ERIC Number: ED255050
Record Type: Non-Journal
Publication Date: 1982-Dec
Reference Count: N/A
Chicano English: Implications for Assessment and Literary Development. Bilingual Education Paper Series, Vol. 6, No. 5.
Chicano English, spoken by many Chicanos and some Anglos, is an ethnic variety of English that serves as a marker of social identity, and it has specific linguistic parameters. It is similar to standard English, and often exists alongside interference English, spoken by Spanish-speakers beginning to learn English. Research supports the argument that Chicano English is a not just a product of language interference with Spanish, but is a dialect, but negative attitudes have kept it from being recognized as such, much as happened with Black English. Once Chicano English is accepted as an ethnic dialect, there are many implications for language assessment, particularly as research uncovers more specific diagnostic tools to distinguish the interference English speaker, who needs help through instruction in English as a second language, from the Chicano English speaker, who could profit most from a bidialectal approach. The dialect's linguistic parameters also have implications for literacy development, especially in writing, that are not always obvious. Knowledge of the differences, or interference, between Chicano and standard English can assist teachers in making fewer mistaken assumptions about presumed student error patterns. Although there is much to be learned about literacy development and Chicano English, and standard English can be used as a bridge to learning orthographic conventions, it would be a mistake to force Chicanos to adopt standard English speech in order to write standard English. (MSE)
Descriptors: Bilingualism, Classroom Techniques, Educational Strategies, English, Error Patterns, Interference (Language), Language Attitudes, Language Classification, Language Role, Language Variation, Literacy, Literacy Education, Mexican Americans, Nonstandard Dialects, Phonology, Sentence Structure
Publication Type: Information Analyses; Reports - Evaluative; Guides - Classroom - Teacher
Education Level: N/A
Sponsor: University of Southern California, Los Angeles. Dept. of Linguistics.
Authoring Institution: California State Univ., Los Angeles. Evaluation, Dissemination and Assessment Center.