BE, DO, and Modal Auxiliaries of 3-Year-Old African American English Speakers
Purpose: This study examined African American English--speaking children's use of BE, DO, and modal auxiliaries. Method: The data were based on language samples obtained from 48 three-year-olds. Analyses examined rates of marking by auxiliary type, auxiliary surface form, succeeding element, an...
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| Veröffentlicht in: | Journal of speech, language, and hearing research language, and hearing research, 2014-08, Vol.57 (4), p.1383-1393 |
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| creator | Newkirk-Turner, Brandi L Oetting, Janna B Stockman, Ida J |
| description | Purpose: This study examined African American English--speaking children's use of BE, DO, and modal auxiliaries. Method: The data were based on language samples obtained from 48 three-year-olds. Analyses examined rates of marking by auxiliary type, auxiliary surface form, succeeding element, and syntactic construction and by a number of child variables. Results: The children produced 3 different types of marking (mainstream overt, nonmainstream overt, zero) for auxiliaries, and the distribution of these markings varied by auxiliary type. The children's nonmainstream dialect densities were related to their marking of BE and DO but not modals. Marking of BE was influenced by its surface form and the succeeding verbal element, and marking of BE and DO was influenced by syntactic construction. Conclusions: Results extend previous studies by showing dialect-specific effects for children's use of auxiliaries and by showing these effects to vary by auxiliary type and children's nonmainstream dialect densities. Some aspects of the children's auxiliary systems (i.e., pattern of marking across auxiliaries and effects of syntactic construction) were also consistent with what has been documented for children who speak other dialects of English. These findings show dialect-specific and dialect-universal aspects of African American English to be present early in children's acquisition of auxiliaries. |
| doi_str_mv | 10.1044/2014_JSLHR-L-13-0063 |
| format | Article |
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Method: The data were based on language samples obtained from 48 three-year-olds. Analyses examined rates of marking by auxiliary type, auxiliary surface form, succeeding element, and syntactic construction and by a number of child variables. Results: The children produced 3 different types of marking (mainstream overt, nonmainstream overt, zero) for auxiliaries, and the distribution of these markings varied by auxiliary type. The children's nonmainstream dialect densities were related to their marking of BE and DO but not modals. Marking of BE was influenced by its surface form and the succeeding verbal element, and marking of BE and DO was influenced by syntactic construction. Conclusions: Results extend previous studies by showing dialect-specific effects for children's use of auxiliaries and by showing these effects to vary by auxiliary type and children's nonmainstream dialect densities. Some aspects of the children's auxiliary systems (i.e., pattern of marking across auxiliaries and effects of syntactic construction) were also consistent with what has been documented for children who speak other dialects of English. These findings show dialect-specific and dialect-universal aspects of African American English to be present early in children's acquisition of auxiliaries.</description><identifier>ISSN: 1092-4388</identifier><identifier>EISSN: 1558-9102</identifier><identifier>DOI: 10.1044/2014_JSLHR-L-13-0063</identifier><identifier>PMID: 24687082</identifier><language>eng</language><publisher>United States: American Speech-Language-Hearing Association (ASHA)</publisher><subject>African American Children ; African Americans ; African Americans - psychology ; Black Dialects ; Child Language ; Child, Preschool ; Children & youth ; Cultural Characteristics ; Dialects ; English ; Female ; Grammar ; Humans ; Individual Differences ; Interpersonal communication in children ; Language ; Language acquisition ; Language Tests ; Language Usage ; Literature Reviews ; Male ; North American English ; Studies ; Surveys ; Syntax ; Toddlers ; Verbal Behavior ; Verbs</subject><ispartof>Journal of speech, language, and hearing research, 2014-08, Vol.57 (4), p.1383-1393</ispartof><rights>COPYRIGHT 2014 American Speech-Language-Hearing Association</rights><rights>Copyright American Speech-Language-Hearing Association Aug 2014</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c493t-2cdeef79d557bf2ec9f0e720e4d5ef8e8b5de4fb9370be0a86b751ed5cb185ee3</citedby><cites>FETCH-LOGICAL-c493t-2cdeef79d557bf2ec9f0e720e4d5ef8e8b5de4fb9370be0a86b751ed5cb185ee3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,27901,27902</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1040545$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/24687082$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Newkirk-Turner, Brandi L</creatorcontrib><creatorcontrib>Oetting, Janna B</creatorcontrib><creatorcontrib>Stockman, Ida J</creatorcontrib><title>BE, DO, and Modal Auxiliaries of 3-Year-Old African American English Speakers</title><title>Journal of speech, language, and hearing research</title><addtitle>J Speech Lang Hear Res</addtitle><description>Purpose: This study examined African American English--speaking children's use of BE, DO, and modal auxiliaries. Method: The data were based on language samples obtained from 48 three-year-olds. Analyses examined rates of marking by auxiliary type, auxiliary surface form, succeeding element, and syntactic construction and by a number of child variables. Results: The children produced 3 different types of marking (mainstream overt, nonmainstream overt, zero) for auxiliaries, and the distribution of these markings varied by auxiliary type. The children's nonmainstream dialect densities were related to their marking of BE and DO but not modals. Marking of BE was influenced by its surface form and the succeeding verbal element, and marking of BE and DO was influenced by syntactic construction. Conclusions: Results extend previous studies by showing dialect-specific effects for children's use of auxiliaries and by showing these effects to vary by auxiliary type and children's nonmainstream dialect densities. Some aspects of the children's auxiliary systems (i.e., pattern of marking across auxiliaries and effects of syntactic construction) were also consistent with what has been documented for children who speak other dialects of English. These findings show dialect-specific and dialect-universal aspects of African American English to be present early in children's acquisition of auxiliaries.</description><subject>African American Children</subject><subject>African Americans</subject><subject>African Americans - psychology</subject><subject>Black Dialects</subject><subject>Child Language</subject><subject>Child, Preschool</subject><subject>Children & youth</subject><subject>Cultural Characteristics</subject><subject>Dialects</subject><subject>English</subject><subject>Female</subject><subject>Grammar</subject><subject>Humans</subject><subject>Individual Differences</subject><subject>Interpersonal communication in children</subject><subject>Language</subject><subject>Language acquisition</subject><subject>Language Tests</subject><subject>Language Usage</subject><subject>Literature Reviews</subject><subject>Male</subject><subject>North American English</subject><subject>Studies</subject><subject>Surveys</subject><subject>Syntax</subject><subject>Toddlers</subject><subject>Verbal Behavior</subject><subject>Verbs</subject><issn>1092-4388</issn><issn>1558-9102</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2014</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>8G5</sourceid><sourceid>BENPR</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNptkkFv1DAQhSMEoqXwDwBFqoQ41MWO7dg5hrJQqlQrUThwspx4vOviJIudSPTf16stLUVrHzyyv_c0Gr8se03wKcGMfSgwYeriqjn_hhpEKMK4pE-yQ8K5RBXBxdNU46pAjEp5kL2I8RqnRVj5PDsoWCkFlsVhdvlxcZJ_Wp7kejD55Wi0z-v5j_NOBwcxH21O0U_QAS29yWsbXKeHvO5hVyyGlXdxnV9tQP-CEF9mz6z2EV7dnUfZj8-L72fnqFl--XpWN6hjFZ1Q0RkAKyrDuWhtAV1lMYgCAzMcrATZcgPMthUVuAWsZdkKTsDwriWSA9Cj7P3OdxPG3zPESfUuduC9HmCco0pDKKhgQpCEHv-HXo9zGFJ3iSpxKQml7IFaaQ_KDXacgu62pqqmQqaBUyEShfZQKxggaD8OYF26fsSf7uHTNtC7bq_g3T-CNWg_rePo58mNQ3wMsh3YhTHGAFZtgut1uFEEq2081EM8VKMIVdt4JNnbu2HMbQ_mXvQ3Dwl4swO2H3z_vLhIlpgzTm8B8Lu6yw</recordid><startdate>20140801</startdate><enddate>20140801</enddate><creator>Newkirk-Turner, Brandi L</creator><creator>Oetting, Janna B</creator><creator>Stockman, Ida J</creator><general>American Speech-Language-Hearing Association (ASHA)</general><general>American Speech-Language-Hearing Association</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7RV</scope><scope>7T9</scope><scope>7X7</scope><scope>7XB</scope><scope>88B</scope><scope>88E</scope><scope>88G</scope><scope>88I</scope><scope>88J</scope><scope>8A4</scope><scope>8AF</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>CPGLG</scope><scope>CRLPW</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>HCIFZ</scope><scope>K9.</scope><scope>KB0</scope><scope>M0P</scope><scope>M0S</scope><scope>M1P</scope><scope>M2M</scope><scope>M2O</scope><scope>M2P</scope><scope>M2R</scope><scope>MBDVC</scope><scope>NAPCQ</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>S0X</scope><scope>7X8</scope></search><sort><creationdate>20140801</creationdate><title>BE, DO, and Modal Auxiliaries of 3-Year-Old African American English Speakers</title><author>Newkirk-Turner, Brandi L ; Oetting, Janna B ; Stockman, Ida J</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c493t-2cdeef79d557bf2ec9f0e720e4d5ef8e8b5de4fb9370be0a86b751ed5cb185ee3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2014</creationdate><topic>African American Children</topic><topic>African Americans</topic><topic>African Americans - psychology</topic><topic>Black Dialects</topic><topic>Child Language</topic><topic>Child, Preschool</topic><topic>Children & youth</topic><topic>Cultural Characteristics</topic><topic>Dialects</topic><topic>English</topic><topic>Female</topic><topic>Grammar</topic><topic>Humans</topic><topic>Individual Differences</topic><topic>Interpersonal communication in children</topic><topic>Language</topic><topic>Language acquisition</topic><topic>Language Tests</topic><topic>Language Usage</topic><topic>Literature Reviews</topic><topic>Male</topic><topic>North American English</topic><topic>Studies</topic><topic>Surveys</topic><topic>Syntax</topic><topic>Toddlers</topic><topic>Verbal Behavior</topic><topic>Verbs</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Newkirk-Turner, Brandi L</creatorcontrib><creatorcontrib>Oetting, Janna B</creatorcontrib><creatorcontrib>Stockman, Ida J</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Proquest Nursing & Allied Health Source</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Medical Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>Science Database (Alumni Edition)</collection><collection>Social Science Database (Alumni Edition)</collection><collection>Education Periodicals</collection><collection>STEM Database</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>Linguistics Collection</collection><collection>Linguistics Database</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>SciTech Premium Collection</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Database (Alumni Edition)</collection><collection>Education Database (ProQuest)</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>Medical Database</collection><collection>ProQuest Psychology</collection><collection>Research Library</collection><collection>Science Database</collection><collection>Social Science Database</collection><collection>Research Library (Corporate)</collection><collection>Nursing & Allied Health Premium</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><collection>SIRS Editorial</collection><collection>MEDLINE - Academic</collection><jtitle>Journal of speech, language, and hearing research</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Newkirk-Turner, Brandi L</au><au>Oetting, Janna B</au><au>Stockman, Ida J</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1040545</ericid><atitle>BE, DO, and Modal Auxiliaries of 3-Year-Old African American English Speakers</atitle><jtitle>Journal of speech, language, and hearing research</jtitle><addtitle>J Speech Lang Hear Res</addtitle><date>2014-08-01</date><risdate>2014</risdate><volume>57</volume><issue>4</issue><spage>1383</spage><epage>1393</epage><pages>1383-1393</pages><issn>1092-4388</issn><eissn>1558-9102</eissn><abstract>Purpose: This study examined African American English--speaking children's use of BE, DO, and modal auxiliaries. Method: The data were based on language samples obtained from 48 three-year-olds. Analyses examined rates of marking by auxiliary type, auxiliary surface form, succeeding element, and syntactic construction and by a number of child variables. Results: The children produced 3 different types of marking (mainstream overt, nonmainstream overt, zero) for auxiliaries, and the distribution of these markings varied by auxiliary type. The children's nonmainstream dialect densities were related to their marking of BE and DO but not modals. Marking of BE was influenced by its surface form and the succeeding verbal element, and marking of BE and DO was influenced by syntactic construction. Conclusions: Results extend previous studies by showing dialect-specific effects for children's use of auxiliaries and by showing these effects to vary by auxiliary type and children's nonmainstream dialect densities. Some aspects of the children's auxiliary systems (i.e., pattern of marking across auxiliaries and effects of syntactic construction) were also consistent with what has been documented for children who speak other dialects of English. These findings show dialect-specific and dialect-universal aspects of African American English to be present early in children's acquisition of auxiliaries.</abstract><cop>United States</cop><pub>American Speech-Language-Hearing Association (ASHA)</pub><pmid>24687082</pmid><doi>10.1044/2014_JSLHR-L-13-0063</doi><tpages>11</tpages></addata></record> |
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| identifier | ISSN: 1092-4388 |
| ispartof | Journal of speech, language, and hearing research, 2014-08, Vol.57 (4), p.1383-1393 |
| issn | 1092-4388 1558-9102 |
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| source | Education Source (EBSCOhost); MEDLINE |
| subjects | African American Children African Americans African Americans - psychology Black Dialects Child Language Child, Preschool Children & youth Cultural Characteristics Dialects English Female Grammar Humans Individual Differences Interpersonal communication in children Language Language acquisition Language Tests Language Usage Literature Reviews Male North American English Studies Surveys Syntax Toddlers Verbal Behavior Verbs |
| title | BE, DO, and Modal Auxiliaries of 3-Year-Old African American English Speakers |
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