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Language Use and Development in Third-Person Singular Contexts: Assessment Implications.

Brandi L Newkirk-Turner¹, Lisa Green²

¹Department of Communicative Disorders, Jackson State University, MS.

Language, Speech, and Hearing Services in Schools

|January 19, 2021

Summary

This study examined African American English (AAE) in young children, finding that language patterns in third-person singular contexts vary by assessment method. Understanding these nuances is key for accurate speech-language evaluations.

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Area of Science:

Linguistics
Developmental Psychology
Clinical Linguistics

Background:

African American English (AAE) exhibits unique linguistic features.
Accurate assessment of language development in AAE-speaking children requires understanding these features.
Third-person singular contexts present specific linguistic challenges and patterns.

Observation:

Descriptive case study data from four typically developing AAE-speaking children (ages 3-5) were analyzed.
Data were collected using sentence imitation, story retell, and play-based language samples.
Linguistic analyses focused on the production of '-s' and other patterns in third-person singular contexts.

Findings:

Different data sources provided varied insights into children's production of morphological marking.
AAE-speaking children's use of third-person singular markers is context-dependent.
A descriptive approach reveals diverse information about morphological marking patterns.

Implications:

Assessment of developing AAE necessitates a descriptive approach to capture linguistic variations.
Speech-language pathologists must be familiar with AAE patterns for effective assessment.
Understanding AAE morphological marking is crucial for identifying language differences versus disorders.