Contends that despite many overlapping characteristics, second dialect teaching requires a methodology distinct from that used in second language teaching, and discusses psychological, sociological, cultural, and linguistic aspects of second dialect teaching. (FB)

Based on a longer report with the same title, given at the Lincolnland Conference on Dialectology, Eastern Illinois University, March 1970. (RJ)

Presents research findings that demonstrate that Black English does not interfere with Black children's reading performance in standard English. Outlines the limitations of studies reviewed and raises questions for further research. (MJL)

Describes the attitudes of Black and White, male and female, middle- and lower-class adolescents and preadolescents in response to tape-recorded samples of standard English and Black English. (HOD)

Findings from a study of Black third grade children in Washington, D.C., show that the production of certain Black English and standard English features in a school setting were minimally associated with the oral reading, silent reading, and listening comprehension levels of these students. (Author/EB)

In this article, pedagogical problems in adapting second language teaching techniques for teaching standard English to speakers of Ebonics are discussed. Suggestions for improving teacher training programs are made. (Author/MC)

Suggests that languages (non-standard vs. standard English), as well as "riving, jiving, and playing the dozens", derive from socioeconomic conditions and social settings and not from black faces. (Author)

A study investigated phonological skills of 8 African American English (AAE)-speaking 2-year-olds. They acquired and used the same phonemes and phonological processes as described in the literature for both AAE-speaking toddlers and toddlers speaking Standard American English. Results could not distinguish typical phonological development from…

An analysis of the linguistic and social contexts of the occurrence of verbal "-s" marking in early Black English, within a historical and comparative perspective, shows that both third person singular and nonconcord "-s" are subject to regular, parallel environmental conditioning. (68 references) (Author/CB)

The prepositional phrases used in free play discourse by 45 African American preschoolers from low-income homes were analyzed. A statistically significant positive relationship was found between amounts of African American English (AAE) form use and relational semantic complexity. No significant relationships were found between simpler…

Presents the results of three experiments using dialect readers in African American Vernacular English (AAVE) to improve the reading comprehension of African American elementary and secondary school students. It is concluded that dialect readers represent a viable alternative for teaching AAVE speakers to read. (61 references) (MDM)

An analysis of letters written by 19th-century African Americans shows constraints on verbal "-s" marking that parallel those found in the writing of Scotch-Irish immigrants in the same time period and region, specifically a subject type constraint and a proximity to subject constraint. (MDM)

Discusses the place of nonstandard language in the English curriculum. Summarizes one speech instructor's attempt to locate a connection between black English and middle class white suburban language patterns. Shows how speech teachers can help students become aware of their own speech patterns. (HB)