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Nonmainstream dialect use and specific language impairment.

J B Oetting1, J L McDonald

  • 1Department of Communication Sciences & Disorders, Louisiana State University, Baton Rouge 70803, USA. cdjanna@lsu.edu

Journal of Speech, Language, and Hearing Research : JSLHR
|February 24, 2001
PubMed
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This study examined specific language impairment (SLI) in Southern African American English (SAAE) and Southern White English (SWE) dialects. SLI presents differently across these dialects, highlighting the need for dialect-specific research.

Area of Science:

  • Linguistics
  • Developmental Psychology
  • Speech-Language Pathology

Background:

  • Specific language impairment (SLI) research predominantly focuses on mainstream dialects.
  • Nonmainstream dialects, such as Southern African American English (SAAE) and Southern White English (SWE), are underrepresented in SLI studies.
  • Understanding SLI in diverse linguistic contexts is crucial for accurate diagnosis and intervention.

Purpose of the Study:

  • To investigate the manifestation of SLI in two nonmainstream dialects: rural SAAE and rural SWE.
  • To identify dialect-specific and cross-dialectal linguistic patterns associated with SLI.
  • To explore how dialect influences the diagnostic profile of SLI.

Main Methods:

  • Language samples were collected from 93 4- to 6-year-old children in southeastern Louisiana.

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  • Participants included speakers of SAAE and SWE, with some diagnosed with SLI and others serving as controls (age-matched and language-matched).
  • Discriminant analysis was used to identify linguistic patterns differentiating dialects and diagnostic groups.

    • Main Results:

    • Significant dialectal differences were observed in 14 out of 35 morphosyntactic patterns, with four patterns effectively discriminating between SAAE and SWE speakers.
    • Four patterns showed effects related to diagnostic condition (SLI vs. controls), and a different set of four patterns related to developmental processes (controls vs. controls).
    • SLI manifested differently across SAAE and SWE, leading to potential misclassification when using dialect-specific diagnostic tools. Common SLI patterns included difficulties with tense marking and question formation.

    Conclusions:

    • The surface characteristics of SLI vary significantly between SAAE and SWE, necessitating dialect-aware diagnostic approaches.
    • Future SLI research must incorporate both contrastive (dialect-specific) and noncontrastive (cross-dialectal) linguistic features.
    • Accurate identification and support for children with SLI require consideration of their specific dialectal background.