Oetting Janna B, Lee Ryan, Porter Karmen L
Department of Communication Sciences and Disorders, Louisiana State University, Baton Rouge.
Department of Communication Sciences and Disorders, Fort Hays State University, Hays, Kansas.
Top Lang Disord. 2013 Apr-Jun;33(2):140-151. doi: 10.1097/TLD.0b013e31828f509f.
In this article, we review three responses to the study and evaluation of grammar in children who speak nonmainstream dialects of English. Then we introduce a fourth, system-based response that views nonmainstream dialects of English, such as African American English (AAE) and Southern White English (SWE) as made up of and features. To illustrate the usefulness of a system-based approach and to distinguish our two terms from others in the dialect literature, we present AAE and SWE relative clause data from two previously published studies. Following this, we present new findings from AAE- and SWE-speaking children's use of past tense and past participles to further demonstrate the value of examining larger units (i.e., systems) of a grammar to identify a child's language strengths and weaknesses. We conclude by arguing that a system-based approach moves clinicians, educators, and researchers beyond a preoccupation with the nonmainstream aspects of children's dialects while also moving us beyond Brown's 14 morphemes. Although the focus of the article is on assessment, the content is relevant to the treatment of grammar because effective promotion of any child's grammar (including the grammars of those who speak nonmainstream dialects of English) will occur only when clinicians, educators, and researchers begin to view the child's grammar as a system rather than as a sum of its parts.
在本文中，我们回顾了对说非主流英语方言儿童语法的研究与评估的三种回应。然后我们介绍第四种基于系统的回应，该回应将诸如非裔美国英语（AAE）和南方白人英语（SWE）等非主流英语方言视为由特定特征组成的。为了说明基于系统方法的实用性，并将我们的两个术语与方言文献中的其他术语区分开来，我们展示了两项先前发表研究中的AAE和SWE关系从句数据。在此之后，我们展示了说AAE和SWE的儿童使用过去时和过去分词的新发现，以进一步证明考察语法的更大单位（即系统）对于识别儿童语言优势和劣势的价值。我们的结论是，基于系统的方法使临床医生、教育工作者和研究人员不再只关注儿童方言的非主流方面，同时也使我们超越了布朗的14个语素。尽管本文的重点是评估，但内容与语法治疗相关，因为只有当临床医生、教育工作者和研究人员开始将儿童的语法视为一个系统而非其各个部分的总和时，才能有效地促进任何儿童的语法（包括说非主流英语方言者的语法）。
