儿童文学中的非裔美国语言

IF 1.4 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Ramona T. Pittman, Rebekah E. Piper, Whitney McCoy, Melody Alanis
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引用次数: 0

摘要

本研究旨在确定奴隶制和民权主题儿童文学中最普遍的非裔美国人语言(AAL)语音和语法特征。最初选择了 76 本图书,以确定它们是否在对话或叙述中使用了非裔美国人语言。在这 76 本书中,只有 39 本包含了 AAL。我们对这 39 本书进行了进一步分析,以对所使用的自动语言的具体特征进行分类。结果显示,减少最后一个 g(如 thinkin')是最普遍的语音特征。此外,奴隶制主题的课文比民权主题的课文更常使用语音特征。此外,最常用的 AAL 语法特征是否定时态标记(如 didn't 和 neither)和主谓一致(he listen)。与民权主题的课文相比,奴隶制主题的课文中更多地出现了非英语语言学的语法特征。对实践的启示包括建议如何选择、评估和与学生一起阅读本研究中的书籍。对研究的启示包括调查奴隶制和民权主题书籍中的其他自动语言特点,验证奴隶制和民权主题书籍的故事情节,分析其他不使用这些主题的带有自动语言特点的书籍。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
African American Language in Children's Literature
The purpose of this study was to determine the most prevalent African American Language (AAL) phonological and grammatical features in slavery- and Civil Rights–themed children's literature. Seventy-six books were initially selected to determine if they used AAL in dialogue or in narration. Of the 76 books, only 39 included AAL. The 39 books were analyzed further to categorize the specific AAL features used. The results revealed that the reduction of the final g (e.g., thinkin’) was the most prevalent phonological feature. Moreover, phonological features were used more often in slavery-themed texts than in Civil Rights texts. Additionally, the most frequently used AAL grammatical features were negation tense markers (e.g., didn’t and neither) and subject-verb agreement ( he listen). Grammatical features of AAL appeared more often in slavery-themed texts than Civil Rights themed texts. Implications for practice include suggestions for selecting, evaluating, and reading the books from this study with students. Implications for research include investigating other AAL features in slavery- and Civil Rights-themed books, authenticating the storylines of slavery- and Civil Rights–themed books, and analyzing other books with AAL that do not use these themes.
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来源期刊
CiteScore
4.30
自引率
7.70%
发文量
19
期刊介绍: The Journal of Literacy Research (JLR) is a peer-reviewed journal contributes to the advancement research related to literacy and literacy education. Current focuses include, but are not limited to: -Literacies from preschool to adulthood -Evolving and expanding definitions of ‘literacy’ -Innovative applications of theory, pedagogy and instruction -Methodological developments in literacy and language research
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