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首页> 外文期刊>Journal of speech, language, and hearing research: JSLHR >African American preschoolers' language, emergent literacy skills, and use of African American English: a complex relation.
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African American preschoolers' language, emergent literacy skills, and use of African American English: a complex relation.

机译：非裔美国学龄前儿童的语言，新兴的读写能力以及非裔美国人英语的使用：一个复杂的关系。

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PURPOSE: This study examined the relation between African American preschoolers' use of African American English (AAE) and their language and emergent literacy skills in an effort to better understand the perplexing and persistent difficulties many African American children experience learning to read proficiently. METHOD: African American preschoolers' (n = 63) vocabulary skills were assessed in the fall and their language and emergent literacy skills were assessed in the spring. The relation between students' AAE use and their vocabulary and emergent literacy skills was examined using hierarchical linear modeling (HLM), controlling for fall vocabulary and other child, family, and school variables. Children's use of AAE was examined across two contexts-sentence imitation and oral narrative using a wordless storybook prompt. RESULTS: There was a significant -shaped relation between the frequency with which preschoolers used AAE features and their language and emergent literacy skills. Students who usedAAE features with greater or lesser frequency demonstrated stronger sentence imitation, letter-word recognition, and phonological awareness skills than did preschoolers who used AAE features with moderate frequency, controlling for fall vocabulary skills. Fewer preschoolers used AAE features during the sentence imitation task with explicit expectations for Standard American English (SAE) or School English than they did during an oral narrative elicitation task with implicit expectations for SAE. CONCLUSIONS: The nonlinear relation between AAE use and language and emergent literacy skills, coupled with systematic differences in AAE use across contexts, indicates that some preschoolers may be dialect switching between AAE and SAE, suggesting emerging pragmatic/metalinguistic awareness.
机译：目的：本研究探讨了非裔美国学龄前儿童对非裔美国人英语（AAE）的使用与他们的语言和新兴识字能力之间的关系，以期更好地理解许多非裔美国人儿童在学习熟练阅读方面所面临的困惑和持续的困难。方法：秋季评估了非洲裔美国学龄前儿童（n = 63）的词汇技能，春季则评估了他们的语言和紧急识字能力。使用分层线性建模（HLM），检查秋季词汇量以及其他儿童，家庭和学校变量，检查了学生的AAE使用与其词汇和紧急识字能力之间的关系。在无语故事书提示的情况下，通过模仿句子和口头叙述两种语境，检查了儿童对AAE的使用情况。结果：学龄前儿童使用AAE功能的频率与他们的语言和新兴识字能力之间存在显着的形状关系。与使用频率适中，控制秋季词汇技能的学龄前儿童相比，使用频率较高或较低的AAE功能的学生表现出更强的句子模仿，字母识别和语音意识技能。在句子模仿任务中，对标准美式英语（SAE）或学校英语有明确期望的学龄前儿童使用口语叙事启发任务中，对SAE有隐式期望的学龄前儿童的比例要少得多。结论：AAE使用与语言和新兴识字能力之间的非线性关系，再加上跨环境使用AAE的系统差异，表明一些学龄前儿童可能在AAE和SAE之间切换方言，表明正在出现实用主义/元语言意识。

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