University of Houston, TX.
The Ohio State University, Columbus.
Lang Speech Hear Serv Sch. 2021 Jan 19;52(1):84-99. doi: 10.1044/2020_LSHSS-20-00014. Epub 2021 Jan 18.
Purpose In this mixed-methods study, we address two aims. First, we examine the impact of language variation on the ratings of children's narrative language. Second, we identify participants' ideologies related to narrative language and language variation. Method Forty adults listened to and rated six Black second-grade children on the quality of 12 narratives (six fictional, six personal). Adults then completed a quantitative survey and participated in a qualitative interview. Results Findings indicated that adults rated students with less variation from mainstream American English (MAE) more highly than students with greater variation from MAE for fictional narratives, but not for personal narratives. Personal narratives tended to be evaluated more favorably by parents than teachers. Black raters tended to assign higher ratings of narrative quality than did White raters. Thematic analysis and conversation analysis of qualitative interviews supported quantitative findings and provided pertinent information about participants' beliefs. Conclusion Taken together, quantitative and qualitative results point to a shared language ideology among adult raters of variation from MAE being more acceptable in informal contexts, such as telling a story of personal experience, and less acceptable in more formal contexts, such as narrating a fictional story prompted by a picture sequence.
目的 在这项混合方法研究中，我们旨在达成两个目标。首先，我们考察语言变体对儿童叙事语言评分的影响。其次，我们确定与叙事语言和语言变体相关的参与者的意识形态。 方法 40 名成年人听取并评价了六位黑人二年级学生讲述的 12 个故事（六个虚构故事，六个个人故事）的质量。然后，成年人完成了一项定量调查并参加了定性访谈。 结果 研究结果表明，对于虚构故事，与主流美式英语（MAE）差异较小的学生比差异较大的学生获得更高的评分，但对于个人故事则并非如此。个人故事往往比教师更受家长的好评。黑人评分者比白人评分者更倾向于给予更高的叙事质量评分。定性访谈的主题分析和会话分析支持了定量结果，并提供了有关参与者信念的相关信息。 结论 综上所述，定量和定性结果都表明，对于 MAE 变体，成人评分者的共同语言意识形态在非正式语境中更可接受，例如讲述个人经历的故事，而在更正式的语境中则不太可接受，例如根据图片序列讲述虚构故事。
