ERIC Number: ED340248
Record Type: RIE
Publication Date: 1991
A Guide for Teaching Standard English to Black Dialect Speakers.
Love, Theresa A.
Strategies are suggested that can be used by teachers who are trying to get Black Dialect speaking students to speak and write the General Dialect. The approach takes into account the fact that all speakers are not on the same level. The need for careful pre-testing and determination of class rank is suggested, as are various ways of evaluating student progress. Vocabulary building is emphasized along with techniques that may be used in general communication skills. The main teaching strategy recommended is that of using second language teaching approaches such as comparison and language drills. A syllabus outline is provided, followed by 14 individual lessons on: introduction to the course; Black Dialect as a variety of English; omission of "s" third person singular; formation of the past tense; formation of the perfect tense; invariable be, negative be, zero copula; omission of auxiliary verbs and of verbs pertaining to the senses; formation of the plurals of nouns; formation of the passive case of nouns; various forms of pronouns; over inflection of nouns, adjectives, adverbs, and verbs; multiple negation; inverted word order; and final review lesson. A Black Dialect Pre-test, unit tests, and post-test are included. The materials may be used in pre-service and in-service training programs, in junior and senior high school English classes, in college and graduate level classes, and as self-instructional materials. (LB)
Descriptors: Black Dialects, Glossaries, Grammar, Higher Education, Language Patterns, Language Tests, Lesson Plans, Negative Forms (Language), Nouns, Pretests Posttests, Pronouns, Pronunciation, Second Language Instruction, Secondary Education, Sentence Structure, Speech Habits, Teaching Methods, Tenses (Grammar), Verbs
Publication Type: Guides - Classroom - Teacher; Reference Materials - Vocabularies/Classifications; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A