Report  |   January 1995
African-American English and Linguistic Complexity in Preschool Discourse
Special Populations / Cultural & Linguistic Diversity / School-Based Settings
Report   |   January 1995
African-American English and Linguistic Complexity in Preschool Discourse
Language, Speech, and Hearing Services in Schools January 1995, Vol.26, 87-93. doi:10.1044/0161-1461.2601.87
History: Accepted 26 Aug 1994 , Received 02 Mar 1994
Language, Speech, and Hearing Services in Schools January 1995, Vol.26, 87-93. doi:10.1044/0161-1461.2601.87
History: Accepted 26 Aug 1994 , Received 02 Mar 1994

This study is a follow-up to that of Craig and Washington (1994) and probes further their finding of a potential positive relationship between amounts of African-American English (AAE) and linguistic complexity in the discourse of young, poor, urban African-American boys and girls. The present study used the earlier outcomes to predict a statistically significant positive relationship between AAE form use and relational semantic complexity, and nonsignificant correlations for simpler semantic relations. Findings confirmed these predictions and are interpreted as support for the continuity hypothesis proposed by Terrell and Terrell (1993).

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