Black Dialect and Learning to Read: What is the Problem?
The article intends to summarize evidence for and against Black dialect interference during the reading process. During the last decade, several linguists have enriched understanding of Black dialect with their detailed studies. They have provided analyses of its phonology or sound system, its vocab...
| Published in: | Journal of Teacher Education Vol. 30; no. 2; pp. 41 - 45 |
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| Format: | Article |
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Sage Publications Inc.
Mar/Apr1979
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=19111123&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 19111123 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00224871 JTE jtl: Journal of Teacher Education issn: 00224871 maglogo: Y pubinfo: dt: Mar/Apr1979 vid: 30 iid: 2 pid: 344 pub: Sage Publications Inc. artinfo: ui: 19111123 10.1177/002248717903000211 ppf: 41 ppct: 4 formats: tig: atl: Black Dialect and Learning to Read: What is the Problem? aug: au: Masland, Susan W. affil: Assistant Professor, Department of Curriculum and Instruction, University of Wisconsin, Milwaukee. su: Black English Interference (Linguistics) Linguists Phonology Teachers Language transfer (Language learning) sug: subj: Black English Interference (Linguistics) Linguists Phonology Teachers Language transfer (Language learning) ab: The article intends to summarize evidence for and against Black dialect interference during the reading process. During the last decade, several linguists have enriched understanding of Black dialect with their detailed studies. They have provided analyses of its phonology or sound system, its vocabulary, and its syntax or grammatical structures. If dialect does interfere with reading, it would do so because of a mismatch with standard English in one or more of those three areas. A growing body of linguists and researchers claim considerable evidence for the argument that the teacher's response to dialect is a powerful determinant of whether or not a particular child will learn in that teacher's classroom. They find the teacher's response to be a negative and highly destructive one. Some historical perspective on the way Black dialect has been viewed in literature may be helpful in depicting a context within which teacher attitudes have developed. In the 1960s, there was considerable interest in determining the reasons for poor school performance of ghetto children. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1979 holdings: @attributes: islocal: N |
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