, D.C., 1973.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@incollection{wolfram_overlapping_1973,\n\taddress = {Washington, D.C.},\n\ttitle = {Overlapping {Influence} and {Linguistic} {Assimilation} in {Second} {Generation} {Puerto} {Rican} {English}},\n\tbooktitle = {Sociolinguistics in {Cross} {Cultural} {Analysis}},\n\tpublisher = {Georgetown University Press},\n\tauthor = {Wolfram, Walt},\n\teditor = {Smith, David M. and Shuy, Roger W.},\n\tyear = {1973},\n\tkeywords = {Harlem},\n\tpages = {15--46},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Some Research Notes on Dialect Attitudes and Stereotypes.\n \n \n \n\n\n \n Williams, F.\n\n\n \n\n\n\n In Shuy, R. W.; and Fasold, R. W., editor(s), Language attitudes: current trends and prospects, pages 113–128. Georgetown Univ. Press, Washington, DC, 1973.\n OCLC: 1367055\n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@incollection{shuy_research_1973,\n\taddress = {Washington, DC},\n\ttitle = {Some {Research} {Notes} on {Dialect} {Attitudes} and {Stereotypes}},\n\tisbn = {978-0-87840-012-6},\n\tlanguage = {eng},\n\tbooktitle = {Language attitudes: current trends and prospects},\n\tpublisher = {Georgetown Univ. Press},\n\tauthor = {Williams, Frederick},\n\teditor = {Shuy, Roger W. and Fasold, Ralph W.},\n\tyear = {1973},\n\tnote = {OCLC: 1367055},\n\tkeywords = {Attitudes, Teaching},\n\tpages = {113--128},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Aspects of Intonation in Black English.\n \n \n \n \n\n\n \n Tarone, E. E.\n\n\n \n\n\n\n American Speech, 48(1/2): 29. 1973.\n \n\n\n\n
\n\n\n\n \n \n $\"Aspects$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{tarone_aspects_1973,\n\ttitle = {Aspects of {Intonation} in {Black} {English}},\n\tvolume = {48},\n\tissn = {00031283},\n\turl = {https://www.jstor.org/stable/3087890?origin=crossref},\n\tdoi = {10.2307/3087890},\n\tnumber = {1/2},\n\turldate = {2020-04-12},\n\tjournal = {American Speech},\n\tauthor = {Tarone, Elaine E.},\n\tyear = {1973},\n\tkeywords = {Intonation, Seattle, Washington},\n\tpages = {29},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Some systematic phonological variations from regional standard in the oral language of lower socio-economic white and Negro students in a Rural Deep South County.\n \n \n \n\n\n \n Summerlin, N. C.\n\n\n \n\n\n\n Technical Report ED 096 669, National Center for Educational Research and Development, Washington D.C., January 1973.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@techreport{summerlin_systematic_1973,\n\taddress = {Washington D.C.},\n\ttype = {Final {Report}},\n\ttitle = {Some systematic phonological variations from regional standard in the oral language of lower socio-economic white and {Negro} students in a {Rural} {Deep} {South} {County}},\n\tnumber = {ED 096 669},\n\tinstitution = {National Center for Educational Research and Development},\n\tauthor = {Summerlin, NanJo Corbitt},\n\tmonth = jan,\n\tyear = {1973},\n\tkeywords = {Consonants, Florida, Georgia, Rural},\n\tpages = {154},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n White English in Blackface Or, Who Do I Be?.\n \n \n \n \n\n\n \n Smitherman, G.\n\n\n \n\n\n\n The Black Scholar, 4(8/9): 32–39. June 1973.\n \n\n\n\n
\n\n\n\n \n \n $\"White$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{smitherman_white_1973,\n\ttitle = {White {English} in {Blackface} {Or}, {Who} {Do} {I} {Be}?},\n\tvolume = {4},\n\turl = {https://www.jstor.org/stable/41163581},\n\tnumber = {8/9},\n\tjournal = {The Black Scholar},\n\tauthor = {Smitherman, Geneva},\n\tmonth = jun,\n\tyear = {1973},\n\tpages = {32--39},\n}\n\n

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\n\n\n\n

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\n \n\n \n \n \n \n \n \n \"Grammar and Goodness\".\n \n \n \n \n\n\n \n Smitherman, G.\n\n\n \n\n\n\n The English Journal, 62(5): 774. May 1973.\n \n\n\n\n
\n\n\n\n \n \n $\""Grammar$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{smitherman_grammar_1973,\n\ttitle = {"{Grammar} and {Goodness}"},\n\tvolume = {62},\n\tissn = {00138274},\n\turl = {https://www.jstor.org/stable/814293?origin=crossref},\n\tdoi = {10.2307/814293},\n\tnumber = {5},\n\turldate = {2020-07-03},\n\tjournal = {The English Journal},\n\tauthor = {Smitherman, Geneva},\n\tmonth = may,\n\tyear = {1973},\n\tkeywords = {Ideologies},\n\tpages = {774},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Some phonological rules in the Negro speech of East Texas.\n \n \n \n\n\n \n Smith, R. B.\n\n\n \n\n\n\n Ph.D. Thesis, University of Texas, Austin, TX, 1973.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@phdthesis{smith_phonological_1973,\n\taddress = {Austin, TX},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {Some phonological rules in the {Negro} speech of {East} {Texas}},\n\tschool = {University of Texas},\n\tauthor = {Smith, Riley B.},\n\tyear = {1973},\n\tkeywords = {Texas},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Language attitudes: current trends and prospects.\n \n \n \n\n\n \n Shuy, R. W.; and Fasold, R. W.,\n editors.\n \n\n\n \n\n\n\n Georgetown Univ. Press, Washington, DC, 1973.\n OCLC: 1367055\n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@book{shuy_language_1973,\n\taddress = {Washington, DC},\n\ttitle = {Language attitudes: current trends and prospects},\n\tisbn = {978-0-87840-012-6},\n\tshorttitle = {Language attitudes},\n\tlanguage = {eng},\n\tpublisher = {Georgetown Univ. Press},\n\teditor = {Shuy, Roger W. and Fasold, Ralph W.},\n\tyear = {1973},\n\tnote = {OCLC: 1367055},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n The study of Vernacular Black English as a factor in educational change.\n \n \n \n \n\n\n \n Shuy, R. W.\n\n\n \n\n\n\n Research in the Teaching of English, 7(3): 297–311. 1973.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{shuy_study_1973,\n\ttitle = {The study of {Vernacular} {Black} {English} as a factor in educational change},\n\tvolume = {7},\n\turl = {https://www.jstor.org/stable/pdf/40170719.pdf},\n\tnumber = {3},\n\tjournal = {Research in the Teaching of English},\n\tauthor = {Shuy, Roger W.},\n\tyear = {1973},\n\tkeywords = {Education},\n\tpages = {297--311},\n}\n\n

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\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n The Need for Semantic Considerations in Accounting for the Variable Usage of Verb Forms in Black Dialects of English (BDE).\n \n \n \n\n\n \n Scott, J. C.\n\n\n \n\n\n\n University of Michigan Papers in Linguistics, 1(2): 140–145. 1973.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@article{scott_need_1973,\n\ttitle = {The {Need} for {Semantic} {Considerations} in {Accounting} for the {Variable} {Usage} of {Verb} {Forms} in {Black} {Dialects} of {English} ({BDE})},\n\tvolume = {1},\n\tnumber = {2},\n\tjournal = {University of Michigan Papers in Linguistics},\n\tauthor = {Scott, Jerrie Cobb},\n\tyear = {1973},\n\tkeywords = {Semantics, Syntax},\n\tpages = {140--145},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n A Sociolinguistic Study of Black Children in Los Angeles.\n \n \n \n\n\n \n Pfaff, C. W.\n\n\n \n\n\n\n Ph.D. Thesis, University of California Los Angeles, Los Angeles, CA, 1973.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@phdthesis{pfaff_sociolinguistic_1973,\n\taddress = {Los Angeles, CA},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {A {Sociolinguistic} {Study} of {Black} {Children} in {Los} {Angeles}},\n\tschool = {University of California Los Angeles},\n\tauthor = {Pfaff, Carol W.},\n\tyear = {1973},\n\tkeywords = {Los Angeles, California, Syntax},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Auxiliary Structures and Time Adverbs in Black American English.\n \n \n \n \n\n\n \n Loflin, M. D.; Sobin, N. J.; and Dillard, J. L.\n\n\n \n\n\n\n American Speech, 48(1/2): 22. 1973.\n \n\n\n\n
\n\n\n\n \n \n $\"Auxiliary$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{loflin_auxiliary_1973,\n\ttitle = {Auxiliary {Structures} and {Time} {Adverbs} in {Black} {American} {English}},\n\tvolume = {48},\n\tissn = {00031283},\n\turl = {https://www.jstor.org/stable/3087889?origin=crossref},\n\tdoi = {10.2307/3087889},\n\tnumber = {1/2},\n\turldate = {2020-04-13},\n\tjournal = {American Speech},\n\tauthor = {Loflin, Marvin D. and Sobin, Nicholas J. and Dillard, J. L.},\n\tyear = {1973},\n\tkeywords = {Syntax},\n\tpages = {22},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n A Various Standard.\n \n \n \n \n\n\n \n Funkhouser, J. L.\n\n\n \n\n\n\n College English, 34(6): 806. March 1973.\n \n\n\n\n
\n\n\n\n \n \n $\"A$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{funkhouser_various_1973,\n\ttitle = {A {Various} {Standard}},\n\tvolume = {34},\n\tissn = {00100994},\n\turl = {https://www.jstor.org/stable/375043?origin=crossref},\n\tdoi = {10.2307/375043},\n\tnumber = {6},\n\turldate = {2020-05-05},\n\tjournal = {College English},\n\tauthor = {Funkhouser, James L.},\n\tmonth = mar,\n\tyear = {1973},\n\tpages = {806},\n}\n\n

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\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Black English -Z: Some Theoretical Implications.\n \n \n \n \n\n\n \n Butters, R. R.\n\n\n \n\n\n\n American Speech, 48(1/2): 37. 1973.\n \n\n\n\n
\n\n\n\n \n \n $\"Black$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{butters_black_1973,\n\ttitle = {Black {English} -{Z}: {Some} {Theoretical} {Implications}},\n\tvolume = {48},\n\tissn = {00031283},\n\tshorttitle = {Black {English} -{Z}},\n\turl = {https://www.jstor.org/stable/3087891?origin=crossref},\n\tdoi = {10.2307/3087891},\n\tnumber = {1/2},\n\turldate = {2020-04-12},\n\tjournal = {American Speech},\n\tauthor = {Butters, Ronald R.},\n\tyear = {1973},\n\tpages = {37},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n English in Black and white.\n \n \n \n\n\n \n Burling, R.\n\n\n \n\n\n\n Holt, Rinehart and Winston, New York, 1973.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@book{burling_english_1973,\n\taddress = {New York},\n\ttitle = {English in {Black} and white},\n\tisbn = {978-0-03-010431-2 978-0-03-006011-3},\n\tpublisher = {Holt, Rinehart and Winston},\n\tauthor = {Burling, Robbins},\n\tyear = {1973},\n}\n\n

\n

\n\n\n\n

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\n \n\n \n \n \n \n \n \n Subject Concord of Be in Early Black English.\n \n \n \n \n\n\n \n Brewer, J.\n\n\n \n\n\n\n American Speech, 48(1/2): 5. 1973.\n \n\n\n\n
\n\n\n\n \n \n $\"Subject$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{brewer_subject_1973,\n\ttitle = {Subject {Concord} of {Be} in {Early} {Black} {English}},\n\tvolume = {48},\n\tissn = {00031283},\n\turl = {https://www.jstor.org/stable/3087888?origin=crossref},\n\tdoi = {10.2307/3087888},\n\tnumber = {1/2},\n\turldate = {2020-04-12},\n\tjournal = {American Speech},\n\tauthor = {Brewer, Jeutonne},\n\tyear = {1973},\n\tkeywords = {Early African American English, Ex-Slave Recordings, Syntax},\n\tpages = {5},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Black language reader.\n \n \n \n\n\n \n Bentley, R. H.; and Crawford, S. D.\n\n\n \n\n\n\n Scott, Foresman, Glenview, Ill, 1973.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@book{bentley_black_1973,\n\taddress = {Glenview, Ill},\n\ttitle = {Black language reader},\n\tisbn = {978-0-673-07683-0},\n\tpublisher = {Scott, Foresman},\n\tauthor = {Bentley, Robert H. and Crawford, Samuel D.},\n\tyear = {1973},\n\tkeywords = {Edited Volume},\n}\n\n

\n

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\n\n\n\n\n\n

\n

\n \n 1972\n \n \n (32)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n Sociolinguistic Implications of the Phonological Variations of Black and White Speakers.\n \n \n \n\n\n \n Buck, J.\n\n\n \n\n\n\n Ph.D. Thesis, City University of New York, 1972.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@phdthesis{buck_sociolinguistic_1972,\n\ttitle = {Sociolinguistic {Implications} of the {Phonological} {Variations} of {Black} and {White} {Speakers}},\n\tschool = {City University of New York},\n\tauthor = {Buck, Joyce},\n\tyear = {1972},\n}\n\n

\n

\n\n\n\n

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\n \n\n \n \n \n \n \n Tense Marking in Black English: A linguistic and social analysis.\n \n \n \n\n\n \n Fasold, R. W.\n\n\n \n\n\n\n of Urban Language SeriesCenter for Applied Linguistics, Arlington, VA, 1972.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@book{fasold_tense_1972,\n\taddress = {Arlington, VA},\n\tseries = {Urban {Language} {Series}},\n\ttitle = {Tense {Marking} in {Black} {English}: {A} linguistic and social analysis},\n\tlanguage = {en},\n\tnumber = {8},\n\tpublisher = {Center for Applied Linguistics},\n\tauthor = {Fasold, Ralph W.},\n\tyear = {1972},\n\tkeywords = {Morphosyntax, Washington DC},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Some Phono-Stylistic Features of Black English.\n \n \n \n \n\n\n \n von Raffler Engel, W.\n\n\n \n\n\n\n Phonetica, 25(1): 53–64. 1972.\n \n\n\n\n
\n\n\n\n \n \n $\"Some$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{von_raffler_engel_phono-stylistic_1972,\n\ttitle = {Some {Phono}-{Stylistic} {Features} of {Black} {English}},\n\tvolume = {25},\n\tissn = {1423-0321, 0031-8388},\n\turl = {https://www.karger.com/Article/FullText/259369},\n\tdoi = {10.1159/000259369},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-04-05},\n\tjournal = {Phonetica},\n\tauthor = {von Raffler Engel, Walburga},\n\tyear = {1972},\n\tkeywords = {Southern English},\n\tpages = {53--64},\n}\n\n

\n

\n\n\n\n

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\n \n\n \n \n \n \n \n The language of Black children in the early grades.\n \n \n \n\n\n \n Torrey, J. W.\n\n\n \n\n\n\n Technical Report ED 067 690, Connecticut College, New London, CT, February 1972.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@techreport{torrey_language_1972,\n\taddress = {New London, CT},\n\ttype = {Research {Report}},\n\ttitle = {The language of {Black} children in the early grades},\n\tnumber = {ED 067 690},\n\tinstitution = {Connecticut College},\n\tauthor = {Torrey, Jane W.},\n\tmonth = feb,\n\tyear = {1972},\n\tkeywords = {Child AAE},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n An Introduction to the Historical Development of Black English: Some Implications for American Education.\n \n \n \n \n\n\n \n Taylor, O.\n\n\n \n\n\n\n Language, Speech, and Hearing Services in Schools, 3(4): 5–15. October 1972.\n \n\n\n\n
\n\n\n\n \n \n $\"An$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{taylor_introduction_1972,\n\ttitle = {An {Introduction} to the {Historical} {Development} of {Black} {English}: {Some} {Implications} for {American} {Education}},\n\tvolume = {3},\n\tissn = {0161-1461, 1558-9129},\n\tshorttitle = {An {Introduction} to the {Historical} {Development} of {Black} {English}},\n\turl = {http://pubs.asha.org/doi/10.1044/0161-1461.0304.05},\n\tdoi = {10.1044/0161-1461.0304.05},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2020-07-20},\n\tjournal = {Language, Speech, and Hearing Services in Schools},\n\tauthor = {Taylor, Orlando},\n\tmonth = oct,\n\tyear = {1972},\n\tpages = {5--15},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Aspects of intonation in vernacular White and Black English speech.\n \n \n \n \n\n\n \n Tarone, E.\n\n\n \n\n\n\n Ph.D. Thesis, University of Washington, Seattle, WA, 1972.\n \n\n\n\n
\n\n\n\n \n \n $\"Aspects$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@phdthesis{tarone_aspects_1972,\n\taddress = {Seattle, WA},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {Aspects of intonation in vernacular {White} and {Black} {English} speech},\n\turl = {https://eric.ed.gov/?id=ED091923},\n\tabstract = {Intonation patterns of Black English were studied and compared with those occurring in White English and formal Black English. It was found that: (1) the Black English corpus was characterized by a wider pitch range, extending into higher pitch levels than either the White vernacular or the formal Black English of the adult information; (2) a falsetto register was used in Black English more often than either White English or formal Black English; and (3) more rising and level final contours were used in Black English, while White English and formal Black English used more falling final contours. This study provides evidence, never previously reported, of the use of intonation alone in Black English to serve a grammatical function of marking the dependent clause of a conditional sentence, without concomitant use of the lexical item "if". It is concluded that intonation cannot be studied apart from the social situation. The majority of the intonational characteristics found in the Black English corpus can be traced directly to systematic differences between black street culture and white "mainstream" culture, rather than to any systematic differences in phonology per se, and may be accounted for as resulting from different "social rules" for speech with black street culture.},\n\tschool = {University of Washington},\n\tauthor = {Tarone, Elaine},\n\tyear = {1972},\n\tkeywords = {Intonation, Seattle, Washington},\n}\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n A dialect study: Affective parameters in the deletion and substitution of consonants in the deep south.\n \n \n \n\n\n \n Summerlin, N. C.\n\n\n \n\n\n\n Ph.D. Thesis, Florida State University, Tallahassee, FL, 1972.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@phdthesis{summerlin_dialect_1972,\n\taddress = {Tallahassee, FL},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {A dialect study: {Affective} parameters in the deletion and substitution of consonants in the deep south},\n\tschool = {Florida State University},\n\tauthor = {Summerlin, NanJo Corbitt},\n\tyear = {1972},\n\tkeywords = {Consonants, Southern States},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Doublespeak: Dialectology in the Service of Big Brother.\n \n \n \n \n\n\n \n Sledd, J.\n\n\n \n\n\n\n College English, 33(4): 439. January 1972.\n \n\n\n\n
\n\n\n\n \n \n $\"Doublespeak:$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{sledd_doublespeak_1972,\n\ttitle = {Doublespeak: {Dialectology} in the {Service} of {Big} {Brother}},\n\tvolume = {33},\n\tissn = {00100994},\n\tshorttitle = {Doublespeak},\n\turl = {https://www.jstor.org/stable/375600?origin=crossref},\n\tdoi = {10.2307/375600},\n\tnumber = {4},\n\turldate = {2020-07-02},\n\tjournal = {College English},\n\tauthor = {Sledd, James},\n\tmonth = jan,\n\tyear = {1972},\n\tpages = {439},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n The stressed vowels of negro and white speech of the southern states: a comparison.\n \n \n \n \n\n\n \n Shayer, H. B.\n\n\n \n\n\n\n Technical Report ED 057 640, New York City, NY, 1972.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@techreport{shayer_stressed_1972,\n\taddress = {New York City, NY},\n\ttype = {{RIE}},\n\ttitle = {The stressed vowels of negro and white speech of the southern states: a comparison},\n\turl = {https://eric.ed.gov/?id=ED057640},\n\tabstract = {The concept of the chorophone forms the basis for this study of vowel differences between Southern Negro English and Southern white English. The author isolates chorophones for the speech community under study according to the occurrence of a particular segmental phoneme or corresponding phoneme sequences in a set of words, all of which contain the same segmental phoneme in the idiolects within the given speech community with relatively few exceptions. There is a discussion of the phones that appear within each chorophone and the differences apparent in Southern Negro and Southern white pronunciation. Several Gullah chorophones are also considered. A list of references is included.},\n\tnumber = {ED 057 640},\n\tauthor = {Shayer, Howard B.},\n\tyear = {1972},\n\tkeywords = {Gullah, Southern States, Vowels},\n}\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Linguistic Factors in the Realization of hte Copula: Suggestions for Investigation in Black English.\n \n \n \n\n\n \n Pfaff, C. W.\n\n\n \n\n\n\n Technical Report SWRL-TN-2-72-09, Southwest Regional Laboratory for Educational Research and Development, Los Angeles, CA, February 1972.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@techreport{pfaff_linguistic_1972,\n\taddress = {Los Angeles, CA},\n\ttitle = {Linguistic {Factors} in the {Realization} of hte {Copula}: {Suggestions} for {Investigation} in {Black} {English}},\n\tabstract = {Four realizations of the copula occur in English, two in both Anglo and Black English and two in Black English and in some varieties of Anglo English but not in standard English. This paper describes the use of the copula in English and identifies the phonological, syntactic, and semantic factors which are believed to condition its realization in Anglo and Black English.},\n\tnumber = {SWRL-TN-2-72-09},\n\tinstitution = {Southwest Regional Laboratory for Educational Research and Development},\n\tauthor = {Pfaff, Carol W.},\n\tmonth = feb,\n\tyear = {1972},\n\tkeywords = {Syntax},\n\tpages = {24},\n}\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n A phonological analysis of the language of five black pre-school children of low socio-economic status in Washington D.C.\n \n \n \n \n\n\n \n O'Hern, E. M.\n\n\n \n\n\n\n 1972.\n \n\n\n\n
\n\n\n\n \n \n $\"A$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@misc{ohern_phonological_1972,\n\ttitle = {A phonological analysis of the language of five black pre-school children of low socio-economic status in {Washington} {D}.{C}.},\n\turl = {https://eric.ed.gov/?id=ED093155},\n\tabstract = {This study describes the segmental phonemes of five 4-year-old speakers of Black English, and analyzes both their language development and ethnic characteristics. The study group of Negro children, born and living in Washington, D.C., came from homes that met two of three specified criteria based on the mother's education and family income. The interviews were tape-recorded within a 6-month period after each child had reached his fourth birthday. During the interview, language data was elicited by structuring the 30-45 minute sessions into four productive parts. The results demonstrated that the phonemic system of these children was distinctive. While almost all phonemes were dominated by the conventional Standard English allophones, the presence of unconventional allophones was so pervasive as to effect a markedly nonstandard English dialect, which included both childish and Southern characteristics, as well as others whose identity was not so easily established. The childish patterns included marked instability in the consonant allophones and the presence of "babytalk" patterns. Two of the four Southern patterns were: (1) Southern allophones in the vowel phoneme, and (2) the marked weakening of the phoneme /r/in the final position. The other patterns included pervasive consonant omission in final and medical positions.},\n\tlanguage = {eng},\n\tauthor = {O'Hern, Edna M.},\n\tyear = {1972},\n\tkeywords = {Child AAE, Phonology, Washington DC},\n}\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n On the status of Black English for Native Speakers: An Assessment of Attitudes and Values.\n \n \n \n\n\n \n Mitchell-Kernan, C.\n\n\n \n\n\n\n In Cazden, C.; John, V.; and Hymes, D., editor(s), Functions of Language in the Classroom, pages 195–210. Teachers College Press, New York, 1972.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@incollection{mitchell-kernan_status_1972,\n\taddress = {New York},\n\ttitle = {On the status of {Black} {English} for {Native} {Speakers}: {An} {Assessment} of {Attitudes} and {Values}},\n\tbooktitle = {Functions of {Language} in the {Classroom}},\n\tpublisher = {Teachers College Press},\n\tauthor = {Mitchell-Kernan, Claudia},\n\teditor = {Cazden, C. and John, V. and Hymes, Dell},\n\tyear = {1972},\n\tkeywords = {Attitudes},\n\tpages = {195--210},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Final consonant cluster reduction.\n \n \n \n\n\n \n Minderhout, D.\n\n\n \n\n\n\n Languages and Linguistics Working Papers, (5): 8–15. 1972.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@article{minderhout_final_1972,\n\ttitle = {Final consonant cluster reduction},\n\tnumber = {5},\n\tjournal = {Languages and Linguistics Working Papers},\n\tauthor = {Minderhout, David},\n\teditor = {Riley, William K. and Smith, David M.},\n\tyear = {1972},\n\tkeywords = {Consonants, Washington DC},\n\tpages = {8--15},\n}\n\n

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\n \n\n \n \n \n \n \n A Quantitative Study of Sound Change in Progress.\n \n \n \n\n\n \n Labov, W.; Yaeger, M.; and Steiner, R.\n\n\n \n\n\n\n Technical Report NSF-GS-3287, The U.S. Regional Survey, Philadelphia, PA, 1972.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@techreport{labov_quantitative_1972,\n\taddress = {Philadelphia, PA},\n\ttitle = {A {Quantitative} {Study} of {Sound} {Change} in {Progress}},\n\tnumber = {NSF-GS-3287},\n\tinstitution = {The U.S. Regional Survey},\n\tauthor = {Labov, William and Yaeger, Malcah and Steiner, Richard},\n\tyear = {1972},\n\tkeywords = {Vowels},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Language in the inner city: studies in the Black English vernacular.\n \n \n \n\n\n \n Labov, W.\n\n\n \n\n\n\n of Conduct and communicationUniv. of Pennsylvania Press, Philadelphia, 1972.\n OCLC: 637515\n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@book{labov_language_1972,\n\taddress = {Philadelphia},\n\tseries = {Conduct and communication},\n\ttitle = {Language in the inner city: studies in the {Black} {English} vernacular},\n\tisbn = {978-0-8122-1051-4 978-0-8122-7658-9},\n\tshorttitle = {Language in the inner city},\n\tlanguage = {eng},\n\tnumber = {3},\n\tpublisher = {Univ. of Pennsylvania Press},\n\tauthor = {Labov, William},\n\tyear = {1972},\n\tnote = {OCLC: 637515},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Negative Attraction and Negative Concord in English Grammar.\n \n \n \n \n\n\n \n Labov, W.\n\n\n \n\n\n\n Language, 48(4): 773. December 1972.\n \n\n\n\n
\n\n\n\n \n \n $\"Negative$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 17 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{labov_negative_1972,\n\ttitle = {Negative {Attraction} and {Negative} {Concord} in {English} {Grammar}},\n\tvolume = {48},\n\tissn = {00978507},\n\turl = {https://www.jstor.org/stable/411989?origin=crossref},\n\tdoi = {10.2307/411989},\n\tnumber = {4},\n\turldate = {2020-04-13},\n\tjournal = {Language},\n\tauthor = {Labov, William},\n\tmonth = dec,\n\tyear = {1972},\n\tpages = {773},\n}\n\n

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\n \n\n \n \n \n \n \n Rappin' and stylin' out: communication in urban Black America.\n \n \n \n\n\n \n Kochman, T.\n\n\n \n\n\n\n University of Illinois Press, Urbana, 1972.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@book{kochman_rappin_1972,\n\taddress = {Urbana},\n\ttitle = {Rappin' and stylin' out: communication in urban {Black} {America}},\n\tisbn = {978-0-252-00237-3},\n\tshorttitle = {Rappin' and stylin' out},\n\tpublisher = {University of Illinois Press},\n\tauthor = {Kochman, Thomas},\n\tyear = {1972},\n\tkeywords = {Edited Volume},\n}\n\n

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\n \n\n \n \n \n \n \n Black English in Newfoundland?.\n \n \n \n\n\n \n Kirwin, W.\n\n\n \n\n\n\n Regional Language Studies, IV: 33. 1972.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@article{kirwin_black_1972,\n\ttitle = {Black {English} in {Newfoundland}?},\n\tvolume = {IV},\n\tjournal = {Regional Language Studies},\n\tauthor = {Kirwin, William},\n\tyear = {1972},\n\tkeywords = {Labrador, Newfoundland},\n\tpages = {33},\n}\n\n

\n

\n\n\n\n

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\n \n\n \n \n \n \n \n \n Black English: A selected bibliography.\n \n \n \n \n\n\n \n Key, M. R.\n\n\n \n\n\n\n 1972.\n \n\n\n\n
\n\n\n\n \n \n $\"Black$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@unpublished{key_black_1972,\n\ttype = {Reference {Manuscript}},\n\ttitle = {Black {English}: {A} selected bibliography},\n\turl = {https://eric.ed.gov/?id=ED081253},\n\tauthor = {Key, Mary Ritchie},\n\tyear = {1972},\n\tkeywords = {Bibliographical References},\n}\n\n

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\n \n\n \n \n \n \n \n ‘Be’ in Dallas Black English.\n \n \n \n\n\n \n Jones, N. N.\n\n\n \n\n\n\n Ph.D. Thesis, North Texas State University, Denton, TX, 1972.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@phdthesis{jones_be_1972,\n\taddress = {Denton, TX},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {‘{Be}’ in {Dallas} {Black} {English}},\n\tschool = {North Texas State University},\n\tauthor = {Jones, Nancy N.},\n\tyear = {1972},\n\tkeywords = {Dallas, Texas},\n}\n\n

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\n \n\n \n \n \n \n \n Basic Report for Targeted Communications: Teaching a Standard English to Speakers of Other Dialects.\n \n \n \n\n\n \n Hess, K. M.\n\n\n \n\n\n\n Technical Report Office of Education, Washington D.C., March 1972.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@techreport{hess_basic_1972,\n\taddress = {Washington D.C.},\n\ttitle = {Basic {Report} for {Targeted} {Communications}: {Teaching} a {Standard} {English} to {Speakers} of {Other} {Dialects}},\n\tlanguage = {eng},\n\tinstitution = {Office of Education},\n\tauthor = {Hess, Karen M.},\n\tmonth = mar,\n\tyear = {1972},\n\tkeywords = {Teaching},\n\tpages = {520},\n}\n\n

\n

\n\n\n\n

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\n \n\n \n \n \n \n \n An Annotated Bibliography of Recent Work on Black English.\n \n \n \n\n\n \n Harrington, J.\n\n\n \n\n\n\n Technical Report FL 005 936, ED 091 931, 1972.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@techreport{harrington_annotated_1972,\n\ttitle = {An {Annotated} {Bibliography} of {Recent} {Work} on {Black} {English}},\n\tnumber = {FL 005 936, ED 091 931},\n\tauthor = {Harrington, Judith},\n\tyear = {1972},\n\tkeywords = {Bibliographical References},\n\tpages = {42},\n}\n\n

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\n\n\n\n

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\n \n\n \n \n \n \n \n A Comparative Study of the Spontaneous Connected and Orally Read Speech of a Selected Group of Black and White Children with Normal and Defective Articulation.\n \n \n \n\n\n \n Gonzalez, J. F.\n\n\n \n\n\n\n Ph.D. Thesis, Florida State University, Tallahassee, FL, 1972.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@phdthesis{gonzalez_comparative_1972,\n\taddress = {Tallahassee, FL},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {A {Comparative} {Study} of the {Spontaneous} {Connected} and {Orally} {Read} {Speech} of a {Selected} {Group} of {Black} and {White} {Children} with {Normal} and {Defective} {Articulation}},\n\tschool = {Florida State University},\n\tauthor = {Gonzalez, Joseph Frank},\n\tyear = {1972},\n\tkeywords = {Child AAE, Speech Pathology},\n}\n\n

\n

\n\n\n\n

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\n \n\n \n \n \n \n \n Syntactical Speech Patterns of Black Children from a depressed urban area: Educators look at linguistic findings.\n \n \n \n\n\n \n Gantt, W. N; and Wilson, R. M.\n\n\n \n\n\n\n November 1972.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@unpublished{gantt_syntactical_1972,\n\ttitle = {Syntactical {Speech} {Patterns} of {Black} {Children} from a depressed urban area: {Educators} look at linguistic findings},\n\tauthor = {Gantt, Walter N and Wilson, Rogert M.},\n\tmonth = nov,\n\tyear = {1972},\n\tkeywords = {Child AAE, Syntax},\n}\n\n

\n

\n\n\n\n

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\n \n\n \n \n \n \n \n \n Tense and Aspect in Black English.\n \n \n \n \n\n\n \n Fickett, J. G.\n\n\n \n\n\n\n Journal of English Linguistics, 6(1): 17–19. March 1972.\n \n\n\n\n
\n\n\n\n \n \n $\"Tense$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{fickett_tense_1972,\n\ttitle = {Tense and {Aspect} in {Black} {English}},\n\tvolume = {6},\n\tissn = {0075-4242, 1552-5457},\n\turl = {http://journals.sagepub.com/doi/10.1177/007542427200600102},\n\tdoi = {10.1177/007542427200600102},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-07-22},\n\tjournal = {Journal of English Linguistics},\n\tauthor = {Fickett, Joan G.},\n\tmonth = mar,\n\tyear = {1972},\n\tkeywords = {Syntax},\n\tpages = {17--19},\n}\n\n

\n

\n\n\n\n

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\n \n\n \n \n \n \n \n Be in the speech of 100 Atlanta Fifth Grade Students.\n \n \n \n\n\n \n Dunlap, H.\n\n\n \n\n\n\n Ph.D. Thesis, Emory University, Atlanta, GA, 1972.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@phdthesis{dunlap_be_1972,\n\taddress = {Atlanta, GA},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {Be in the speech of 100 {Atlanta} {Fifth} {Grade} {Students}},\n\tschool = {Emory University},\n\tauthor = {Dunlap, Howard},\n\tyear = {1972},\n\tkeywords = {Atlanta, Georgia, Child AAE, Syntax},\n}\n\n

\n

\n\n\n\n

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\n \n\n \n \n \n \n \n Black English: Its History and Usage in the United States.\n \n \n \n\n\n \n Dillard, J.\n\n\n \n\n\n\n Vintage Books, New York, NY, 1972.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@book{dillard_black_1972,\n\taddress = {New York, NY},\n\ttitle = {Black {English}: {Its} {History} and {Usage} in the {United} {States}},\n\tpublisher = {Vintage Books},\n\tauthor = {Dillard, J.L.},\n\tyear = {1972},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Productive Language Differences in Fifth Grade Black Students' Syntactic Forms.\n \n \n \n\n\n \n De Stefano, J. S.\n\n\n \n\n\n\n Elementary English, 49(4): 552–559. April 1972.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{de_stefano_productive_1972,\n\ttitle = {Productive {Language} {Differences} in {Fifth} {Grade} {Black} {Students}' {Syntactic} {Forms}},\n\tvolume = {49},\n\tnumber = {4},\n\tjournal = {Elementary English},\n\tauthor = {De Stefano, Johanna S.},\n\tmonth = apr,\n\tyear = {1972},\n\tkeywords = {Child AAE, Philadelphia, Pennsylvania, Syntax},\n\tpages = {552--559},\n}\n\n

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\n \n\n \n \n \n \n \n The Performance of Five-year-old children on Oregon Language Profile.\n \n \n \n\n\n \n Burke, J. P.\n\n\n \n\n\n\n Ph.D. Thesis, University of Oregon, Eugene, OR, 1972.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@phdthesis{burke_performance_1972,\n\taddress = {Eugene, OR},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {The {Performance} of {Five}-year-old children on {Oregon} {Language} {Profile}},\n\tschool = {University of Oregon},\n\tauthor = {Burke, John Philip},\n\tyear = {1972},\n\tkeywords = {Children's Speech, Oregon},\n}\n\n

\n

\n\n\n\n

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\n \n\n \n \n \n \n \n \n Sociolinguistic variation in the speech of young children.\n \n \n \n \n\n\n \n Berdan, R.; and Pfaff, C.\n\n\n \n\n\n\n 1972.\n \n\n\n\n
\n\n\n\n \n \n $\"Sociolinguistic$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@unpublished{berdan_sociolinguistic_1972,\n\taddress = {Southwest Regional Laboratory for Educational Research and Development},\n\ttitle = {Sociolinguistic variation in the speech of young children},\n\turl = {https://eric.ed.gov/?id=ED067695},\n\tabstract = {Thirty Black and Anglo kindergarten children from lower and middle income neighborhoods were asked to respond to three different tasks in an effort to investigate seven phonological and syntactical features of Black English and to determine the utility of each elicitation procedure. The interviews consisted of three production tasks which required the child to give some information about a set of pictures; a sentence repetition task which contained the same linguistic constructions; and a storytelling task which elicited continuous, spontaneous speech. The findings were these: (1) three kinds of differences were found between nonstandard usage of Black and Anglo children; (2) forms of nonstandard usage differed in some instances; (3) Anglo children generalized the use of agreement; (4) only Black children used "have" and "do" with no agreement; (5) the rate of nonstandard usage differed between the two groups; (6) Black children more often used the nonstandard form of each construction; (7) nonstandard patterns of usage differed; (8) the implicational relationships among features for Black children did not appear to hold for Anglo children; (9) income level among Black children did not correlate with linguistic usage; and (10) the production tasks appeared to elicit the most fruitful corpus of data.},\n\tauthor = {Berdan, Robert and Pfaff, Carol},\n\tyear = {1972},\n\tkeywords = {Child AAE},\n}\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Talking My Talk: Black English and Social Segmentation in Black Communities.\n \n \n \n \n\n\n \n Abrahams, R. D.\n\n\n \n\n\n\n The Florida FL Reporter, (Spring/Fall): 29–35. 1972.\n \n\n\n\n
\n\n\n\n \n \n $\"Talking$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{abrahams_talking_1972,\n\ttitle = {Talking {My} {Talk}: {Black} {English} and {Social} {Segmentation} in {Black} {Communities}},\n\turl = {https://eric.ed.gov/?id=EJ078249},\n\tnumber = {Spring/Fall},\n\tjournal = {The Florida FL Reporter},\n\tauthor = {Abrahams, Roger D.},\n\tyear = {1972},\n\tkeywords = {Special Issue},\n\tpages = {29--35},\n}\n\n

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\n \n\n \n \n \n \n \n Language and Cultural Diversity in the American Education.\n \n \n \n\n\n \n Abrahams, R. D.; and Troike, R. C.,\n editors.\n \n\n\n \n\n\n\n Prentice Hall, Englewood Cliffs, NJ, 1972.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@book{abrahams_language_1972,\n\taddress = {Englewood Cliffs, NJ},\n\ttitle = {Language and {Cultural} {Diversity} in the {American} {Education}},\n\tpublisher = {Prentice Hall},\n\teditor = {Abrahams, Roger D. and Troike, Rudolph C.},\n\tyear = {1972},\n}\n\n

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\n \n 1971\n \n \n (15)\n \n \n

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\n \n\n \n \n \n \n \n The Role of Dialect Interference in Composition.\n \n \n \n\n\n \n Wolfram, W.; and Whiteman, M.\n\n\n \n\n\n\n Technical Report Center for Applied Linguistics, Washington D.C., January 1971.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@techreport{wolfram_role_1971,\n\taddress = {Washington D.C.},\n\ttitle = {The {Role} of {Dialect} {Interference} in {Composition}},\n\tinstitution = {Center for Applied Linguistics},\n\tauthor = {Wolfram, Walt and Whiteman, Marcia},\n\tmonth = jan,\n\tyear = {1971},\n\tkeywords = {Writing},\n\tpages = {27},\n}\n\n

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\n \n\n \n \n \n \n \n Overlapping influnce in the English of Second Generation Puerto Rico Teenagers in Harlem.\n \n \n \n\n\n \n Wolfram, W.; Shiels, M.; and Fasold, R. W.\n\n\n \n\n\n\n Technical Report Center for Applied Linguistics, Washington D.C., 1971.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@techreport{wolfram_overlapping_1971,\n\taddress = {Washington D.C.},\n\ttype = {Final {Report}},\n\ttitle = {Overlapping influnce in the {English} of {Second} {Generation} {Puerto} {Rico} {Teenagers} in {Harlem}},\n\tinstitution = {Center for Applied Linguistics},\n\tauthor = {Wolfram, Walt and Shiels, Marie and Fasold, Ralph W.},\n\tyear = {1971},\n\tkeywords = {Harlem, Puerto Rican English, Syntax},\n}\n\n

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\n \n\n \n \n \n \n \n Overlapping Influence and Linguistic Assimilation in Second Generation Puerto Rican English.\n \n \n \n\n\n \n Wolfram, W.\n\n\n \n\n\n\n In pages 48, New York, NY, 1971. \n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@inproceedings{wolfram_overlapping_1971,\n\taddress = {New York, NY},\n\ttitle = {Overlapping {Influence} and {Linguistic} {Assimilation} in {Second} {Generation} {Puerto} {Rican} {English}},\n\tauthor = {Wolfram, Walt},\n\tyear = {1971},\n\tkeywords = {New York City, Puerto Rican English},\n\tpages = {48},\n}\n\n

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\n \n\n \n \n \n \n \n An analysis of the variation from Standard English pronunciation in the phonetic performance of two groups of non-standard English speaking children.\n \n \n \n\n\n \n Williams, F.; Cairns, H. S.; and Cairns, C. E.\n\n\n \n\n\n\n Technical Report Center for Communication Resreach, UT-Austin, Austin, TX, July 1971.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@techreport{williams_analysis_1971,\n\taddress = {Austin, TX},\n\ttype = {Final {Report}},\n\ttitle = {An analysis of the variation from {Standard} {English} pronunciation in the phonetic performance of two groups of non-standard {English} speaking children},\n\tinstitution = {Center for Communication Resreach, UT-Austin},\n\tauthor = {Williams, Frederick and Cairns, Helen S. and Cairns, Charles E.},\n\tmonth = jul,\n\tyear = {1971},\n\tkeywords = {Niagra Falls, New York, San Antonio, Texas},\n}\n\n

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\n \n\n \n \n \n \n \n A Look at Black English.\n \n \n \n\n\n \n Williamson, J.\n\n\n \n\n\n\n Crisis, 78: 169–173. August 1971.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@article{williamson_look_1971,\n\ttitle = {A {Look} at {Black} {English}},\n\tvolume = {78},\n\tjournal = {Crisis},\n\tauthor = {Williamson, Juanita},\n\tmonth = aug,\n\tyear = {1971},\n\tpages = {169--173},\n}\n\n

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\n \n\n \n \n \n \n \n \n Ethnic stereotyping and judgments of children's speech.\n \n \n \n \n\n\n \n Williams, F.; Whitehead, J. L.; and Miller, L. M.\n\n\n \n\n\n\n Speech Monographs, 38(3): 166–170. August 1971.\n \n\n\n\n
\n\n\n\n \n \n $\"Ethnic$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{williams_ethnic_1971,\n\ttitle = {Ethnic stereotyping and judgments of children's speech},\n\tvolume = {38},\n\tissn = {0038-7169},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/03637757109375706},\n\tdoi = {10.1080/03637757109375706},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-07-20},\n\tjournal = {Speech Monographs},\n\tauthor = {Williams, Frederick and Whitehead, Jack L. and Miller, Leslie M.},\n\tmonth = aug,\n\tyear = {1971},\n\tkeywords = {Attitudes, Children's Speech},\n\tpages = {166--170},\n}\n\n

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\n \n\n \n \n \n \n \n \n Rhythm, narration, description in the speech of black and white school children.\n \n \n \n \n\n\n \n von Raffler Engel, W.; and Sigelman, C.\n\n\n \n\n\n\n Language Sciences, 18: 9–14. December 1971.\n \n\n\n\n
\n\n\n\n \n \n $\"Rhythm,$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{von_raffler_engel_rhythm_1971,\n\ttitle = {Rhythm, narration, description in the speech of black and white school children},\n\tvolume = {18},\n\turl = {https://eric.ed.gov/?id=EJ050679},\n\tjournal = {Language Sciences},\n\tauthor = {von Raffler Engel, Walburga and Sigelman, C.K.},\n\tmonth = dec,\n\tyear = {1971},\n\tkeywords = {Prosody},\n\tpages = {9--14},\n}\n\n

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\n \n\n \n \n \n \n \n \n On the Syntax of Written Black English.\n \n \n \n \n\n\n \n Ross, S. B.\n\n\n \n\n\n\n TESOL Quarterly, 5(2): 115. June 1971.\n \n\n\n\n
\n\n\n\n \n \n $\"On$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{ross_syntax_1971,\n\ttitle = {On the {Syntax} of {Written} {Black} {English}},\n\tvolume = {5},\n\tissn = {00398322},\n\turl = {https://www.jstor.org/stable/3585993?origin=crossref},\n\tdoi = {10.2307/3585993},\n\tnumber = {2},\n\turldate = {2020-04-09},\n\tjournal = {TESOL Quarterly},\n\tauthor = {Ross, Stephen B.},\n\tmonth = jun,\n\tyear = {1971},\n\tkeywords = {Syntax, Writing},\n\tpages = {115},\n}\n\n

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\n \n\n \n \n \n \n \n \n Syntactic Maturity of Black and White Fourth Graders' Speech.\n \n \n \n \n\n\n \n Pope, M.\n\n\n \n\n\n\n Research in the Teaching of English, 5(2): 202–215. 1971.\n \n\n\n\n
\n\n\n\n \n \n $\"Syntactic$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@article{pope_syntactic_1971,\n\ttitle = {Syntactic {Maturity} of {Black} and {White} {Fourth} {Graders}' {Speech}},\n\tvolume = {5},\n\turl = {https://www.jstor.org/stable/40170559},\n\tnumber = {2},\n\tjournal = {Research in the Teaching of English},\n\tauthor = {Pope, Mike},\n\tyear = {1971},\n\tkeywords = {Syntax, Tallahassee, Florida},\n\tpages = {202--215},\n}\n\n

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\n \n\n \n \n \n \n \n \n Language behavior in a black urban community.\n \n \n \n \n\n\n \n Mitchell-Kernan, C.\n\n\n \n\n\n\n of Monographs of the Language-Behavior Research LaboratoryUniversity of California, Berkeley, CA, 1971.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@book{mitchell-kernan_language_1971,\n\taddress = {Berkeley, CA},\n\tseries = {Monographs of the {Language}-{Behavior} {Research} {Laboratory}},\n\ttitle = {Language behavior in a black urban community},\n\turl = {https://eric.ed.gov/?id=ED083628},\n\tabstract = {Based on research conducted in Oakland, California, between 1965 and 1967, this dissertation explores some aspects of language behavior in a black working-class community. Chapter 1 deals with selected features of the code which serve to differentiate the speech community from others and compares the findings of the present study with those of researchers in other geographical areas. In chapter 2, the folk labels for some phonological, grammatical, and lexical variants are discussed in conjunction with attitudes toward these variants. Chapter 3 deals with the ethnographic description of several speech acts: signifying, marking, and loud-talking. Conclusions are then provided, references are cited, and the distribution of finite forms of "be" in a speech sample and samples of Black English sentences edited by four teenage native speakers are appended.},\n\tnumber = {2},\n\tpublisher = {University of California},\n\tauthor = {Mitchell-Kernan, Claudia},\n\tyear = {1971},\n\tkeywords = {Oakland, California},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Speech of Young Black Children in Los Angeles.\n \n \n \n \n\n\n \n Legum, S. E.; Pfaff, C.; Tinnie, G.; and Nicholas, M.\n\n\n \n\n\n\n Technical Report 33, Southwest Regional Laboratory for Educational Research and Development, Inglewood, CA, September 1971.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@techreport{legum_speech_1971,\n\taddress = {Inglewood, CA},\n\ttype = {Technical {Report}},\n\ttitle = {The {Speech} of {Young} {Black} {Children} in {Los} {Angeles}},\n\turl = {https://eric.ed.gov/?id=ED057022},\n\tnumber = {33},\n\tinstitution = {Southwest Regional Laboratory for Educational Research and Development},\n\tauthor = {Legum, Stanley E. and Pfaff, Carol and Tinnie, Gene and Nicholas, Michael},\n\tmonth = sep,\n\tyear = {1971},\n\tkeywords = {Child AAE, Los Angeles, California},\n}\n\n

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\n \n\n \n \n \n \n \n \n Some observations concerning Black Childrens’ conversation.\n \n \n \n \n\n\n \n Light, R. L.\n\n\n \n\n\n\n English Record, 21(4): 155–167. April 1971.\n \n\n\n\n
\n\n\n\n \n \n $\"Some$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{light_observations_1971,\n\ttitle = {Some observations concerning {Black} {Childrens}’ conversation},\n\tvolume = {21},\n\turl = {https://eric.ed.gov/?id=ED052212},\n\tnumber = {4},\n\tjournal = {English Record},\n\tauthor = {Light, Richard L.},\n\tmonth = apr,\n\tyear = {1971},\n\tkeywords = {Child AAE},\n\tpages = {155--167},\n}\n\n

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\n \n\n \n \n \n \n \n \n The social evaluation of speech: Implications from the Laboratory to the Classroom.\n \n \n \n \n\n\n \n Lee, R. R.\n\n\n \n\n\n\n In New Orleans, LA, March 1971. \n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@inproceedings{lee_social_1971,\n\taddress = {New Orleans, LA},\n\ttitle = {The social evaluation of speech: {Implications} from the {Laboratory} to the {Classroom}},\n\turl = {https://files.eric.ed.gov/fulltext/ED066933.pdf},\n\tabstract = {The teaching of dialect modification has beenjustified by the barrier postulate which says that lower class speech prevents upward social mobility. When translated into a testable hypothesis, the barrier assumption has not been confirmed. The movement called dialect modification did not arise from empirical research in social cognition, but instead from the intuitions of scholars trained in linguistics. What is different in the communication patterns of the poor goes beyond the phonology and syntax of the sentence and linguistic analysis to the broad basis of communication skills and points out the need for communication training.},\n\tauthor = {Lee, Richard R.},\n\tmonth = mar,\n\tyear = {1971},\n\tkeywords = {Education},\n}\n\n

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\n \n\n \n \n \n \n \n Some Linguistic and Stylistic Features of Child Black English.\n \n \n \n\n\n \n Key, M. R.\n\n\n \n\n\n\n In Preprints of the Conference on Child Language, pages 24, Chicago, IL, November 1971. \n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@inproceedings{key_linguistic_1971,\n\taddress = {Chicago, IL},\n\ttitle = {Some {Linguistic} and {Stylistic} {Features} of {Child} {Black} {English}},\n\tlanguage = {eng},\n\tbooktitle = {Preprints of the {Conference} on {Child} {Language}},\n\tauthor = {Key, Mary Ritchie},\n\tmonth = nov,\n\tyear = {1971},\n\tkeywords = {Child AAE},\n\tpages = {24},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Phonology of the Conjure Tales of Charles W. Chestnutt.\n \n \n \n \n\n\n \n Foster, C. W.\n\n\n \n\n\n\n Volume 55 of Publication of the American Dialect SocietyUniversity of Alabama Press, Tuscaloosa, AL, 1971.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@book{foster_phonology_1971,\n\taddress = {Tuscaloosa, AL},\n\tseries = {Publication of the {American} {Dialect} {Society}},\n\ttitle = {The {Phonology} of the {Conjure} {Tales} of {Charles} {W}. {Chestnutt}},\n\tvolume = {55},\n\turl = {https://read.dukeupress.edu/pads/issue/55/1},\n\tpublisher = {University of Alabama Press},\n\tauthor = {Foster, Charles W.},\n\tyear = {1971},\n\tkeywords = {Case Study},\n}\n\n

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\n\n\n\n\n\n

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\n \n 1970\n \n \n (21)\n \n \n

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\n \n\n \n \n \n \n \n \n A Phonemic and Phonetic Description of the Speech of Selected Negro Informants of South-Central Los Angeles.\n \n \n \n \n\n\n \n Aurbach, J.\n\n\n \n\n\n\n Ph.D. Thesis, University of Southern California, 1970.\n \n\n\n\n
\n\n\n\n \n \n $\"A$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@phdthesis{aurbach_phonemic_1970,\n\ttitle = {A {Phonemic} and {Phonetic} {Description} of the {Speech} of {Selected} {Negro} {Informants} of {South}-{Central} {Los} {Angeles}},\n\turl = {https://doi.org/10.25549/usctheses-c18-438294},\n\tschool = {University of Southern California},\n\tauthor = {Aurbach, Joseph},\n\tyear = {1970},\n\tkeywords = {Los Angeles, California},\n}\n\n

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\n \n\n \n \n \n \n \n \n Sociolinguistic Alternatives in Teaching Reading to Nonstandard Speakers.\n \n \n \n \n\n\n \n Wolfram, W.\n\n\n \n\n\n\n Reading Research Quarterly, 6(1): 9. 1970.\n \n\n\n\n
\n\n\n\n \n \n $\"Sociolinguistic$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@article{wolfram_sociolinguistic_1970,\n\ttitle = {Sociolinguistic {Alternatives} in {Teaching} {Reading} to {Nonstandard} {Speakers}},\n\tvolume = {6},\n\tissn = {00340553},\n\turl = {https://www.jstor.org/stable/747046?origin=crossref},\n\tdoi = {10.2307/747046},\n\tnumber = {1},\n\turldate = {2020-07-21},\n\tjournal = {Reading Research Quarterly},\n\tauthor = {Wolfram, Walt},\n\tyear = {1970},\n\tkeywords = {Reading, Teaching},\n\tpages = {9},\n}\n\n

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\n\n\n\n

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\n \n\n \n \n \n \n \n Language and Poverty: Perspectives on a Theme.\n \n \n \n\n\n \n Wiliams, F.\n\n\n \n\n\n\n Markham, Chicago, IL, 1970.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@book{wiliams_language_1970,\n\taddress = {Chicago, IL},\n\ttitle = {Language and {Poverty}: {Perspectives} on a {Theme}},\n\tabstract = {Language and Poverty: Perspectives on a Theme is a collection of papers that juxtaposes different perspectives on the definition of language and language behavior in relation to poverty.\nThe book brings together a broad range of perspectives pertinent to language and poverty, specifically that of poor children. Topics on the language of the poor; how to construct effective language programs for the poverty child; biological and social factors in language development; and standardized assessment of the language of disadvantaged children are covered. Policy makers, social workers, language teachers, sociologists, psychologists, and educators will find the text invaluable.},\n\tpublisher = {Markham},\n\tauthor = {Wiliams, Frederick},\n\tyear = {1970},\n}\n\n

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\n \n\n \n \n \n \n \n \n A study of dialect differences in the speech of first grade negro children in the inner city schools of Cleveland, Ohio.\n \n \n \n \n\n\n \n Wiggins, A. V.\n\n\n \n\n\n\n Ph.D. Thesis, Indiana University, Bloomington, IN, 1970.\n \n\n\n\n
\n\n\n\n \n \n $\"A$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@phdthesis{wiggins_study_1970,\n\taddress = {Bloomington, IN},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {A study of dialect differences in the speech of first grade negro children in the inner city schools of {Cleveland}, {Ohio}},\n\turl = {https://eric.ed.gov/?id=ED057026},\n\tabstract = {The basic objective of this research was to determine whether educators were justified in lumping togetner all Negro speech as "Negro Dialect" or whether there were wide variations within the inner city Negro community which educators should take into account when preparing reading materials. Thirty first-grade Negro children were randomly selected from four inner city schools in the Cleveland, Ohio School System. Fifteen were in the above average reading group, and 15 were from the below average reading group. Each child was personally interviewed and asked to respond to a set of questions for the purpose of analyzing his verb usage patterns. This interview was mechanically recorded, and a typed transcription was prepared from each tape. Twenty-five kernel sentences were selected from each child's speech sample and analyzed for verb usage patterns. Conclusions include: (1) There are variations in the individual use of nonstandard verb usage among Negro children; (2) Findings in the upper group show that nonstandard usage is probably not a significant factor in acquiring basic reading skills; (3) The lower group shows that there is a relationship between low reading ability and high incidence of nonstandard usage; (4) Results show a speech community of high nonstandard usage and a speech community of low nonstandard usage within the inner city studied.},\n\tschool = {Indiana University},\n\tauthor = {Wiggins, Antoinette Violet},\n\tyear = {1970},\n\tkeywords = {Cleveland, Ohio},\n}\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Foreign Language Teaching Methods in Quasi-Foreign Language Situations.\n \n \n \n\n\n \n Stewart, W. A.\n\n\n \n\n\n\n In Fasold, R. W.; and Shuy, R. W., editor(s), Teaching Standard English in the Inner City, of Urban Language Series, pages 1–19. Center for Applied Linguistics, Washington D.C., 1970.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@incollection{fasold_foreign_1970,\n\taddress = {Washington D.C.},\n\tseries = {Urban {Language} {Series}},\n\ttitle = {Foreign {Language} {Teaching} {Methods} in {Quasi}-{Foreign} {Language} {Situations}},\n\tnumber = {6},\n\tbooktitle = {Teaching {Standard} {English} in the {Inner} {City}},\n\tpublisher = {Center for Applied Linguistics},\n\tauthor = {Stewart, William A.},\n\teditor = {Fasold, Ralph W. and Shuy, Roger W.},\n\tyear = {1970},\n\tkeywords = {Reading, Urban Language Series},\n\tpages = {1--19},\n}\n\n

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\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Black English phonology: the question of reading interference.\n \n \n \n \n\n\n \n Melmud, P. J.\n\n\n \n\n\n\n Ph.D. Thesis, University of California Berkeley, Berkeley, CA, 1970.\n \n\n\n\n
\n\n\n\n \n \n $\"Black$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@phdthesis{melmud_black_1970,\n\taddress = {Berkeley, CA},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {Black {English} phonology: the question of reading interference},\n\turl = {https://eric.ed.gov/?id=ED063613},\n\tabstract = {An investigation was conducted to test the assumption that Black English (BE) dialect interferes with reading. Data from 45 lower standard English (SE) speakers were collected and analyzed to measure racial group differences on auditory discrimination, oral reading, BE phonology usage, and silent reading comprehension. Dialect differences analyzed were: (1) r'lessness, (2) l'lessness, (3) simplification of final consonant clusters, (4) weakening of final consonants, and (5) vowel variations. Thirty-three word pairs which are different in SE but may be homonyms in BE were used to measure dialect phonology interference in reading comprehension. To test auditory discrimination a tape was played and the child pointed to a picture representing the word. To test oral reading comprehension the subject read a sentence containing only one word in the picture pair and pointed to the appropriate picture. A reading test patterned after the ratio cloze technique was administered to test silent reading comprehension. Conclusions indicated that Black children experienced difficulty in auditorily discriminating word pairs which are homonyms in BE though distinct in SE, but showed no inability to comprehend these words while reading orally or silently. The phonological category most confusing for the black student was vowel variation.},\n\tschool = {University of California Berkeley},\n\tauthor = {Melmud, Paul Jay},\n\tyear = {1970},\n\tkeywords = {Consonants, Vowels},\n}\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Toward Standard English for Urban Blacks.\n \n \n \n\n\n \n Luelsdorff, P. A.\n\n\n \n\n\n\n In Milwaukee, WI, April 1970. \n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@inproceedings{luelsdorff_toward_1970,\n\taddress = {Milwaukee, WI},\n\ttitle = {Toward {Standard} {English} for {Urban} {Blacks}},\n\tauthor = {Luelsdorff, Philip A.},\n\tmonth = apr,\n\tyear = {1970},\n}\n\n

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\n \n\n \n \n \n \n \n \n On the structure of the verb in a dialect of American Negro English.\n \n \n \n \n\n\n \n Loflin, M. D.\n\n\n \n\n\n\n Linguistics, LIX: 14–28. 1970.\n \n\n\n\n
\n\n\n\n \n \n $\"On$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{loflin_structure_1970,\n\ttitle = {On the structure of the verb in a dialect of {American} {Negro} {English}},\n\tvolume = {LIX},\n\turl = {https://eric.ed.gov/?id=ED035857},\n\tjournal = {Linguistics},\n\tauthor = {Loflin, Marvin D.},\n\tyear = {1970},\n\tkeywords = {Syntax},\n\tpages = {14--28},\n}\n\n

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\n \n\n \n \n \n \n \n \n The segmental and suprasegmental phones, phonemes and morphophones of an Afro-American dialect.\n \n \n \n \n\n\n \n Hoffman, M.\n\n\n \n\n\n\n Ph.D. Thesis, SUNY-Buffalo, Buffalo, NY, 1970.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@phdthesis{hoffman_segmental_1970,\n\taddress = {Buffalo, NY},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {The segmental and suprasegmental phones, phonemes and morphophones of an {Afro}-{American} dialect},\n\turl = {https://eric.ed.gov/?id=ED056046},\n\tabstract = {Within the past several years, many works which deal with the phonology of disadvantaged Afro-American populations have appeared. Certain difficulties are encountered in these studies. These include difficulties in obtaining data and in determining analytical procedure. For this analysis of the phonology of the disadvantaged Afro-American population in Buffalo, New York, no novel solution is offered in regard to the delimitation of the dialect. As in earlier studies, a commonality in background among the informants provides the chief delimiting criterion. Data are obtained in two ways: (1) from a school with built-in listening devices for educational purposes about which staff, parents, and students are informed; and (2) from tapes of situations where informants are aware that they are being taped but are distracted sufficiently by content to relax their control of form. A qualitative approach is employed in this analysis. Phonological variation is treated at three levels: phonetic, phonemic, and morphophonic. Suprasegmental as well as segmental data are analyzed. The analysis of the phonology of this dialect reveals insufficient diversity from familiar English dialects to warrant its being called a separate language. Speculative remarks in this regard are offered following the analysis.},\n\tschool = {SUNY-Buffalo},\n\tauthor = {Hoffman, Melvin},\n\tyear = {1970},\n\tkeywords = {Buffalo, New York},\n}\n\n

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\n \n\n \n \n \n \n \n \n Children's comprehension of standard and Black English sentences.\n \n \n \n \n\n\n \n Frentz, T. S.\n\n\n \n\n\n\n Ph.D. Thesis, University of Wisconsin Madison, Madison, WI, 1970.\n \n\n\n\n
\n\n\n\n \n \n $\"Children's$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@phdthesis{frentz_childrens_1970,\n\taddress = {Madison, WI},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {Children's comprehension of standard and {Black} {English} sentences},\n\turl = {https://eric.ed.gov/?id=ED056050},\n\tabstract = {Recent research has found that user performance varied as a function of dialect in a sentence production-type task. The present tense, singular-plural grammatical distinction marked by inflection was the distinction considered in the present study. A group of 30 white and 30 black, third-grade children were presented an array of 32 sentence-picture combinations. The sentences varied between standard and black English and between singular and plural, while the pictures varied between singular and plural. The Ss saw a picture projected on a screen and then heard a sentence through earphones. A S's task was to press either a "means same" or a "means different" button depending upon whether the sentence and picture had similar or different grammatical markings. Results included: (1) No significant race by dialect interaction was found; (2) Combined S performance with black English sentences did not differ significantly from such performance with standard English sentences; (3) White children performed significantly better than black children in terms of the correctness of response measure only in singular sentence conditions; (4) Plural sentence/plural picture combinations required shorter response latencies than any other sentence-picture combinations.},\n\tschool = {University of Wisconsin Madison},\n\tauthor = {Frentz, Thomas Stanley},\n\tyear = {1970},\n}\n\n

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\n \n\n \n \n \n \n \n Some linguistic features of the Negro dialect.\n \n \n \n\n\n \n Fasold, R. W.; and Wolfram, W.\n\n\n \n\n\n\n In Fasold, R. W.; and Shuy, R. W., editor(s), Teaching Standard English in the Inner City, of Urban Language Series, pages 41–86. Center for Applied Linguistics, Washington D.C., 1970.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@incollection{fasold_linguistic_1970,\n\taddress = {Washington D.C.},\n\tseries = {Urban {Language} {Series}},\n\ttitle = {Some linguistic features of the {Negro} dialect},\n\tnumber = {6},\n\tbooktitle = {Teaching {Standard} {English} in the {Inner} {City}},\n\tpublisher = {Center for Applied Linguistics},\n\tauthor = {Fasold, Ralph W. and Wolfram, Walt},\n\teditor = {Fasold, Ralph W. and Shuy, Roger W.},\n\tyear = {1970},\n\tkeywords = {Urban Language Series},\n\tpages = {41--86},\n}\n\n

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\n \n\n \n \n \n \n \n \n Aspects of morphemics, syntax, and semology of an inner city dialect (Merican).\n \n \n \n \n\n\n \n Fickett, J. G.\n\n\n \n\n\n\n Ph.D. Thesis, SUNY-Buffalo, Buffalo, NY, 1970.\n \n\n\n\n
\n\n\n\n \n \n $\"Aspects$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@phdthesis{fickett_aspects_1970,\n\taddress = {Buffalo, NY},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {Aspects of morphemics, syntax, and semology of an inner city dialect ({Merican})},\n\turl = {https://eric.ed.gov/?id=ED056008},\n\tabstract = {Since the early sixties, the need has existed for linguistic description of the language of the inner city. This dissertation was written to meet this need. Data were collected over a period of two years using the field methods of anthropological linguistics as adapted to an urban situation. Analysis in terms of the data yields a description that proceeds from the data to the morphemics and then the syntax of the language. Classification of predicative elements shows an elaboration of verbal categories such as phase and aspect. The analysis of category meanings reveals a tense system whereby grammatical structures peculiar to the language may report on four degrees of "past" or two degrees of "future in relation to a true morphological "present." The dichotomy of present/non-present (in contrast with the English past/non-past dichotomy) in combination with the tense system indicate that the language of the inner city is not simply a dialect of English but a language in its own right.},\n\tschool = {SUNY-Buffalo},\n\tauthor = {Fickett, Joan G.},\n\tyear = {1970},\n\tkeywords = {Morphosyntax},\n}\n\n

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\n \n\n \n \n \n \n \n Teaching Standard English in the Inner City.\n \n \n \n\n\n \n Fasold, R. W.; and Shuy, R. W.,\n editors.\n \n\n\n \n\n\n\n of Urban Language SeriesCenter for Applied Linguistics, Washington D.C., 1970.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@book{fasold_teaching_1970,\n\taddress = {Washington D.C.},\n\tseries = {Urban {Language} {Series}},\n\ttitle = {Teaching {Standard} {English} in the {Inner} {City}},\n\tnumber = {6},\n\tpublisher = {Center for Applied Linguistics},\n\teditor = {Fasold, Ralph W. and Shuy, Roger W.},\n\tyear = {1970},\n\tkeywords = {Urban Language Series},\n}\n\n

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\n \n\n \n \n \n \n \n \n Two Models of Socially Significant Linguistic Variation.\n \n \n \n \n\n\n \n Fasold, R. W.\n\n\n \n\n\n\n Language, 46(3): 551. September 1970.\n \n\n\n\n
\n\n\n\n \n \n $\"Two$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{fasold_two_1970,\n\ttitle = {Two {Models} of {Socially} {Significant} {Linguistic} {Variation}},\n\tvolume = {46},\n\tissn = {00978507},\n\turl = {https://www.jstor.org/stable/412306?origin=crossref},\n\tdoi = {10.2307/412306},\n\tnumber = {3},\n\turldate = {2020-04-13},\n\tjournal = {Language},\n\tauthor = {Fasold, Ralph W.},\n\tmonth = sep,\n\tyear = {1970},\n\tkeywords = {Syntax, Washington DC},\n\tpages = {551},\n}\n\n

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\n \n\n \n \n \n \n \n A sociolinguistic investigation of the productive acquisition of a school language instruction register by Black children.\n \n \n \n\n\n \n De Stefano, J. S.\n\n\n \n\n\n\n Ph.D. Thesis, Stanford University, Palo Alto, CA, 1970.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@phdthesis{de_stefano_sociolinguistic_1970,\n\taddress = {Palo Alto, CA},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {A sociolinguistic investigation of the productive acquisition of a school language instruction register by {Black} children},\n\tschool = {Stanford University},\n\tauthor = {De Stefano, Johanna S.},\n\tyear = {1970},\n\tkeywords = {Child AAE, Philadelphia, Pennsylvania, Syntax},\n}\n\n

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\n \n\n \n \n \n \n \n A Phonology of Washington Negro Speech.\n \n \n \n\n\n \n Carroll, W. S.\n\n\n \n\n\n\n Ph.D. Thesis, Georgetown University, Washington D.C., June 1970.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@phdthesis{carroll_phonology_1970,\n\taddress = {Washington D.C.},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {A {Phonology} of {Washington} {Negro} {Speech}},\n\tschool = {Georgetown University},\n\tauthor = {Carroll, William S.},\n\tmonth = jun,\n\tyear = {1970},\n\tkeywords = {Washington DC},\n}\n\n

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\n \n\n \n \n \n \n \n \n Black English.\n \n \n \n \n\n\n \n Bailey, C. N.\n\n\n \n\n\n\n Working Papers in Linguistics, 2(6): 22. July 1970.\n \n\n\n\n
\n\n\n\n \n \n $\"Black$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@article{bailey_black_1970,\n\ttitle = {Black {English}},\n\tvolume = {2},\n\turl = {https://eric.ed.gov/?id=ED043857},\n\tabstract = {This paper, presented as part of a military lecture series given by the Division of Continuing Education and Community Service Speakers' Bureau of the University of Hawaii to military personnel at Schofield Barracks and Fort Shafter, investigates the origins and present status of Black English. A discussion of early studies in the Gullah dialect (spoken chiefly in Georgia and South Carolina) is used to point out that Gullah, or any other speech, does not have a "mutilated grammar," does not "violate the rules of logic," and does have rules other than following the "line of least resistance." Linguists accept without question the equality of linguistic talents among children of all races. Techniques for obtaining samples of natural speech and for testing the language ability of Black ghetto children have been based on misconceptions of language and language usage. The author argues against Bereiter's assumptions concerning the "underdeveloped" language of culturally deprived children and contrasts these assumptions with those of Labov, Stewart, Fasold, and others. He examines attitudes toward language and states that schools could help human relations greatly by making students aware of such linguistic phenomenon as different levels of speech usage, which do not necessarily coincide or have the same implications among speakers of different backgrounds.},\n\tnumber = {6},\n\tjournal = {Working Papers in Linguistics},\n\tauthor = {Bailey, Charles-James N.},\n\tmonth = jul,\n\tyear = {1970},\n\tpages = {22},\n}\n\n

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\n \n\n \n \n \n \n \n A sociolinguistic analysis of a sound change.\n \n \n \n\n\n \n Anshen, F.\n\n\n \n\n\n\n Language Sciences, 9: 20–21. 1970.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{anshen_sociolinguistic_1970,\n\ttitle = {A sociolinguistic analysis of a sound change},\n\tvolume = {9},\n\tjournal = {Language Sciences},\n\tauthor = {Anshen, Frank},\n\tyear = {1970},\n\tpages = {20--21},\n}\n\n

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\n \n\n \n \n \n \n \n \n A Grammatical Overview of Baltimore Non-standard Negro English.\n \n \n \n \n\n\n \n Anderson, E. A.\n\n\n \n\n\n\n 1970.\n \n\n\n\n
\n\n\n\n \n \n $\"A$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@unpublished{anderson_grammatical_1970,\n\taddress = {Johns Hopkins University},\n\ttype = {Grant {Report}},\n\ttitle = {A {Grammatical} {Overview} of {Baltimore} {Non}-standard {Negro} {English}},\n\turl = {http://files.eric.ed.gov/fulltext/ED042849.pdf},\n\tauthor = {Anderson, Edmund A.},\n\tyear = {1970},\n\tkeywords = {Baltimore, Maryland},\n}\n\n

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\n \n\n \n \n \n \n \n The advantages of Black English.\n \n \n \n\n\n \n Abrahams, R. D.\n\n\n \n\n\n\n Florida FL Reporter, VIII(Spring/Fall): 27–30, 51. 1970.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{abrahams_advantages_1970,\n\ttitle = {The advantages of {Black} {English}},\n\tvolume = {VIII},\n\tnumber = {Spring/Fall},\n\tjournal = {Florida FL Reporter},\n\tauthor = {Abrahams, Roger D.},\n\tyear = {1970},\n\tpages = {27--30, 51},\n}\n\n

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\n \n\n \n \n \n \n \n \n Afro-American Language and Culture in the Classroom.\n \n \n \n \n\n\n \n Abrahams, R. D.\n\n\n \n\n\n\n 1970.\n \n\n\n\n
\n\n\n\n \n \n $\"Afro-American$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@unpublished{abrahams_afro-american_1970,\n\taddress = {University of Texas-Austin},\n\ttype = {Unpublished {Manuscript}},\n\ttitle = {Afro-{American} {Language} and {Culture} in the {Classroom}},\n\turl = {https://eric.ed.gov/?id=ED049203},\n\tabstract = {An awareness of the culture and social structure of the lower class Black American community is crucial for understanding "Black English," and therefore is vital for those engaged in educating Black Americans. An in-group means of communication and expression of group solidarity, Black English does not however represent a single code, but rather, membership in any one of a variety of subgroups, based primarily on age and sex differences. Variations in patterns of speech and life stages which differ markedly from those of "mainstream America" (and depart from the expectations of middle class white teachers) account for the great frustrations of Black children upon entering schools where the value system and cultural assumptions are alien and where their own language patterns and social structures are ignored or patently rejected. The educational system will continue to fail these children until the school recognizes and understands the differences as they actually exist, finds the appropriate means for utilizing the linguistic abilities of Black children, and recognizes the nature of Black Culture as a whole. (Numerous illustrative examples of these varying linguistic and social phenomena, and a bibliography are included.)},\n\tauthor = {Abrahams, Roger D.},\n\tyear = {1970},\n}\n\n

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\n\n\n\n\n\n

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\n \n 1969\n \n \n (34)\n \n \n

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\n \n\n \n \n \n \n \n \n A Black English Translation of John 3:1–21 with Grammatical Annotations.\n \n \n \n \n\n\n \n Wolfram, W. A.; and Fasold, R. W.\n\n\n \n\n\n\n The Bible Translator, 20(2): 48–54. April 1969.\n \n\n\n\n
\n\n\n\n \n \n $\"A$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{wolfram_black_1969,\n\ttitle = {A {Black} {English} {Translation} of {John} 3:1–21 with {Grammatical} {Annotations}},\n\tvolume = {20},\n\tissn = {2051-6770, 2051-6789},\n\tshorttitle = {A {Black} {English} {Translation} of {John} 3},\n\turl = {http://journals.sagepub.com/doi/10.1177/000608446902000203},\n\tdoi = {10.1177/000608446902000203},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-07-23},\n\tjournal = {The Bible Translator},\n\tauthor = {Wolfram, Walter A. and Fasold, Ralph W.},\n\tmonth = apr,\n\tyear = {1969},\n\tkeywords = {Syntax},\n\tpages = {48--54},\n}\n\n

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\n \n\n \n \n \n \n \n A Sociolinguistic Description of Detroit Negro Speech.\n \n \n \n\n\n \n Wolfram, W. A.\n\n\n \n\n\n\n of Urban Language SeriesCenter for Applied Linguistics, Washington D.C., 1969.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@book{wolfram_sociolinguistic_1969,\n\taddress = {Washington D.C.},\n\tseries = {Urban {Language} {Series}},\n\ttitle = {A {Sociolinguistic} {Description} of {Detroit} {Negro} {Speech}},\n\tabstract = {This book is the fifth in a series of publications concerning the position and role of language in a large metropolitan area. In this sociolinguistic description Detroit is chosen as a case study of a large Northern urban area which has shown a dramatic increase in its Negro population within the last half century. The primary goal of the study was to describe the correlation of phonological and grammatical variables with the social variables of status, sex, age, racial isolation, and style in the speech of Detroit Negroes. Of these, social status is shown to be the single most important variable correlating with linguistic differences. In addition to the correlation of linguistic with social variables, several aspects of the nature of the linguistic variables are considered, including the extent to which the social differentiation of linguistic variables is quantitative or qualitative; the relation between socially diagnostic phonological and grammatical variables; and the effect of independent linguistic constraints on variability. Although technical terms are kept to a minimum, the study is clearly intended for the reader who is acquainted with the theory and methods of modern linguistic analysis.},\n\tnumber = {5},\n\tpublisher = {Center for Applied Linguistics},\n\tauthor = {Wolfram, Walter A.},\n\tyear = {1969},\n\tkeywords = {Detroit Dialect Study, Detroit, Michigan, Urban Language Series},\n}\n\n

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\n \n\n \n \n \n \n \n Linguistic correlates of social differences in the Negro community.\n \n \n \n\n\n \n Wolfram, W. A.\n\n\n \n\n\n\n In Alatis, J. E., editor(s), Report of the Twentieth Annual Roundtable Meeting on Linguistics and Language Studies: Linguistics and the Teaching of Standard English to Speakers of Other Languages and Dialects., of Monograph Series on Languages and Linguistics, pages 249–258. Georgetown University Press, Washington D.C., 1969.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{alatis_linguistic_1969,\n\taddress = {Washington D.C.},\n\tseries = {Monograph {Series} on {Languages} and {Linguistics}},\n\ttitle = {Linguistic correlates of social differences in the {Negro} community},\n\tbooktitle = {Report of the {Twentieth} {Annual} {Roundtable} {Meeting} on {Linguistics} and {Language} {Studies}: {Linguistics} and the {Teaching} of {Standard} {English} to {Speakers} of {Other} {Languages} and {Dialects}.},\n\tpublisher = {Georgetown University Press},\n\tauthor = {Wolfram, Walter A.},\n\teditor = {Alatis, James E.},\n\tyear = {1969},\n\tkeywords = {Detroit Dialect Study, Detroit, Michigan, Edited Volume},\n\tpages = {249--258},\n}\n\n

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\n \n\n \n \n \n \n \n \n Toward Reading Materials for Speakers of Black English: Three Linguistically Appropriate Passages.\n \n \n \n \n\n\n \n Wolfram, W.; and Fasold, R. W.\n\n\n \n\n\n\n In Baratz, J. C.; and Shuy, R. W., editor(s), Teaching Black Children to Read, of Urban Language Series, pages 138–155. Center for Applied Linguistics, Washington D.C., 1969.\n \n\n\n\n
\n\n\n\n \n \n $\"Toward$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@incollection{baratz_toward_1969,\n\taddress = {Washington D.C.},\n\tseries = {Urban {Language} {Series}},\n\ttitle = {Toward {Reading} {Materials} for {Speakers} of {Black} {English}: {Three} {Linguistically} {Appropriate} {Passages}},\n\turl = {https://eric.ed.gov/?id=ED025761},\n\tnumber = {4},\n\tbooktitle = {Teaching {Black} {Children} to {Read}},\n\tpublisher = {Center for Applied Linguistics},\n\tauthor = {Wolfram, Walt and Fasold, Ralph W.},\n\teditor = {Baratz, Joan C. and Shuy, Roger W.},\n\tyear = {1969},\n\tkeywords = {Urban Language Series},\n\tpages = {138--155},\n}\n\n

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\n \n\n \n \n \n \n \n \n White and Negro Listeners' Reactions to Various American-English Dialects.\n \n \n \n \n\n\n \n Tucker, G. R.; and Lambert, W. E.\n\n\n \n\n\n\n Social Forces, 47(4): 463–468. June 1969.\n \n\n\n\n
\n\n\n\n \n \n $\"White$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{tucker_white_1969,\n\ttitle = {White and {Negro} {Listeners}' {Reactions} to {Various} {American}-{English} {Dialects}},\n\tvolume = {47},\n\tissn = {0037-7732, 1534-7605},\n\turl = {https://academic.oup.com/sf/article-lookup/doi/10.2307/2574535},\n\tdoi = {10.2307/2574535},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2020-07-20},\n\tjournal = {Social Forces},\n\tauthor = {Tucker, G. R. and Lambert, W. E.},\n\tmonth = jun,\n\tyear = {1969},\n\tkeywords = {Attitudes},\n\tpages = {463--468},\n}\n\n

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\n \n\n \n \n \n \n \n \n On the Use of Negro Dialect in the Teaching of Reading.\n \n \n \n \n\n\n \n Stewart, W. A.\n\n\n \n\n\n\n In Baratz, J. C.; and Shuy, R. W., editor(s), Teaching Black Children to Read, of Urban Language Series, pages 156–219. Center for Applied Linguistics, Washington D.C., 1969.\n \n\n\n\n
\n\n\n\n \n \n $\"On$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@incollection{baratz_use_1969,\n\taddress = {Washington D.C.},\n\tseries = {Urban {Language} {Series}},\n\ttitle = {On the {Use} of {Negro} {Dialect} in the {Teaching} of {Reading}},\n\turl = {https://eric.ed.gov/?id=ED025761},\n\tnumber = {4},\n\tbooktitle = {Teaching {Black} {Children} to {Read}},\n\tpublisher = {Center for Applied Linguistics},\n\tauthor = {Stewart, William A.},\n\teditor = {Baratz, Joan C. and Shuy, Roger W.},\n\tyear = {1969},\n\tkeywords = {Reading, Urban Language Series},\n\tpages = {156--219},\n}\n\n

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\n \n\n \n \n \n \n \n Historical and Structural Bases for the Recognition of Negro Dialect.\n \n \n \n\n\n \n Stewart, W. A.\n\n\n \n\n\n\n In Alatis, J. E., editor(s), Report of the Twentieth Annual Roundtable Meeting on Linguistics and Language Studies: Linguistics and the Teaching of Standard English to Speakers of Other Languages and Dialects., of Monograph Series on Languages and Linguistics, pages 239–248. Georgetown University Press, Washington D.C., 1969.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@incollection{alatis_historical_1969,\n\taddress = {Washington D.C.},\n\tseries = {Monograph {Series} on {Languages} and {Linguistics}},\n\ttitle = {Historical and {Structural} {Bases} for the {Recognition} of {Negro} {Dialect}},\n\tbooktitle = {Report of the {Twentieth} {Annual} {Roundtable} {Meeting} on {Linguistics} and {Language} {Studies}: {Linguistics} and the {Teaching} of {Standard} {English} to {Speakers} of {Other} {Languages} and {Dialects}.},\n\tpublisher = {Georgetown University Press},\n\tauthor = {Stewart, William A.},\n\teditor = {Alatis, James E.},\n\tyear = {1969},\n\tkeywords = {Edited Volume},\n\tpages = {239--248},\n}\n\n

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\n \n\n \n \n \n \n \n \n Bi-Dialectalism: The Linguistics of White Supremacy.\n \n \n \n \n\n\n \n Sledd, J.\n\n\n \n\n\n\n The English Journal, 58(9): 1307. December 1969.\n \n\n\n\n
\n\n\n\n \n \n $\"Bi-Dialectalism:$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{sledd_bi-dialectalism_1969,\n\ttitle = {Bi-{Dialectalism}: {The} {Linguistics} of {White} {Supremacy}},\n\tvolume = {58},\n\tissn = {00138274},\n\tshorttitle = {Bi-{Dialectalism}},\n\turl = {https://www.jstor.org/stable/811913?origin=crossref},\n\tdoi = {10.2307/811913},\n\tnumber = {9},\n\turldate = {2020-06-26},\n\tjournal = {The English Journal},\n\tauthor = {Sledd, James},\n\tmonth = dec,\n\tyear = {1969},\n\tkeywords = {Bidialectalism},\n\tpages = {1307},\n}\n\n

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\n\n\n\n

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\n \n\n \n \n \n \n \n \n Teacher Training and Urban Language Problems.\n \n \n \n \n\n\n \n Shuy, R. W.\n\n\n \n\n\n\n In Baratz, J. C.; and Shuy, R. W., editor(s), Teaching Black Children to Read, of Urban Language Series, pages 117–137. Center for Applied Linguistics, Washington D.C., 1969.\n \n\n\n\n
\n\n\n\n \n \n $\"Teacher$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@incollection{baratz_teacher_1969,\n\taddress = {Washington D.C.},\n\tseries = {Urban {Language} {Series}},\n\ttitle = {Teacher {Training} and {Urban} {Language} {Problems}},\n\turl = {https://eric.ed.gov/?id=ED025761},\n\tnumber = {4},\n\tbooktitle = {Teaching {Black} {Children} to {Read}},\n\tpublisher = {Center for Applied Linguistics},\n\tauthor = {Shuy, Roger W.},\n\teditor = {Baratz, Joan C. and Shuy, Roger W.},\n\tyear = {1969},\n\tkeywords = {Urban Language Series},\n\tpages = {117--137},\n}\n\n

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\n\n\n\n

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\n \n\n \n \n \n \n \n Sociolinguistic Research at the Center for Applied Linguistics: The Correlation of Language and Sex.\n \n \n \n\n\n \n Shuy, R. W.\n\n\n \n\n\n\n In Badassini, P., editor(s), Giornate internazionali di sociolinguistica, pages 849–857. 1969.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{shuy_sociolinguistic_1969,\n\ttitle = {Sociolinguistic {Research} at the {Center} for {Applied} {Linguistics}: {The} {Correlation} of {Language} and {Sex}},\n\tbooktitle = {Giornate internazionali di sociolinguistica},\n\tauthor = {Shuy, Roger W.},\n\teditor = {Badassini, Palazzo},\n\tyear = {1969},\n\tkeywords = {Detroit Dialect Study, Detroit, Michigan},\n\tpages = {849--857},\n}\n\n

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\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n The Syntax of the Speech of Urban (Tallahassee) Negro and White Fourth Graders.\n \n \n \n\n\n \n Pope, M.\n\n\n \n\n\n\n Ph.D. Thesis, Florida State University, Tallahassee, FL, 1969.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@phdthesis{pope_syntax_1969,\n\taddress = {Tallahassee, FL},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {The {Syntax} of the {Speech} of {Urban} ({Tallahassee}) {Negro} and {White} {Fourth} {Graders}},\n\tlanguage = {eng},\n\tschool = {Florida State University},\n\tauthor = {Pope, Mike},\n\tyear = {1969},\n\tkeywords = {Syntax, Tallahassee, Florida},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n A Preliminary Bibliography of American English Dialect.\n \n \n \n\n\n \n Moore, M. J.\n\n\n \n\n\n\n November 1969.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@misc{moore_preliminary_1969,\n\ttitle = {A {Preliminary} {Bibliography} of {American} {English} {Dialect}},\n\tlanguage = {eng},\n\tpublisher = {ERIC Clearinghouse for Linguistics, US Office of Education},\n\tauthor = {Moore, Mary Jo},\n\tmonth = nov,\n\tyear = {1969},\n\tkeywords = {Bibliographical References},\n}\n\n

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\n\n\n

\n \n\n \n \n \n \n \n A partial analysis of a variety of nonstandard Negro English.\n \n \n \n\n\n \n McKay, J. R.\n\n\n \n\n\n\n Ph.D. Thesis, University of California Berkeley, Berkeley, CA, 1969.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@phdthesis{mckay_partial_1969,\n\taddress = {Berkeley, CA},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {A partial analysis of a variety of nonstandard {Negro} {English}},\n\tlanguage = {eng},\n\tschool = {University of California Berkeley},\n\tauthor = {McKay, June Rumery},\n\tyear = {1969},\n}\n\n

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\n \n\n \n \n \n \n \n The Logic of Nonstandard English.\n \n \n \n\n\n \n Labov, W.\n\n\n \n\n\n\n In Alatis, J. E., editor(s), Report of the Twentieth Annual Roundtable Meeting on Linguistics and Language Studies: Linguistics and the Teaching of Standard English to Speakers of Other Languages and Dialects., of Monograph Series on Languages and Linguistics, pages 1–44. Georgetown University Press, Washington D.C., 1969.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@incollection{alatis_logic_1969,\n\taddress = {Washington D.C.},\n\tseries = {Monograph {Series} on {Languages} and {Linguistics}},\n\ttitle = {The {Logic} of {Nonstandard} {English}},\n\tabstract = {The traditional view of nonstandard English held by many public school teachers is that it is an illogical form of speech; that when children are taught the standard forms they are also being taught to think logically. Linguists have endeavored for many years to show that differences in language are matters of social convention established by historical processes which shift continually the social prestige of dialect vari- ants. Recent programs for teaching the 'culturally disadvantaged', particularly those of Karl Bereiter and his associates, have revived the notion that nonstandard dialects are illogical, attributing poor educational performance to cognitive disabilities reflected in language. The educational programs proposed are based upon sociological and linguistic misinterpretations of the data. The linguistic behavior reported by Bereiter is merely the product of a defensive posture which children adopt in an alien and threatening situation. Such behavior can be produced at will in any group of children and can be altered by changing the relevant sociolinguistic variables. There are many important questions concerning the cognitive correlates of syntactic complexity which current research technique has not yet answered. At present, there is no basis for attributing poor educa- tional performance to the grammatical and phonological characteristics of any nonstandard dialect of English.},\n\tbooktitle = {Report of the {Twentieth} {Annual} {Roundtable} {Meeting} on {Linguistics} and {Language} {Studies}: {Linguistics} and the {Teaching} of {Standard} {English} to {Speakers} of {Other} {Languages} and {Dialects}.},\n\tpublisher = {Georgetown University Press},\n\tauthor = {Labov, William},\n\teditor = {Alatis, James E.},\n\tyear = {1969},\n\tkeywords = {Edited Volume},\n\tpages = {1--44},\n}\n\n

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\n \n\n \n \n \n \n \n \n Contraction, Deletion, and Inherent Variability of the English Copula.\n \n \n \n \n\n\n \n Labov, W.\n\n\n \n\n\n\n Language, 45(4): 715. December 1969.\n \n\n\n\n
\n\n\n\n \n \n $\"Contraction,$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{labov_contraction_1969,\n\ttitle = {Contraction, {Deletion}, and {Inherent} {Variability} of the {English} {Copula}},\n\tvolume = {45},\n\tissn = {00978507},\n\turl = {https://www.jstor.org/stable/412333?origin=crossref},\n\tdoi = {10.2307/412333},\n\tnumber = {4},\n\turldate = {2020-04-05},\n\tjournal = {Language},\n\tauthor = {Labov, William},\n\tmonth = dec,\n\tyear = {1969},\n\tkeywords = {Copula},\n\tpages = {715},\n}\n\n

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\n \n\n \n \n \n \n \n \n A Study of Nonstandard English.\n \n \n \n \n\n\n \n Labov, W.\n\n\n \n\n\n\n Technical Report Center for Applied Linguistics, Washington D.C., January 1969.\n \n\n\n\n
\n\n\n\n \n \n $\"A$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@techreport{labov_study_1969,\n\taddress = {Washington D.C.},\n\ttitle = {A {Study} of {Nonstandard} {English}},\n\turl = {https://eric.ed.gov/?id=ED024053},\n\tabstract = {American education has always considered the non-standard or sub-standard form of speech used by children to be an imperfect copy of standard English. The defects of this approach have now become a matter of urgent concern in the face of the tremendous educational problems of the urban ghettos. This paper reverses the usual focus and looks directly at non-standard English--not as an isolated object in itself, but as an integral part of the larger sociolinguistic structure of the English language. To do this, the author first presents some linguistic considerations on the nature of language itself, and then a number of sociolinguistic principles which have emerged in the research of the past ten years. The relation of non-standard dialects to education is reviewed, bearing in mind that the fundamental role of the school is to teach the reading and writing of standard English. Finally, the author turns to the question of what research teachers and educators themselves can do in the classroom--the kind of immediate and applied research which will help them make the best use of teaching materials. The author hopes that this paper will put the teacher directly into touch with the students' language, help him to observe that language more directly and accurately, and enable him to adjust his own teaching to the actual problems that he sees. A 36-item bibliography covering all areas of the paper is included.},\n\tinstitution = {Center for Applied Linguistics},\n\tauthor = {Labov, William},\n\tmonth = jan,\n\tyear = {1969},\n\tpages = {75},\n}\n\n

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\n \n\n \n \n \n \n \n Child Black English in Northern Florida: A Sociolinguistic Examination.\n \n \n \n\n\n \n Houston, S. H.\n\n\n \n\n\n\n Technical Report Monograph No. 3, Southeastern Education Laboratory, Atlanta, GA, September 1969.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@techreport{houston_child_1969,\n\taddress = {Atlanta, GA},\n\ttitle = {Child {Black} {English} in {Northern} {Florida}: {A} {Sociolinguistic} {Examination}},\n\tabstract = {The writer, who feels that the chief differences between Black English (BE) and White English (WE) are phonological and not syntactic, reports on a sociolinguistically oriented examination of that variety of English spoken by children in rural Northern Florida (CBE/Fla). Twenty-two black children between the ages of nine and 12 were taped individually and in group interviews over a period of two weeks. Observations of this and other data led to a postulation of a specific linguistic "register," or range of styles of language. The "school" register, which the children used during the first interviews, was non-fluent and distinctively different from the "non-school" register, in which they were verbal, fluent, and articulate. Implications of this distinction between registers are discussed in the light of disparate theories of the relationship between BE and WE, and their pedagogical applications, particularly in the teaching of reading. In presenting a linguistic analysis of CBE/Fla, the author lists the phones, a probable inventory of phonemes, and their phonological rules. She found four main morphosyntactic deviations from standard WE, namely the use of "be" in the present tense. Appended is a sample transcription of "The Three Little Pigs," as told by a verbally gifted 11-year-old boy in CBE/Fla.},\n\tnumber = {Monograph No. 3},\n\tinstitution = {Southeastern Education Laboratory},\n\tauthor = {Houston, Susan H.},\n\tmonth = sep,\n\tyear = {1969},\n\tkeywords = {Child AAE, Florida, Morphosyntax, Phonology},\n}\n\n

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\n \n\n \n \n \n \n \n \n A Sociolinguistic Consideration of the Black English of Children in Northern Florida.\n \n \n \n \n\n\n \n Houston, S. H.\n\n\n \n\n\n\n Language, 45(3): 599. September 1969.\n \n\n\n\n
\n\n\n\n \n \n $\"A$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@article{houston_sociolinguistic_1969,\n\ttitle = {A {Sociolinguistic} {Consideration} of the {Black} {English} of {Children} in {Northern} {Florida}},\n\tvolume = {45},\n\tissn = {00978507},\n\turl = {https://www.jstor.org/stable/411441?origin=crossref},\n\tdoi = {10.2307/411441},\n\tnumber = {3},\n\turldate = {2020-04-13},\n\tjournal = {Language},\n\tauthor = {Houston, Susan H.},\n\tmonth = sep,\n\tyear = {1969},\n\tkeywords = {Child AAE, Florida},\n\tpages = {599},\n}\n\n

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\n \n\n \n \n \n \n \n The verbal world of the lower-class three year old: A pilot study in linguistic ecology.\n \n \n \n\n\n \n Horner, V. M.\n\n\n \n\n\n\n Ph.D. Thesis, University of Rochester, Rochester, NY, 1969.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@phdthesis{horner_verbal_1969,\n\taddress = {Rochester, NY},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {The verbal world of the lower-class three year old: {A} pilot study in linguistic ecology},\n\tschool = {University of Rochester},\n\tauthor = {Horner, Vivian Maryann},\n\tyear = {1969},\n\tkeywords = {Rochester, New York},\n}\n\n

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\n \n\n \n \n \n \n \n A Study of Verb Phrases Used by Five Year Old Nonstandard Negro English Speaking Children.\n \n \n \n\n\n \n Henrie, S. N.\n\n\n \n\n\n\n Ph.D. Thesis, University of California Berkeley, Berkeley, CA, 1969.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@phdthesis{henrie_study_1969,\n\taddress = {Berkeley, CA},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {A {Study} of {Verb} {Phrases} {Used} by {Five} {Year} {Old} {Nonstandard} {Negro} {English} {Speaking} {Children}},\n\tschool = {University of California Berkeley},\n\tauthor = {Henrie, Samuel N.},\n\tyear = {1969},\n\tkeywords = {Child AAE},\n}\n\n

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\n \n\n \n \n \n \n \n A study of the articulation of five and six-year-old lower-lower class and upper-lower-class Negro children and upper-lower-class Caucasian children in Amory, Mississippi.\n \n \n \n\n\n \n Harris, C.\n\n\n \n\n\n\n Master's thesis, University of Tennessee, Knoxville, TN, 1969.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@mastersthesis{harris_study_1969,\n\taddress = {Knoxville, TN},\n\ttitle = {A study of the articulation of five and six-year-old lower-lower class and upper-lower-class {Negro} children and upper-lower-class {Caucasian} children in {Amory}, {Mississippi}},\n\tschool = {University of Tennessee},\n\tauthor = {Harris, C.A.},\n\tyear = {1969},\n\tkeywords = {Amory, Mississippi, Children's Speech},\n}\n\n

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\n \n\n \n \n \n \n \n The \"Double\" Negative: A Non-Problem.\n \n \n \n\n\n \n Hall, R.; and Hall, B.\n\n\n \n\n\n\n The Florida FL Reporter, 7: 113–115. 1969.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{hall_double_1969,\n\ttitle = {The "{Double}" {Negative}: {A} {Non}-{Problem}},\n\tvolume = {7},\n\tjournal = {The Florida FL Reporter},\n\tauthor = {Hall, R.M.R. and Hall, Beatrice},\n\tyear = {1969},\n\tkeywords = {Negation},\n\tpages = {113--115},\n}\n\n

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\n \n\n \n \n \n \n \n \n A phonological and lexical study of the speech of Tuscaloosa County, Alabama.\n \n \n \n \n\n\n \n Foley, L. M.\n\n\n \n\n\n\n Ph.D. Thesis, University of Alabama, Tuscaloosa, AL, 1969.\n \n\n\n\n
\n\n\n\n \n \n $\"A$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@phdthesis{foley_phonological_1969,\n\taddress = {Tuscaloosa, AL},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {A phonological and lexical study of the speech of {Tuscaloosa} {County}, {Alabama}},\n\turl = {https://eric.ed.gov/?id=ED061197},\n\tabstract = {This study examines the lexical and phonological features in the speech of 27 native informants of Tuscaloosa County, Alabama which show distinctive regional or social distribution. The questionnaire used in the study is based on the short work sheets of the Linguistic Atlas of the United States and Canada, and the methodology is similar to that of other Linguistic Atlas studies. The investigation of the lexicon shows that it is composed primarily of Midland and Southern terms. General Midland features are found at all social levels, but distinctive South Midland terms are largely restricted to White usage, the Negro informants showing a preference for competing Southern terms. The distinctive Southern features are usually those characteristic of the South as a whole or of the Inland South; Coastal Southern features are rare. Finally, Northern terms occur primarily in educated usage and are apparently the result of literary or commercial influence. Therefore, it is concluded that the vocabulary of the county characterizes it as a part of the Southern and South Midland transition area. The conclusion based on the phonological data are general in accord with those for the lexical evidence. Northern, North Midland, and Coastal Southern features are rare, although Coastal Southern features show a slight increase among the Negro informants. The predominant influence is clearly from the Inland South and the South Midland, but it is difficult to assess their contributions separately.},\n\tschool = {University of Alabama},\n\tauthor = {Foley, Lawrence Mason},\n\tyear = {1969},\n\tkeywords = {Alabama},\n}\n\n

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\n \n\n \n \n \n \n \n \n Tense and the Form Be in Black English.\n \n \n \n \n\n\n \n Fasold, R. W.\n\n\n \n\n\n\n Language, 45(4): 763. December 1969.\n \n\n\n\n
\n\n\n\n \n \n $\"Tense$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 5 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@article{fasold_tense_1969,\n\ttitle = {Tense and the {Form} {Be} in {Black} {English}},\n\tvolume = {45},\n\tissn = {00978507},\n\turl = {https://www.jstor.org/stable/412334?origin=crossref},\n\tdoi = {10.2307/412334},\n\tnumber = {4},\n\turldate = {2020-04-13},\n\tjournal = {Language},\n\tauthor = {Fasold, Ralph W.},\n\tmonth = dec,\n\tyear = {1969},\n\tkeywords = {Detroit Dialect Study, Syntax},\n\tpages = {763},\n}\n\n

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\n \n\n \n \n \n \n \n \n Orthography in reading materials for Black English speaking children.\n \n \n \n \n\n\n \n Fasold, R. W.\n\n\n \n\n\n\n In Baratz, J. C.; and Shuy, R. W., editor(s), Teaching Black Children to Read, of Urban Language Series, pages 68–91. Center for Applied Linguistics, Washington D.C., 1969.\n \n\n\n\n
\n\n\n\n \n \n $\"Orthography$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{baratz_orthography_1969,\n\taddress = {Washington D.C.},\n\tseries = {Urban {Language} {Series}},\n\ttitle = {Orthography in reading materials for {Black} {English} speaking children},\n\turl = {https://eric.ed.gov/?id=ED025761},\n\tnumber = {4},\n\tbooktitle = {Teaching {Black} {Children} to {Read}},\n\tpublisher = {Center for Applied Linguistics},\n\tauthor = {Fasold, Ralph W.},\n\teditor = {Baratz, Joan C. and Shuy, Roger W.},\n\tyear = {1969},\n\tkeywords = {Child AAE, Reading, Urban Language Series},\n\tpages = {68--91},\n}\n\n

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\n \n\n \n \n \n \n \n A sociolinguistic study of the pronunciation of three vowels in Detroit speech.\n \n \n \n\n\n \n Fasold, R. W.\n\n\n \n\n\n\n 1969.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@unpublished{fasold_sociolinguistic_1969,\n\taddress = {Center for Applied Linguistics},\n\ttype = {Research {Manuscript}},\n\ttitle = {A sociolinguistic study of the pronunciation of three vowels in {Detroit} speech},\n\tauthor = {Fasold, Ralph W.},\n\tyear = {1969},\n\tkeywords = {Detroit Dialect Study, Detroit, Michigan, Vowels},\n}\n\n

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\n \n\n \n \n \n \n \n Distinctive Linguistic Characteristics of Black English.\n \n \n \n\n\n \n Fasold, R. W.\n\n\n \n\n\n\n In Alatis, J. E., editor(s), Report of the Twentieth Annual Roundtable Meeting on Linguistics and Language Studies: Linguistics and the Teaching of Standard English to Speakers of Other Languages and Dialects., of Monograph Series on Languages and Linguistics, pages 233–238. Georgetown University Press, Washington D.C., 1969.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@incollection{alatis_distinctive_1969,\n\taddress = {Washington D.C.},\n\tseries = {Monograph {Series} on {Languages} and {Linguistics}},\n\ttitle = {Distinctive {Linguistic} {Characteristics} of {Black} {English}},\n\tbooktitle = {Report of the {Twentieth} {Annual} {Roundtable} {Meeting} on {Linguistics} and {Language} {Studies}: {Linguistics} and the {Teaching} of {Standard} {English} to {Speakers} of {Other} {Languages} and {Dialects}.},\n\tpublisher = {Georgetown University Press},\n\tauthor = {Fasold, Ralph W.},\n\teditor = {Alatis, James E.},\n\tyear = {1969},\n\tkeywords = {Edited Volume},\n\tpages = {233--238},\n}\n\n

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\n \n\n \n \n \n \n \n \n Teaching Black Children to Read.\n \n \n \n \n\n\n \n Baratz, J. C.; and Shuy, R. W.,\n editors.\n \n\n\n \n\n\n\n of Urban Language SeriesCenter for Applied Linguistics, Washington D.C., 1969.\n \n\n\n\n
\n\n\n\n \n \n $\"Teaching$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@book{baratz_teaching_1969,\n\taddress = {Washington D.C.},\n\tseries = {Urban {Language} {Series}},\n\ttitle = {Teaching {Black} {Children} to {Read}},\n\turl = {https://eric.ed.gov/?id=ED025761},\n\tnumber = {4},\n\tpublisher = {Center for Applied Linguistics},\n\teditor = {Baratz, Joan C. and Shuy, Roger W.},\n\tyear = {1969},\n\tkeywords = {Urban Language Series},\n}\n\n

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\n \n\n \n \n \n \n \n Language and communicative styles of Afro-American children in the U.S.\n \n \n \n\n\n \n Bailey, B. L.\n\n\n \n\n\n\n Florida FL Reporter, 7(Spring/Summer). 1969.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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@article{bailey_language_1969,\n\ttitle = {Language and communicative styles of {Afro}-{American} children in the {U}.{S}.},\n\tvolume = {7},\n\tnumber = {Spring/Summer},\n\tjournal = {Florida FL Reporter},\n\tauthor = {Bailey, Beryl Loftman},\n\tyear = {1969},\n}\n\n

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\n \n\n \n \n \n \n \n A comparison of Nonstandard Grammatical Usage in Some Negro and White working class families in Alexandria, VA.\n \n \n \n\n\n \n Bachmann, J. K.\n\n\n \n\n\n\n Ph.D. Thesis, Georgetown University, Washington D.C., August 1969.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@phdthesis{bachmann_comparison_1969,\n\taddress = {Washington D.C.},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {A comparison of {Nonstandard} {Grammatical} {Usage} in {Some} {Negro} and {White} working class families in {Alexandria}, {VA}},\n\tschool = {Georgetown University},\n\tauthor = {Bachmann, James Kevin},\n\tmonth = aug,\n\tyear = {1969},\n\tkeywords = {Alexandria, Virginia},\n}\n\n

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\n \n\n \n \n \n \n \n Urban Speech Analysis.\n \n \n \n\n\n \n Applegate, J. R.\n\n\n \n\n\n\n In Alatis, J. E., editor(s), Report of the Twentieth Annual Roundtable Meeting on Linguistics and Language Studies: Linguistics and the Teaching of Standard English to Speakers of Other Languages and Dialects., of Monograph Series on Languages and Linguistics, pages 259–262. Georgetown University Press, Washington D.C., 1969.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

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@incollection{alatis_urban_1969,\n\taddress = {Washington D.C.},\n\tseries = {Monograph {Series} on {Languages} and {Linguistics}},\n\ttitle = {Urban {Speech} {Analysis}},\n\tbooktitle = {Report of the {Twentieth} {Annual} {Roundtable} {Meeting} on {Linguistics} and {Language} {Studies}: {Linguistics} and the {Teaching} of {Standard} {English} to {Speakers} of {Other} {Languages} and {Dialects}.},\n\tpublisher = {Georgetown University Press},\n\tauthor = {Applegate, Joseph R.},\n\teditor = {Alatis, James E.},\n\tyear = {1969},\n\tkeywords = {Detroit Dialect Study, Detroit, Michigan, Edited Volume},\n\tpages = {259--262},\n}\n\n

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\n \n\n \n \n \n \n \n Speech variation among negroes in a small southern community.\n \n \n \n\n\n \n Anshen, F.\n\n\n \n\n\n\n Ph.D. Thesis, New York University, New York, NY, 1969.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@phdthesis{anshen_speech_1969,\n\taddress = {New York, NY},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {Speech variation among negroes in a small southern community},\n\tschool = {New York University},\n\tauthor = {Anshen, Frank},\n\tyear = {1969},\n\tkeywords = {North Carolina},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Report of the Twentieth Annual Roundtable Meeting on Linguistics and Language Studies: Linguistics and the Teaching of Standard English to Speakers of Other Languages and Dialects.\n \n \n \n\n\n \n Alatis, J. E.,\n editor.\n \n\n\n \n\n\n\n of Monograph Series on Languages and LinguisticsGeorgetown University Press, Washington D.C., 1969.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@book{alatis_report_1969,\n\taddress = {Washington D.C.},\n\tseries = {Monograph {Series} on {Languages} and {Linguistics}},\n\ttitle = {Report of the {Twentieth} {Annual} {Roundtable} {Meeting} on {Linguistics} and {Language} {Studies}: {Linguistics} and the {Teaching} of {Standard} {English} to {Speakers} of {Other} {Languages} and {Dialects}.},\n\tpublisher = {Georgetown University Press},\n\teditor = {Alatis, James E.},\n\tyear = {1969},\n\tkeywords = {Edited Volume},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n The Florida FL Reporter Special Anthology Issues: Linguistic-Cultural Differences and American Education.\n \n \n \n\n\n \n Aarons, A.; Gordon, B.; and Stewart, W. A.,\n editors.\n \n\n\n \n\n\n\n Florida FL Reporter, 7(1): 175. 1969.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{aarons_florida_1969,\n\ttitle = {The {Florida} {FL} {Reporter} {Special} {Anthology} {Issues}: {Linguistic}-{Cultural} {Differences} and {American} {Education}},\n\tvolume = {7},\n\tnumber = {1},\n\tjournal = {Florida FL Reporter},\n\teditor = {Aarons, Alfred and Gordon, Barbara and Stewart, William A.},\n\tyear = {1969},\n\tkeywords = {Special Issue},\n\tpages = {175},\n}\n

\n

\n\n\n\n

\n\n\n\n\n\n

\n

\n \n 1968\n \n \n (12)\n \n \n

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\n \n \n

\n \n\n \n \n \n \n \n \n The effects of Negro and White dialectal variations upon attitudes of college students.\n \n \n \n \n\n\n \n Buck, J. F.\n\n\n \n\n\n\n Speech Monographs, 35(2): 181–186. June 1968.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{buck_effects_1968,\n\ttitle = {The effects of {Negro} and {White} dialectal variations upon attitudes of college students},\n\tvolume = {35},\n\tissn = {0038-7169},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/03637756809375580},\n\tdoi = {10.1080/03637756809375580},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2024-04-15},\n\tjournal = {Speech Monographs},\n\tauthor = {Buck, Joyce F.},\n\tmonth = jun,\n\tyear = {1968},\n\tkeywords = {Attitudes, New York City, Perception},\n\tpages = {181--186},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Social stigmatizing and the linguistic variable in a Negro speech community.\n \n \n \n\n\n \n Wolfram, W. A.\n\n\n \n\n\n\n In Chicago, IL, December 1968. \n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@inproceedings{wolfram_social_1968,\n\taddress = {Chicago, IL},\n\ttitle = {Social stigmatizing and the linguistic variable in a {Negro} speech community},\n\tabstract = {The measurement of sociolinguistic behavior requires the formulation ofa unit which can take info account continuous, ordered variation within andacross discrete linguistic types--the linguistic variable. The linguistic variable. itself an abstraction. is realized in actual speech behavior by variants. The formulation of the linguistic variable may be viewed as a function, of its correlation with extra-linguistic variables (socio-economic class. sex. age. contextual style. and racial isolation) or independent linguistic variables (linear environment and syntactic construction). The author tries to show that in order to account for systematic variation between the variants of a variable a consideration of extra-linguistic and independent constraints is imperative. Only a consideration of these two facets will reveal the fully systematic nature of variation and the various constraints on the relative stigmatization of certain variants.},\n\tauthor = {Wolfram, Walter A.},\n\tmonth = dec,\n\tyear = {1968},\n\tkeywords = {Detroit Dialect Study},\n}\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n The Speech of Negro High School Students in Memphis, Tennessee.\n \n \n \n\n\n \n Williamson, J.\n\n\n \n\n\n\n Technical Report LeMoyne College, Memphis, TN, 1968.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@techreport{williamson_speech_1968,\n\taddress = {Memphis, TN},\n\ttype = {Final {Report}},\n\ttitle = {The {Speech} of {Negro} {High} {School} {Students} in {Memphis}, {Tennessee}},\n\tinstitution = {LeMoyne College},\n\tauthor = {Williamson, Juanita},\n\tyear = {1968},\n\tkeywords = {Memphis, Tennessee, Vowels},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n A Phonological and Morphological Study of the Speech of the Negro of Memphis, Tennessee.\n \n \n \n \n\n\n \n Williamson, J.\n\n\n \n\n\n\n Volume 50 of Publication of the American Dialect SocietyUniversity of Alabama Press, Tuscaloosa, AL, 1968.\n \n\n\n\n
\n\n\n\n \n \n $\"A$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@book{williamson_phonological_1968,\n\taddress = {Tuscaloosa, AL},\n\tseries = {Publication of the {American} {Dialect} {Society}},\n\ttitle = {A {Phonological} and {Morphological} {Study} of the {Speech} of the {Negro} of {Memphis}, {Tennessee}},\n\tvolume = {50},\n\turl = {https://read.dukeupress.edu/pads/issue/50/1},\n\tpublisher = {University of Alabama Press},\n\tauthor = {Williamson, Juanita},\n\tyear = {1968},\n\tkeywords = {Memphis, Tennessee, Morphosyntax, Vowels},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n An investigation of the standard-nonstandard dimension of central Texan English.\n \n \n \n\n\n \n Stolz, W.; and Bills, G.\n\n\n \n\n\n\n Technical Report OEO-4115, The Office of Economic Opportunity, August 1968.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@techreport{stolz_investigation_1968,\n\ttype = {Final {Report}},\n\ttitle = {An investigation of the standard-nonstandard dimension of central {Texan} {English}},\n\tnumber = {OEO-4115},\n\tinstitution = {The Office of Economic Opportunity},\n\tauthor = {Stolz, Walter and Bills, Garland},\n\tmonth = aug,\n\tyear = {1968},\n\tkeywords = {Texas},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Field Techniques in an Urban Language Study.\n \n \n \n\n\n \n Shuy, R. W.; Wolfram, W. A.; and Riley, W. K.\n\n\n \n\n\n\n of Urban Language SeriesCenter for Applied Linguistics, Washington D.C., 1968.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@book{shuy_field_1968,\n\taddress = {Washington D.C.},\n\tseries = {Urban {Language} {Series}},\n\ttitle = {Field {Techniques} in an {Urban} {Language} {Study}},\n\tnumber = {3},\n\tpublisher = {Center for Applied Linguistics},\n\tauthor = {Shuy, Roger W. and Wolfram, Walter A. and Riley, William K.},\n\tyear = {1968},\n\tkeywords = {Detroit Dialect Study, Detroit, Michigan},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Detroit Speech: Careless, Awkward, and Inconsistent, or Systematic, Graceful, and Regular?.\n \n \n \n\n\n \n Shuy, R. W.\n\n\n \n\n\n\n Elementary English, 45(5): 565–569. May 1968.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{shuy_detroit_1968,\n\ttitle = {Detroit {Speech}: {Careless}, {Awkward}, and {Inconsistent}, or {Systematic}, {Graceful}, and {Regular}?},\n\tvolume = {45},\n\tnumber = {5},\n\tjournal = {Elementary English},\n\tauthor = {Shuy, Roger W.},\n\tmonth = may,\n\tyear = {1968},\n\tkeywords = {Detroit Dialect Study, Detroit, Michigan},\n\tpages = {565--569},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n A Study of the Non-Standard English of Negro and Puerto Rican Speakers in New York City.\n \n \n \n \n\n\n \n Labov, W.; Cohen, P.; Robins, C.; and Lewis, J.\n\n\n \n\n\n\n Columbia University, New York, NY, 1968.\n \n\n\n\n
\n\n\n\n \n \n $\"A$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 3 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@book{labov_study_1968,\n\taddress = {New York, NY},\n\ttitle = {A {Study} of the {Non}-{Standard} {English} of {Negro} and {Puerto} {Rican} {Speakers} in {New} {York} {City}},\n\turl = {https://eric.ed.gov/?id=ED028424},\n\tpublisher = {Columbia University},\n\tauthor = {Labov, William and Cohen, Paul and Robins, Clarence and Lewis, John},\n\tyear = {1968},\n\tkeywords = {New York City},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Differences in the language of Negro and White grade-school children.\n \n \n \n\n\n \n Entwisle, D. R.; and Greenberger, E.\n\n\n \n\n\n\n Technical Report Centre for the Study of Social Organization of Schools, Johns Hopkins University, 1968.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@techreport{entwisle_differences_1968,\n\taddress = {Johns Hopkins University},\n\ttitle = {Differences in the language of {Negro} and {White} grade-school children},\n\tinstitution = {Centre for the Study of Social Organization of Schools},\n\tauthor = {Entwisle, Doris R. and Greenberger, Ellen},\n\tyear = {1968},\n\tkeywords = {Children's Speech},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n An Acoustic and Social Dialect Analysis of Perceptual Variables in Listener Identification and Rating of Negro Speaker.\n \n \n \n\n\n \n Bryden, J. D.\n\n\n \n\n\n\n Technical Report U.S Department of Health, Education, and Welfare, 1968.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@techreport{bryden_acoustic_1968,\n\ttype = {Final {Report}},\n\ttitle = {An {Acoustic} and {Social} {Dialect} {Analysis} of {Perceptual} {Variables} in {Listener} {Identification} and {Rating} of {Negro} {Speaker}},\n\tinstitution = {U.S Department of Health, Education, and Welfare},\n\tauthor = {Bryden, James Davenport},\n\tyear = {1968},\n\tkeywords = {Perception, Racial Identification},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n The Language of Soul: Not the words but the sound that conveys them.\n \n \n \n \n\n\n \n Brown, C.\n\n\n \n\n\n\n Esquire,160–161. April 1968.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{brown_language_1968,\n\ttitle = {The {Language} of {Soul}: {Not} the words but the sound that conveys them},\n\turl = {https://classic.esquire.com/article/1968/4/1/the-language-of-soul},\n\turldate = {2020-05-03},\n\tjournal = {Esquire},\n\tauthor = {Brown, Claude},\n\tmonth = apr,\n\tyear = {1968},\n\tpages = {160--161},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Language and learning styles of minority group children in the United States.\n \n \n \n \n\n\n \n Bailey, B. L.\n\n\n \n\n\n\n In pages 10, Chicago, IL, February 1968. \n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@inproceedings{bailey_language_1968,\n\taddress = {Chicago, IL},\n\ttitle = {Language and learning styles of minority group children in the {United} {States}},\n\turl = {https://eric.ed.gov/?id=ED034806},\n\tabstract = {The paper focuses on the linguistic behavior of Negro children concentrated in communities where a non-standard form of English is the accepted currency. Such children are verbal, possess a language fully developed to serve the needs of their "world," and think effectively enough to survive in a sometimes hostile environment. Certain basic assumptions must be made in order to communicate with such group: for example, that in non-standard English, time, whether critical or not, is only optionally expressed in the verb if expressed elsewhere in the sentence or indicated by the context. Thus, from the linguist's point of view, the language behavior of this population is highly predictable, and what appears to be occasional divergences from the standard are really parts of a pattern, which every teacher must understand if efficient teaching and learning is to take place in the classroom. This can be said for other minority groups as well, with the modifications made necessary by contrastive analyses of the specific groups' native language and English.},\n\tauthor = {Bailey, Beryl Loftman},\n\tmonth = feb,\n\tyear = {1968},\n\tpages = {10},\n}\n\n

\n

\n\n\n\n\n\n

\n

\n \n 1967\n \n \n (13)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n \n Language and communication problems in Southern Appalachia.\n \n \n \n \n\n\n \n Stewart, W. A.\n\n\n \n\n\n\n Technical Report ED012026, Center for Applied Linguistics, Washington D.C., August 1967.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@techreport{stewart_language_1967,\n\taddress = {Washington D.C.},\n\ttitle = {Language and communication problems in {Southern} {Appalachia}},\n\turl = {https://eric.ed.gov/?id=ED012026},\n\tnumber = {ED012026},\n\tinstitution = {Center for Applied Linguistics},\n\tauthor = {Stewart, William A.},\n\tmonth = aug,\n\tyear = {1967},\n\tkeywords = {Appalachia},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Sociolinguistic Factors in the History of American Negro Dialects.\n \n \n \n\n\n \n Stewart, W. A.\n\n\n \n\n\n\n The Florida FL Reporter, 5(2): 1–4. 1967.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{stewart_sociolinguistic_1967,\n\ttitle = {Sociolinguistic {Factors} in the {History} of {American} {Negro} {Dialects}},\n\tvolume = {5},\n\tnumber = {2},\n\tjournal = {The Florida FL Reporter},\n\tauthor = {Stewart, William A.},\n\tyear = {1967},\n\tpages = {1--4},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Linguistic Correlates of Social Stratification in Detroit Speech.\n \n \n \n\n\n \n Shuy, R. W.; Wolfram, W. A.; and Riley, W. K.\n\n\n \n\n\n\n Technical Report Michigan State University, East Lansing, MI, 1967.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@techreport{shuy_linguistic_1967,\n\taddress = {East Lansing, MI},\n\ttitle = {Linguistic {Correlates} of {Social} {Stratification} in {Detroit} {Speech}},\n\tinstitution = {Michigan State University},\n\tauthor = {Shuy, Roger W. and Wolfram, Walter A. and Riley, William K.},\n\tyear = {1967},\n\tkeywords = {Detroit Dialect Study, Detroit, Michigan},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Socially determined variation in the nasal consonants of English in Detroit.\n \n \n \n\n\n \n Riley, W. K.\n\n\n \n\n\n\n Master's thesis, Michigan State University, Lansing, MI, 1967.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@mastersthesis{riley_socially_1967,\n\taddress = {Lansing, MI},\n\ttitle = {Socially determined variation in the nasal consonants of {English} in {Detroit}},\n\tschool = {Michigan State University},\n\tauthor = {Riley, William K.},\n\tyear = {1967},\n\tkeywords = {Detroit Dialect Study, Detroit, Michigan, Nasals},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Middleclass Negro Speech in Minneapolis.\n \n \n \n\n\n \n Pederson, L. A.\n\n\n \n\n\n\n Orbis, XVI: 347–353. 1967.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@article{pederson_middleclass_1967,\n\ttitle = {Middleclass {Negro} {Speech} in {Minneapolis}},\n\tvolume = {XVI},\n\tjournal = {Orbis},\n\tauthor = {Pederson, Lee A.},\n\tyear = {1967},\n\tkeywords = {Minneapolis, Minnesota},\n\tpages = {347--353},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Intonation patterns in a Negro American Dialect: A preliminary report.\n \n \n \n\n\n \n Loman, B.\n\n\n \n\n\n\n Technical Report Center for Applied Linguistics, Washington D.C., 1967.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@techreport{loman_intonation_1967,\n\taddress = {Washington D.C.},\n\ttype = {Preliminary {Report}},\n\ttitle = {Intonation patterns in a {Negro} {American} {Dialect}: {A} preliminary report},\n\tinstitution = {Center for Applied Linguistics},\n\tauthor = {Loman, Bengt},\n\tyear = {1967},\n\tkeywords = {Intonation, Prosody, Washington DC, Yellow House Study},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Conversations in a Negro American Dialect.\n \n \n \n \n\n\n \n Loman, B.,\n editor.\n \n\n\n \n\n\n\n of Urban Language SeriesCenter for Applied Linguistics, Washington D.C., 1967.\n \n\n\n\n
\n\n\n\n \n \n $\"Conversations$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@book{loman_conversations_1967,\n\taddress = {Washington D.C.},\n\tseries = {Urban {Language} {Series}},\n\ttitle = {Conversations in a {Negro} {American} {Dialect}},\n\turl = {https://eric.ed.gov/?id=ED013455},\n\tnumber = {2},\n\tpublisher = {Center for Applied Linguistics},\n\teditor = {Loman, Bengt},\n\tyear = {1967},\n\tkeywords = {Intonation, Prosody, Urban Language Series, Washington DC, Yellow House Study},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n A note on the deep structure of nonstandard English in Washington, D.C.\n \n \n \n\n\n \n Loflin, M. D.\n\n\n \n\n\n\n Glossa, 1: 26–32. 1967.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@article{loflin_note_1967,\n\ttitle = {A note on the deep structure of nonstandard {English} in {Washington}, {D}.{C}.},\n\tvolume = {1},\n\tjournal = {Glossa},\n\tauthor = {Loflin, Marvin D.},\n\tyear = {1967},\n\tkeywords = {Washington DC},\n\tpages = {26--32},\n}\n\n

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\n\n\n\n

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\n \n\n \n \n \n \n \n A note on the relation of reading failure to peer-group status in urban ghettos.\n \n \n \n\n\n \n Labov, W.; and Robins, C.\n\n\n \n\n\n\n Technical Report BR-5-0545, Columbia University, New York, NY, July 1967.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

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@techreport{labov_note_1967,\n\taddress = {New York, NY},\n\ttitle = {A note on the relation of reading failure to peer-group status in urban ghettos},\n\tnumber = {BR-5-0545},\n\tinstitution = {Columbia University},\n\tauthor = {Labov, William and Robins, Clarence},\n\tmonth = jul,\n\tyear = {1967},\n\tkeywords = {Harlem},\n\tpages = {18},\n}\n\n

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\n\n\n\n

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\n \n\n \n \n \n \n \n \n Gossip, networks and culture in a black American ghetto*.\n \n \n \n \n\n\n \n Hannerz, U.\n\n\n \n\n\n\n Ethnos, 32(1-4): 35–60. January 1967.\n \n\n\n\n
\n\n\n\n \n \n $\"Gossip,$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@article{hannerz_gossip_1967,\n\ttitle = {Gossip, networks and culture in a black {American} ghetto*},\n\tvolume = {32},\n\tissn = {0014-1844, 1469-588X},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/00141844.1967.9980988},\n\tdoi = {10.1080/00141844.1967.9980988},\n\tlanguage = {en},\n\tnumber = {1-4},\n\turldate = {2020-07-22},\n\tjournal = {Ethnos},\n\tauthor = {Hannerz, Ulf},\n\tmonth = jan,\n\tyear = {1967},\n\tkeywords = {Washington DC, Yellow House Study},\n\tpages = {35--60},\n}\n\n

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\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Language differences among upper and lower class negro and white eighth graders in East Central Alabama.\n \n \n \n\n\n \n Graves, R. L.\n\n\n \n\n\n\n Ph.D. Thesis, Florida State University, Tallahassee, FL, 1967.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@phdthesis{graves_language_1967,\n\taddress = {Tallahassee, FL},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {Language differences among upper and lower class negro and white eighth graders in {East} {Central} {Alabama}},\n\tschool = {Florida State University},\n\tauthor = {Graves, Richard L.},\n\tyear = {1967},\n\tkeywords = {Alabama, Child AAE},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Two fricatives in Black English - A Generative Phonology Approach.\n \n \n \n\n\n \n Fasold, R. W.\n\n\n \n\n\n\n January 1967.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@unpublished{fasold_two_1967,\n\taddress = {Center for Applied Linguistics},\n\ttype = {Working {Paper}},\n\ttitle = {Two fricatives in {Black} {English} - {A} {Generative} {Phonology} {Approach}},\n\tauthor = {Fasold, Ralph W.},\n\tmonth = jan,\n\tyear = {1967},\n\tkeywords = {Consonants, Detroit Dialect Study, Detroit, Michigan},\n}\n\n

\n

\n\n\n\n

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\n \n\n \n \n \n \n \n \n Have & Be in English Syntax.\n \n \n \n \n\n\n \n Bach, E.\n\n\n \n\n\n\n Language, 43(2): 462–485. 1967.\n \n\n\n\n
\n\n\n\n \n \n $\"Have$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{bach_have_1967,\n\ttitle = {Have \\& {Be} in {English} {Syntax}},\n\tvolume = {43},\n\turl = {https://www.jstor.org/stable/411547?seq=1#metadata_info_tab_contents},\n\tdoi = {10.2307/411547},\n\tnumber = {2},\n\tjournal = {Language},\n\tauthor = {Bach, Emmon},\n\tyear = {1967},\n\tkeywords = {Syntax},\n\tpages = {462--485},\n}\n\n

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\n\n\n\n

\n\n\n\n\n\n

\n

\n \n 1966\n \n \n (3)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n Observations on the problems of defining Negro dialect.\n \n \n \n\n\n \n Stewart, W. A.\n\n\n \n\n\n\n In 1966. \n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@inproceedings{stewart_observations_1966,\n\ttitle = {Observations on the problems of defining {Negro} dialect},\n\tauthor = {Stewart, William A.},\n\tyear = {1966},\n}\n\n

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\n\n\n\n

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\n \n\n \n \n \n \n \n \n Categorization Behavior of Lower- and Middle-Class Negro Preschool Children: Differences in Dealing with Representation of Familiar Objects.\n \n \n \n \n\n\n \n Sigel, I. E.; Anderson, L. M.; and Shapiro, H.\n\n\n \n\n\n\n The Journal of Negro Education, 35(3): 218. 1966.\n \n\n\n\n
\n\n\n\n \n \n $\"Categorization$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{sigel_categorization_1966,\n\ttitle = {Categorization {Behavior} of {Lower}- and {Middle}-{Class} {Negro} {Preschool} {Children}: {Differences} in {Dealing} with {Representation} of {Familiar} {Objects}},\n\tvolume = {35},\n\tissn = {00222984},\n\tshorttitle = {Categorization {Behavior} of {Lower}- and {Middle}-{Class} {Negro} {Preschool} {Children}},\n\turl = {https://www.jstor.org/stable/2293941?origin=crossref},\n\tdoi = {10.2307/2293941},\n\tnumber = {3},\n\turldate = {2020-04-15},\n\tjournal = {The Journal of Negro Education},\n\tauthor = {Sigel, Irving E. and Anderson, Larry M. and Shapiro, Howard},\n\tyear = {1966},\n\tpages = {218},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n The pronunciation of vowels in Negro speech.\n \n \n \n \n\n\n \n Roberts, M. M.\n\n\n \n\n\n\n Ph.D. Thesis, Ohio State University, Columbus, OH, 1966.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@phdthesis{roberts_pronunciation_1966,\n\taddress = {Columbus, OH},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {The pronunciation of vowels in {Negro} speech},\n\turl = {http://rave.ohiolink.edu/etdc/view?acc_num=osu1285239487},\n\tschool = {Ohio State University},\n\tauthor = {Roberts, Margaret Mills},\n\tyear = {1966},\n\tkeywords = {Vowels},\n}\n\n

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\n\n\n\n

\n\n\n\n\n\n

\n

\n \n 1965\n \n \n (2)\n \n \n

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\n \n \n

\n \n\n \n \n \n \n \n \n The Pronunciation of English in Metropolitan Chicago.\n \n \n \n \n\n\n \n Pederson, L. A.\n\n\n \n\n\n\n Volume 44 of Publication of the American Dialect SocietyUniversity of Alabama Press, Tuscaloosa, AL, November 1965.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@book{pederson_pronunciation_1965,\n\taddress = {Tuscaloosa, AL},\n\tseries = {Publication of the {American} {Dialect} {Society}},\n\ttitle = {The {Pronunciation} of {English} in {Metropolitan} {Chicago}},\n\tvolume = {44},\n\turl = {https://read.dukeupress.edu/pads/issue/44/1},\n\tpublisher = {University of Alabama Press},\n\tauthor = {Pederson, Lee A.},\n\tmonth = nov,\n\tyear = {1965},\n\tkeywords = {Chicago, Illinois},\n}\n\n

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\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Toward a New Perspective in Negro English Dialectology.\n \n \n \n \n\n\n \n Bailey, B. L.\n\n\n \n\n\n\n American Speech, 40(3): 171. October 1965.\n \n\n\n\n
\n\n\n\n \n \n $\"Toward$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{bailey_toward_1965,\n\ttitle = {Toward a {New} {Perspective} in {Negro} {English} {Dialectology}},\n\tvolume = {40},\n\tissn = {00031283},\n\turl = {https://www.jstor.org/stable/454064?origin=crossref},\n\tdoi = {10.2307/454064},\n\tnumber = {3},\n\turldate = {2020-04-12},\n\tjournal = {American Speech},\n\tauthor = {Bailey, Beryl Loftman},\n\tmonth = oct,\n\tyear = {1965},\n\tpages = {171},\n}\n\n

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\n\n\n\n\n\n

\n

\n \n 1964\n \n \n (2)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n Non-Standard Speech and the Teaching of English.\n \n \n \n\n\n \n Stewart, W. A.\n\n\n \n\n\n\n Technical Report ED031707, Center for Applied Linguistics, Washington D.C., 1964.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@techreport{stewart_non-standard_1964,\n\taddress = {Washington D.C.},\n\ttitle = {Non-{Standard} {Speech} and the {Teaching} of {English}},\n\tabstract = {This document brings together three papers dealing with the teaching of standard English to speakers of substandard varieties of the language, as well as of English-based pidgins or creoles. The first two papers are by linguists. The essay "Foreign Language Teaching Methods in Quasi-Foreign Language Situations" by William A. Stewart is intended to serve as a general introduction to the problem. "Non-Standard Negro Speech in Chicago" by Lee A. Pederson is a summary of a partial study in depth of the Chicago situation and supplies a more detailed illustration of one specific case. The last paper, "Some Approaches to Teaching English as a Second Language," is by an English teacher, Charlotte K. Brooks. Her practical concern with the teacher's attitudes toward non-standard speech and its users becomes especially meaningful once the linguistic aspects of the situation are understood. What is especially noteworthy, however, is that all three papers express the same basic conclusion as to what should be done.},\n\tnumber = {ED031707},\n\tinstitution = {Center for Applied Linguistics},\n\tauthor = {Stewart, William A.},\n\tyear = {1964},\n\tpages = {37},\n}\n\n

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\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Non-Standard Negro Speech in Chicago.\n \n \n \n\n\n \n Pederson, L.\n\n\n \n\n\n\n In Stewart, W., editor(s), Non-Standard Speech and the Teaching of English, of Language Information Series, pages 16–23. Center for Applied Linguistics, Washington D.C., 1964.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@incollection{pederson_non-standard_1964,\n\taddress = {Washington D.C.},\n\tseries = {Language {Information} {Series}},\n\ttitle = {Non-{Standard} {Negro} {Speech} in {Chicago}},\n\tnumber = {2},\n\tbooktitle = {Non-{Standard} {Speech} and the {Teaching} of {English}},\n\tpublisher = {Center for Applied Linguistics},\n\tauthor = {Pederson, Lee},\n\teditor = {Stewart, William},\n\tyear = {1964},\n\tkeywords = {Chicago, Illinois},\n\tpages = {16--23},\n}\n\n

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\n \n 1963\n \n \n (1)\n \n \n

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\n \n \n

\n \n\n \n \n \n \n \n \n Status cues in speech: Extra-race and extra-region identification.\n \n \n \n \n\n\n \n Harms, L.\n\n\n \n\n\n\n Lingua, 12(3): 300–306. January 1963.\n \n\n\n\n
\n\n\n\n \n \n $\"Status$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{harms_status_1963,\n\ttitle = {Status cues in speech: {Extra}-race and extra-region identification},\n\tvolume = {12},\n\tissn = {00243841},\n\tshorttitle = {Status cues in speech},\n\turl = {https://linkinghub.elsevier.com/retrieve/pii/0024384163900408},\n\tdoi = {10.1016/0024-3841(63)90040-8},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-07-22},\n\tjournal = {Lingua},\n\tauthor = {Harms, L.S.},\n\tmonth = jan,\n\tyear = {1963},\n\tpages = {300--306},\n}\n\n

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\n \n 1962\n \n \n (1)\n \n \n

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\n \n\n \n \n \n \n \n \n \"Playing the Dozens\".\n \n \n \n \n\n\n \n Abrahams, R. D.\n\n\n \n\n\n\n The Journal of American Folklore, 75(297): 209. July 1962.\n \n\n\n\n
\n\n\n\n \n \n $\""Playing$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{abrahams_playing_1962,\n\ttitle = {"{Playing} the {Dozens}"},\n\tvolume = {75},\n\tissn = {00218715},\n\turl = {https://www.jstor.org/stable/537723?origin=crossref},\n\tdoi = {10.2307/537723},\n\tnumber = {297},\n\turldate = {2020-06-29},\n\tjournal = {The Journal of American Folklore},\n\tauthor = {Abrahams, Roger D.},\n\tmonth = jul,\n\tyear = {1962},\n\tkeywords = {The Dozens},\n\tpages = {209},\n}\n\n

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\n \n 1961\n \n \n (3)\n \n \n

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\n \n\n \n \n \n \n \n A phonological and morphological study of the speech of the Negro of Memphis, Tennessee.\n \n \n \n\n\n \n Williamson, J.\n\n\n \n\n\n\n Ph.D. Thesis, University of Michigan, Ann Arbor, MI, 1961.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

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@phdthesis{williamson_phonological_1961,\n\taddress = {Ann Arbor, MI},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {A phonological and morphological study of the speech of the {Negro} of {Memphis}, {Tennessee}},\n\tabstract = {This study of certain phonological and morphological aspects of the Negro speech of Memphis, Tennessee, is a revision of the author's 1961 Ph.D. thesis submitted to the University of Michigan. Twenty-four informants, all but one of whom were native Memphians, were used for the study; they were classed according to education and age. The interview form was the short work sheet of the Linguistic Atlas of the United States and Canada. Free conversation was encouraged, however, and was the main source of the morphological and syntactical items. Chapters on phonology contain a description of the segmental phonemes, a discussion of the incidence of the phonemes, and a discussion of the vowels before unsyllabic "schwa" and consonantal "r". It was concluded that the distinctively Memphian phonological features were to be found on the subphonemic levels and in the incidence of the phonemes. Little difference was found in the speech of the educated and non-educated on the phonological level. The morphological section of the study concentrates on selected features of the morphology of the noun, the pronoun and the verb. Marked differences between educated and non-educated informants were found on this level, especially in the use of verb form. A concluding chapter summarizes the findings of the study.},\n\tschool = {University of Michigan},\n\tauthor = {Williamson, Juanita},\n\tyear = {1961},\n\tkeywords = {Memphis, Tennessee},\n}\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n The Pronunciation of English in the Atlantic States.\n \n \n \n\n\n \n Kurath, H.; and McDavid Jr., R. I.\n\n\n \n\n\n\n University of Michigan Press, Ann Arbor, MI, 1961.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@book{kurath_pronunciation_1961,\n\taddress = {Ann Arbor, MI},\n\ttitle = {The {Pronunciation} of {English} in the {Atlantic} {States}},\n\tpublisher = {University of Michigan Press},\n\tauthor = {Kurath, Hans and McDavid Jr., Raven I.},\n\tyear = {1961},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Listener judgments of status cues in speech.\n \n \n \n \n\n\n \n Harms, L. S.\n\n\n \n\n\n\n Quarterly Journal of Speech, 47(2): 164–168. April 1961.\n \n\n\n\n
\n\n\n\n \n \n $\"Listener$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{harms_listener_1961,\n\ttitle = {Listener judgments of status cues in speech},\n\tvolume = {47},\n\tissn = {0033-5630, 1479-5779},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/00335636109382471},\n\tdoi = {10.1080/00335636109382471},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-07-22},\n\tjournal = {Quarterly Journal of Speech},\n\tauthor = {Harms, L. S.},\n\tmonth = apr,\n\tyear = {1961},\n\tkeywords = {Perception},\n\tpages = {164--168},\n}\n\n

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\n\n\n\n

\n\n\n\n\n\n

\n

\n \n 1960\n \n \n (1)\n \n \n

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\n \n\n \n \n \n \n \n A contemporary study of speech patterns of selected negro and white kindergarten children.\n \n \n \n\n\n \n Hibler, M. B.\n\n\n \n\n\n\n Ph.D. Thesis, University of Southern California, Los Angeles, CA, 1960.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@phdthesis{hibler_contemporary_1960,\n\taddress = {Los Angeles, CA},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {A contemporary study of speech patterns of selected negro and white kindergarten children},\n\tschool = {University of Southern California},\n\tauthor = {Hibler, Madge Beatrice},\n\tyear = {1960},\n\tkeywords = {Children's Speech},\n}\n\n

\n

\n\n\n\n

\n\n\n\n\n\n

\n

\n \n 1958\n \n \n (1)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n The speech of Louisville, Kentucky.\n \n \n \n\n\n \n Howren, R.\n\n\n \n\n\n\n Ph.D. Thesis, Indiana University, Bloomington, IN, 1958.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@phdthesis{howren_speech_1958,\n\taddress = {Bloomington, IN},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {The speech of {Louisville}, {Kentucky}},\n\tschool = {Indiana University},\n\tauthor = {Howren, Robert},\n\tyear = {1958},\n\tkeywords = {Louisville, Kentucky},\n}\n\n

\n

\n\n\n\n

\n\n\n\n\n\n

\n

\n \n 1955\n \n \n (1)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n \n The Status Significance of an Isolated Urban Dialect.\n \n \n \n \n\n\n \n Putnam, G. N.; and O'Hern, E. M.\n\n\n \n\n\n\n Language, 31(4): v. October 1955.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{putnam_status_1955,\n\ttitle = {The {Status} {Significance} of an {Isolated} {Urban} {Dialect}},\n\tvolume = {31},\n\tissn = {00978507},\n\turl = {https://www.jstor.org/stable/522254?origin=crossref},\n\tdoi = {10.2307/522254},\n\tnumber = {4},\n\turldate = {2020-04-05},\n\tjournal = {Language},\n\tauthor = {Putnam, George N. and O'Hern, Edna M.},\n\tmonth = oct,\n\tyear = {1955},\n\tkeywords = {Consonants, Syntax, Vowels, Washington DC},\n\tpages = {v},\n}\n\n

\n

\n\n\n\n

\n\n\n\n\n\n

\n

\n \n 1954\n \n \n (1)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n The Phonology of Uncle Remus Stories.\n \n \n \n\n\n \n Ives, S.\n\n\n \n\n\n\n of Publication of the American Dialect SocietyAmerican Dialect Society, Tuscaloosa, AL, November 1954.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@book{ives_phonology_1954,\n\taddress = {Tuscaloosa, AL},\n\tseries = {Publication of the {American} {Dialect} {Society}},\n\ttitle = {The {Phonology} of {Uncle} {Remus} {Stories}},\n\tlanguage = {eng},\n\tnumber = {22},\n\tpublisher = {American Dialect Society},\n\tauthor = {Ives, Sumner},\n\tmonth = nov,\n\tyear = {1954},\n\tkeywords = {Case studies, Phonology},\n}\n\n

\n

\n\n\n\n

\n\n\n\n\n\n

\n

\n \n 1953\n \n \n (1)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n \n A Survey of Verb Forms in the Eastern United States.\n \n \n \n \n\n\n \n Atwood, E. B.\n\n\n \n\n\n\n University of Michigan Press, Ann Arbor, MI, 1953.\n \n\n\n\n
\n\n\n\n \n \n $\"A$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@book{atwood_survey_1953,\n\taddress = {Ann Arbor, MI},\n\ttitle = {A {Survey} of {Verb} {Forms} in the {Eastern} {United} {States}},\n\tisbn = {978-0-472-75010-8},\n\turl = {http://www.press.umich.edu/9690449},\n\tlanguage = {en},\n\turldate = {2020-04-15},\n\tpublisher = {University of Michigan Press},\n\tauthor = {Atwood, E. Bagby},\n\tyear = {1953},\n\tdoi = {10.3998/mpub.9690449},\n}\n\n

\n

\n\n\n\n

\n\n\n\n\n\n

\n

\n \n 1952\n \n \n (1)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n An experimental comparison of vocal quality among mixed groups of Whites and Negroes.\n \n \n \n\n\n \n Dickens, M.; and Sawyer, G. M.\n\n\n \n\n\n\n The Southern Speech Journal, 17(3): 178–185. 1952.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{dickens_experimental_1952,\n\ttitle = {An experimental comparison of vocal quality among mixed groups of {Whites} and {Negroes}},\n\tvolume = {17},\n\tnumber = {3},\n\tjournal = {The Southern Speech Journal},\n\tauthor = {Dickens, Milton and Sawyer, Granville M.},\n\tyear = {1952},\n\tkeywords = {Austin, Texas, Perception, Racial Identification},\n\tpages = {178--185},\n}\n\n

\n

\n\n\n\n

\n\n\n\n\n\n

\n

\n \n 1951\n \n \n (3)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n \n An experimental comparison of vocal quality among mixed groups of whites and Negroes.\n \n \n \n \n\n\n \n Sawyer, G. M.\n\n\n \n\n\n\n Master's thesis, University of Southern California, Los Angeles, CA, 1951.\n \n\n\n\n
\n\n\n\n \n \n $\"An$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@mastersthesis{sawyer_experimental_1951,\n\taddress = {Los Angeles, CA},\n\ttitle = {An experimental comparison of vocal quality among mixed groups of whites and {Negroes}},\n\turl = {http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll39/id/446214/rec/16},\n\tschool = {University of Southern California},\n\tauthor = {Sawyer, Granville M.},\n\tyear = {1951},\n\tkeywords = {Texas, Vowels},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n The Relationship of the Speech of American Negroes to the Speech of Whites.\n \n \n \n \n\n\n \n McDavid, R. I.; and McDavid, V. G.\n\n\n \n\n\n\n American Speech, 26(1): 3. February 1951.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{mcdavid_relationship_1951,\n\ttitle = {The {Relationship} of the {Speech} of {American} {Negroes} to the {Speech} of {Whites}},\n\tvolume = {26},\n\tissn = {00031283},\n\turl = {https://www.jstor.org/stable/453308?origin=crossref},\n\tdoi = {10.2307/453308},\n\tnumber = {1},\n\turldate = {2020-05-15},\n\tjournal = {American Speech},\n\tauthor = {McDavid, Raven I. and McDavid, Virginia Glenn},\n\tmonth = feb,\n\tyear = {1951},\n\tpages = {3},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n About the pronunciation of six freshmen from Southern University.\n \n \n \n\n\n \n Abel, J. W.\n\n\n \n\n\n\n The Southern Speech Journal, 16(4): 259–267. 1951.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@article{abel_about_1951,\n\ttitle = {About the pronunciation of six freshmen from {Southern} {University}},\n\tvolume = {16},\n\tdoi = {https://doi.org/10.1080/10417945109371183},\n\tnumber = {4},\n\tjournal = {The Southern Speech Journal},\n\tauthor = {Abel, James Walden},\n\tyear = {1951},\n\tkeywords = {Baton Rouge, Louisiana},\n\tpages = {259--267},\n}\n\n

\n

\n\n\n\n

\n\n\n\n\n\n

\n

\n \n 1949\n \n \n (2)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n A Word Geography of the Eastern United States.\n \n \n \n\n\n \n Kurath, H.\n\n\n \n\n\n\n University of Michigan Press, Ann Arbor, MI, 1949.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@book{kurath_word_1949,\n\taddress = {Ann Arbor, MI},\n\ttitle = {A {Word} {Geography} of the {Eastern} {United} {States}},\n\tlanguage = {eng},\n\tpublisher = {University of Michigan Press},\n\tauthor = {Kurath, Hans},\n\tyear = {1949},\n\tkeywords = {Anglicist Hypothesis},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n A study of the speech of six freshmen from Southern University.\n \n \n \n\n\n \n Abel, J. W.\n\n\n \n\n\n\n Ph.D. Thesis, Louisiana State University, Baton Rouge, LA, 1949.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@phdthesis{abel_study_1949,\n\taddress = {Baton Rouge, LA},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {A study of the speech of six freshmen from {Southern} {University}.},\n\tabstract = {This study has three major purposes: The frist is to complement the raw data of the Dialect Atlas of Louisiana by recording the responses of six Southern University freshmen on the items of the work-book of the Linguistic Atlas of New England as revised for use in Louisiana. Hence, this study is part of a larger project, both in aim and technique of investigation. The second is to present the responses in such form as to make the information they contain readily available. The third is to analyze the pronunciation phonetically recorded to determine to what extent and in what ways it deviates from standard southern American. This analysis does not purport to give a complete view of the pronunication of Negro college freshmen in general, or of freshmen at Southern University; rather, it is a study of the pronunciation used by six informants who were first-semester freshman at that University at the time they served as informants.},\n\tschool = {Louisiana State University},\n\tauthor = {Abel, James Walden},\n\tyear = {1949},\n\tkeywords = {Baton Rouge, Louisiana},\n}\n\n

\n

\n\n\n\n\n\n

\n

\n \n 1948\n \n \n (1)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n A phonology of southeast Alabama speech.\n \n \n \n\n\n \n Barrett, M. W.\n\n\n \n\n\n\n Ph.D. Thesis, University of North Carolina, Chapel Hill, NC, 1948.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@phdthesis{barrett_phonology_1948,\n\taddress = {Chapel Hill, NC},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {A phonology of southeast {Alabama} speech.},\n\tschool = {University of North Carolina},\n\tauthor = {Barrett, Madie Ward},\n\tyear = {1948},\n\tkeywords = {Alabama},\n}\n\n

\n

\n\n\n\n

\n\n\n\n\n\n

\n

\n \n 1941\n \n \n (2)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n \n Negro Speech of East Texas.\n \n \n \n \n\n\n \n Stanley, O.\n\n\n \n\n\n\n American Speech, 16(1): 3. February 1941.\n \n\n\n\n
\n\n\n\n \n \n $\"Negro$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{stanley_negro_1941,\n\ttitle = {Negro {Speech} of {East} {Texas}},\n\tvolume = {16},\n\tissn = {00031283},\n\turl = {https://www.jstor.org/stable/486680?origin=crossref},\n\tdoi = {10.2307/486680},\n\tnumber = {1},\n\turldate = {2020-04-10},\n\tjournal = {American Speech},\n\tauthor = {Stanley, Oma},\n\tmonth = feb,\n\tyear = {1941},\n\tkeywords = {Texas},\n\tpages = {3},\n}\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n A dialect study of Langdale, Chambers County, Alabama, made as a primary investigation for the preparation of worksheets for the Linguistic Atlas.\n \n \n \n\n\n \n Hall, J. D.\n\n\n \n\n\n\n Master's thesis, Alabama Polytechnic Institute, Auburn, AL, 1941.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@mastersthesis{hall_dialect_1941,\n\taddress = {Auburn, AL},\n\ttitle = {A dialect study of {Langdale}, {Chambers} {County}, {Alabama}, made as a primary investigation for the preparation of worksheets for the {Linguistic} {Atlas}},\n\tschool = {Alabama Polytechnic Institute},\n\tauthor = {Hall, Joe Daniel},\n\tyear = {1941},\n\tkeywords = {Landgale, Alabama},\n}\n\n

\n

\n\n\n\n

\n\n\n\n\n\n

\n

\n \n 1937\n \n \n (1)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n \n A historical and phonetic study of Negro Dialect.\n \n \n \n \n\n\n \n Pardoe, E. T.\n\n\n \n\n\n\n Ph.D. Thesis, Louisiana State University, Baton Rouge, LA, 1937.\n \n\n\n\n
\n\n\n\n \n \n $\"A$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@phdthesis{pardoe_historical_1937,\n\taddress = {Baton Rouge, LA},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {A historical and phonetic study of {Negro} {Dialect}},\n\turl = {https://digitalcommons.lsu.edu/gradschool_disstheses/7790/},\n\tschool = {Louisiana State University},\n\tauthor = {Pardoe, Earl T.},\n\tyear = {1937},\n}\n\n

\n

\n\n\n\n

\n\n\n\n\n\n

\n

\n \n 1936\n \n \n (1)\n \n \n

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\n \n \n

\n \n\n \n \n \n \n \n The phonology of the illiterate Negro dialect of Guilford County, North Carolina.\n \n \n \n\n\n \n Farrison, W. E.\n\n\n \n\n\n\n Ph.D. Thesis, Ohio State University, Columbus, OH, 1936.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@phdthesis{farrison_phonology_1936,\n\taddress = {Columbus, OH},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {The phonology of the illiterate {Negro} dialect of {Guilford} {County}, {North} {Carolina}},\n\tschool = {Ohio State University},\n\tauthor = {Farrison, W. Edward},\n\tyear = {1936},\n\tkeywords = {North Carolina},\n}\n\n

\n

\n\n\n\n

\n\n\n\n\n\n

\n

\n \n 1935\n \n \n (1)\n \n \n

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\n \n \n

\n \n\n \n \n \n \n \n Transcriptions of a phonograph record of the speech of a negro between 70 and 75 years old and a life long resident of Charlottesville, VA.\n \n \n \n\n\n \n Caffee, N. M.\n\n\n \n\n\n\n American Speech, 10: 298–299. 1935.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@article{caffee_transcriptions_1935,\n\ttitle = {Transcriptions of a phonograph record of the speech of a negro between 70 and 75 years old and a life long resident of {Charlottesville}, {VA}},\n\tvolume = {10},\n\tjournal = {American Speech},\n\tauthor = {Caffee, Nathaniel M.},\n\tyear = {1935},\n\tkeywords = {Charlottesville, Virginia},\n\tpages = {298--299},\n}\n\n

\n

\n\n\n\n

\n\n\n\n\n\n

\n

\n \n 1933\n \n \n (1)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n \n Negro dialect.\n \n \n \n \n\n\n \n Wise, C. M.\n\n\n \n\n\n\n Quarterly Journal of Speech, 19(4): 522–528. November 1933.\n \n\n\n\n
\n\n\n\n \n \n $\"Negro$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{wise_negro_1933,\n\ttitle = {Negro dialect},\n\tvolume = {19},\n\tissn = {0033-5630, 1479-5779},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/00335633309379979},\n\tdoi = {10.1080/00335633309379979},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2020-04-12},\n\tjournal = {Quarterly Journal of Speech},\n\tauthor = {Wise, C. M.},\n\tmonth = nov,\n\tyear = {1933},\n\tpages = {522--528},\n}\n\n

\n

\n\n\n\n

\n\n\n\n\n\n

\n

\n \n 1932\n \n \n (1)\n \n \n

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\n \n \n

\n \n\n \n \n \n \n \n A survey of the dialect of the Lee County Alabama Negro.\n \n \n \n\n\n \n Guest, C. B.\n\n\n \n\n\n\n Ph.D. Thesis, Alabama Polytechnic Institute, Auburn, AL, 1932.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@phdthesis{guest_survey_1932,\n\taddress = {Auburn, AL},\n\ttype = {M.{S}. {Theis}},\n\ttitle = {A survey of the dialect of the {Lee} {County} {Alabama} {Negro}},\n\tschool = {Alabama Polytechnic Institute},\n\tauthor = {Guest, Charles Boyd},\n\tyear = {1932},\n\tkeywords = {Alabama},\n}\n\n

\n

\n\n\n\n

\n\n\n\n\n\n

\n

\n \n 1921\n \n \n (1)\n \n \n

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\n \n \n

\n \n\n \n \n \n \n \n \n The Advance of English Speech among Negroes in the United States.\n \n \n \n \n\n\n \n Burch, C. E.\n\n\n \n\n\n\n The English Journal, 10(4): 222. April 1921.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{burch_advance_1921,\n\ttitle = {The {Advance} of {English} {Speech} among {Negroes} in the {United} {States}},\n\tvolume = {10},\n\tissn = {00138274},\n\turl = {https://www.jstor.org/stable/802125?origin=crossref},\n\tdoi = {10.2307/802125},\n\tnumber = {4},\n\turldate = {2020-07-23},\n\tjournal = {The English Journal},\n\tauthor = {Burch, Charles Eaton},\n\tmonth = apr,\n\tyear = {1921},\n\tpages = {222},\n}\n\n

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\n\n\n\n

\n\n\n\n\n\n

\n

\n \n 1901\n \n \n (1)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n The Language of the Kentucky Negro.\n \n \n \n\n\n \n Lloyd, J. U.\n\n\n \n\n\n\n Dialect Notes, 2: 179–184. 1901.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@article{lloyd_language_1901,\n\ttitle = {The {Language} of the {Kentucky} {Negro}},\n\tvolume = {2},\n\tjournal = {Dialect Notes},\n\tauthor = {Lloyd, John U.},\n\tyear = {1901},\n\tkeywords = {Kentucky, Lexical},\n\tpages = {179--184},\n}\n\n

\n

\n\n\n\n

\n\n\n\n\n\n

\n

\n \n 1884\n \n \n (1)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n \n Negro English.\n \n \n \n \n\n\n \n Harrison, J. A.\n\n\n \n\n\n\n Anglia - Zeitschrift für englische Philologie, 1884(7). 1884.\n \n\n\n\n
\n\n\n\n \n \n $\"Negro$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{harrison_negro_1884,\n\ttitle = {Negro {English}},\n\tvolume = {1884},\n\tissn = {0340-5222, 1865-8938},\n\turl = {https://www.degruyter.com/doi/10.1515/angl.1884.1884.7.232},\n\tdoi = {10.1515/angl.1884.1884.7.232},\n\tnumber = {7},\n\turldate = {2020-07-22},\n\tjournal = {Anglia - Zeitschrift für englische Philologie},\n\tauthor = {Harrison, James A.},\n\tyear = {1884},\n}\n\n

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