ERIC Number: EJ838185
Record Type: Journal
Publication Date: 2009-Apr
Abstractor: As Provided
Reference Count: N/A
Cross-Dialectal Perceptual Experiences of Speech-Language Pathologists in Predominantly Caucasian American School Districts
Robinson, Gregory C.; Stockman, Ida J.
Language, Speech, and Hearing Services in Schools, v40 n2 p138-149 Apr 2009
Purpose: This study aimed to determine if the number and type of African American English (AAE) features that are spoken in sentences influence speech-language pathologists' (SLPs') judgments of (a) how noticeable the dialect is (dialect detectability) and (b) how understandable a speaker is to others (comprehensibility). Method: Certified SLPs with little conversational experience with AAE were recruited from predominantly Caucasian American school districts in Michigan. They listened to sentences that contained varying amounts and types of AAE phonological features. The SLPs rated the sentences on 5-point scales regarding dialect detectability and comprehensibility. The ratings for the different sentences were compared to determine how the variables contributed to the SLPs' judgments of AAE. Results: Both dialect detectability and comprehensibility ratings were affected by the number of AAE features that were included in the sentences. The types of AAE features consistently affected the comprehensibility ratings but less consistently affected the dialect detectability ratings. Conclusion: Multiple factors may affect SLPs' perceptions of AAE. The outcomes have both theoretical and practical implications.
Descriptors: Sentences, Speech Language Pathology, School Districts, Whites, African American Students, Black Dialects, Language Attitudes, Dialect Studies, Allied Health Personnel, School Health Services, Bias, Diagnostic Tests
American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: email@example.com; Web site: http://lshss.asha.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Michigan