Berry Jessica R, Oetting Janna B
Department of Communication Sciences and Disorders, Louisiana State University, Baton Rouge.
J Speech Lang Hear Res. 2017 Sep 18;60(9):2557-2568. doi: 10.1044/2017_JSLHR-L-16-0120.
We compared copula and auxiliary verb BE use by African American English-speaking children with and without a creole heritage, using Gullah/Geechee as the creole criterion, to determine if differences exist, the nature of the differences, and the impact of the differences on interpretations of ability.
Data came from 38 children, aged 5 to 6 years (19 with Gullah/Geechee and 19 without Gullah/Geechee heritage). All were developing language typically, with groups matched on gender, maternal education, and, when possible, test scores. The children's productions of BE were elicited using a screener, probes, and language samples.
Although many similarities were documented, the 2 groups' BE systems differed in 3 ways: use of unique forms (i.e., də), unique use of shared forms (i.e., BEEN), and rates of use of shared forms (e.g., am, is, was/were, was for were). Although most noticeable in the language samples, differences surfaced across tasks and showed the potential to affect interpretations of ability.
Dialect variation that is tied to children's creole heritage exists, involves 3 types of variation, and potentially affects interpretations of ability. Effects of a heritage language and different types of variation should be considered in research and clinical endeavors with African American English-speaking children.
我们比较了有克里奥尔语传承和没有克里奥尔语传承的非裔美国儿童对系动词和助动词BE的使用情况，以古勒语/吉奇语作为克里奥尔语标准，来确定是否存在差异、差异的性质以及这些差异对能力评估的影响。
数据来自38名5至6岁的儿童（19名有古勒语/吉奇语传承，19名没有古勒语/吉奇语传承）。所有儿童语言发展正常，两组在性别、母亲教育程度以及可能的测试分数方面相匹配。通过筛查、探测和语言样本引出儿童对BE的使用情况。
尽管记录了许多相似之处，但两组的BE系统在三个方面存在差异：独特形式的使用（即də）、共享形式的独特用法（即BEEN）以及共享形式的使用频率（例如am、is、was/were、was代替were）。尽管在语言样本中最为明显，但差异在各项任务中都有体现，并且显示出可能影响能力评估的可能性。
与儿童的克里奥尔语传承相关的方言差异是存在的，涉及三种类型的差异，并可能影响能力评估。在对说非裔美国英语的儿童进行研究和临床工作时，应考虑母语传承语言的影响以及不同类型的差异。
