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Essay on american sign language
Development of American sign language
Essay on sign language
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Journal Abstract Dialect difference is a very important factor to consider when assessing children for speech, language, and reading delays. Dialect difference is a different version of a language that is specific to a certain region or social group (Wolfram, Adger, & Christian, 1999). Arguably one of the most researched dialect differences is African American English (AAE) (Mitri & Terry, 2013). This dialect is a different version of Mainstream American English (MAE) which typically represents Standard English orthography (Oetting & Pruitt, 2005; Wolfram et al., 1999). AAE is often socially criticized, but it is a complete linguistic system within itself including its own associated rules in morphology, syntax, semantics, and phonology (Bailey …show more content…
These participants were also separated into two different groups. These groups included a low AAE group, who had a low spoken production of AAE, and a high AAE group, who had a significantly higher spoken production of AAE. The measures collected during this study included spoken dialect use, phonological awareness skills, and vocabulary and reading skills (Mitri & Terry, 2013). This study mainly focused on the phonological knowledge and dialect use within the research questions, so only the measures and results that are related will be discussed in more detail. The spoken dialect use was assessed by a Sentence Imitation task developed by Charity et al. (2004) (Mitri & Terry, 2013). This task presented the participants with 15 sentences spoken by a white female MAE speaker via computer screen. The participants were asked to repeat these sentences, and the percentage of AAE features used in lieu of MAE features was recorded. The phonological awareness evaluation was measured with two different assessments. The first was conducted by the Sound Awareness subtest of the Woodcock-Johnson Tests of Achievement, Third Edition (WJ3; Woodcock, McGrew, & Mather, 2001). This assessment tested the children’s abilities to rhyme words, and manipulate different parts of words. The second assessment was a phonological awareness task designed specifically for this experiment. This …show more content…
During the phonological awareness tasks, the low AAE group chose more MAE matches while the high AAE group chose more of the dialect-sensitive matches (Mitri & Terry, 2013). The standardized tests resulted in the high AAE group scoring more poorly than the low AAE group; however, these errors recorded were merely dialect-related responses. The relationship between spoken AAE use, phonological awareness, and reading was also correlated. The researchers’ results indicate that AAE speakers’ phonological awareness skills are affected when the features are sensitive to the dialect difference, but there is no significant affect resulting in suffered reading skills (Mitri & Terry, 2013). The hypothesis that correlates with these results is the linguistic awareness/flexibility hypothesis. This hypothesis proposes that AAE speaking children utilize their metalinguistic skills during their acquisition of literacy skills. There were many direct and indirect associations found between spoken dialect and various linguistic skills, but overall, the results suggest that the relationship between spoken dialect and reading are indirect, while the relationship between phonological awareness is more direct (Mitri & Terry,
Ebonics, or American Black English was regarded as a language in its own right rather than as a dialect of Standard English, or as some would call it, Black speech. “The term was created in 1973 by Robert Williams and a group of other black scholars who disliked the negative connotations of terms like ‘Nonstandard Negro English’ that had been coined in the 1960s when the first modern large-scale linguistic studies of African American speech-communities began.” Although it was created in 1973, the term did not become popular until 1996.
In 1996, the Oakland School District proposed the inclusion of what is known as "Ebonics" into its curriculum. Ebonics, or Black language, has been referred to in various ways over the years: "African American Vernacular English," "Pan-African Communication Behaviors," "African Language Systems," or "West and Niger-Congo African Language Systems." By any name, Ebonics, when studied over the years, has been proven to be a real language with its own phonology, syntax, morphology, sentence patterns, and double interpretations of words. The pattern that Ebonics speakers in the United States speak is highly similar to the patterns seen in both the Caribbean Creole and the West African languages. No one would have thought that comedian Bill Cosby would have an opinion on this subject, but as I read through essay I realized the logic and validity behind his paper.
Six principles for early reading instruction by Bonnie Grossen will be strongly enforced. It includes Phonemic awareness, each letter-Phonemic relationship explicitly, high regular letter-sound relationship systematically, showing exactly how to sound out words, connected decodable text to practice the letter phonemic relationships and using interesting stories to develop language comprehension. Double deficit hypothesis which focuses on phonological awareness and rapid naming speed.
Africanisms in America are a highly surveyed topic for the black community. Joseph E. Holloway describes Africanisms as “those elements of culture found in the New World that are traceable to an African origin” (Holloway 2). I believe, that africanisms are the traditions and cultural behaviors of African Americans that resemble the some of the same traditions and cultures in Africa. Which makes you ponder about what current elements does our culture use that ties back to Africa. Which in fact there are several africanisms that still exist. African Americans have retained an essence of Africa in their speech, hair care, clothing, preparation of foods, and music by over centuries of separation from the Dark Continent.
Establishment consisted of teaching the children correct placement of articulators to produce the targeted speech sound across all word positions. The randomized-variable practice began once the child could produce the sound 80% of the time in certain syllables. It usually took children 1-5 sessions to complete the establishment phase. Random teaching tasks such as imitated single syllables, imitated single words, nonimitated single words, imitated two-to-four word phrases, nonimitated two-to-four word phrases, imitated sentences, nonimitated sentences, and storytelling or conversations were selected in the second phase. Participants remained in this phase until they obtained 80% mastery across two
Giannakopoulou, A., Uther, M., & Ylinen, S. (2013). Enhanced plasticity in spoken language acquisitiopn for child learners: Evidence from phonetic training studies in child and adult learners of english. Child Language Teaching and Therapy, 29(2), 201-218. doi: 10.1177/0265659012467473
Jose applies basic phonemic awareness skills for unknown words; however, he struggles with sight words which may hinder his reading abilities. He struggles when more advanced phonemic skills are required such as with deletions, substitutions, and reversals. Jose will benefit in rigorous activities to build his phoneme and grapheme understanding and build his phonological awareness.
It is apparent that there are many types of dialect within American English. The coexisting of two or more languages, either serving together in the same area or servicing different areas, is as old as language itself (Pei 106). This has happened throughout time and appears to be inevitable. It is impossible to believe an entire country could conform to one language, and then only one dialect of that language. Throughout history societies have survived for some time using different languages until these language barriers tore territories apart. It is apparent how, in America, barriers between dialects separate black men from white men even more than physical conditions.
One of the first steps of learning to read is understanding how letters and sounds correspond to each other. (Goldin-Meadow, S., & Mayberry, R. I, 2001, p.222) During preschool, grapheme-phoneme knowledge is a predictor of a discrepancy in reading later on in school. (Beal-Alvarez, J. S., Lederberg, A. R., & Easterbrooks, S. R, 2012, p.39) Students who are deaf are missing the phoneme part of grapheme-phoneme correspond...
Phonological awareness (PA) involves a broad range of skills; This includes being able to identify and manipulate units of language, breaking (separating) words down into syllables and phonemes and being aware of rhymes and onset and rime units. An individual with knowledge of the phonological structure of words is considered phonologically aware. A relationship has been formed between Phonological awareness and literacy which has subsequently resulted in Phonological awareness tasks and interventions.This relationship in particular is seen to develop during early childhood and onwards (Lundberg, Olofsson & Wall 1980). The link between PA and reading is seen to be stronger during these years also (Engen & Holen 2002). As a result Phonological awareness assessments are currently viewed as both a weighted and trusted predictor of a child's reading and spelling and ability.
I think that it is normal for African American to speak one way to school or work an then change there dialect when they return home. African American have their won way of connecting with each other. When I was growing up we use to call each other B. Not the profanity word, but literally the work B. It was just something we did. It is imperative that a person speaks proper when they are at home or at school because they are being judge by people that are in their surroundings. Speaking in a vernacular language create a bond. It allows the person that you are talking to understand you better. Speaking in proper in English when a person it outside of their home helps them gets accepted by the community. I m black and people always tell me that
Since African Americans have grown up learning and speaking African American vernacular English, then their language should not be changed because of someone else’s viewpoint on it. It should not be taught to them the opposite way of what they have learned their whole life because it is something that has come from an individual’s heritage. Just as a white person’s language should not be changed to compromise with the African American vernacular English because of its background.
The FLaRE (Florida Literacy and Reading Excellence) Center has published a professional paper entitled “Phonemic Awareness” of which I will be presenting a critical review. Phonemic awareness is one of the five essential components of reading identified by the National reading Panel (Learning Point Associates, 2004). Phonemic awareness can be defined as a person’s understanding that each word we speak is comprised of individual sounds called phonemes and that these sounds can be blended to form different words (Learning Point Associates, 2004). The article was intended to give a synopsis of phonemic awareness and the vital role it plays in a literacy program. I found the article to be very clear and concise presenting valuable tactics that can be applied in the classroom.
Children with hearing loss develop speech slower than children who are hearing. Speech development can be broken down into intelligibility, noun production, and consonant production. Children who are hard of hearing are capable of developing speech with little errors in intelligibility, noun production, and consonant production, but the more minor the hearing loss, the less likely it is to be caught, so intelligibility does not become strong until on average age 7 (Yoshinaga-Itano, C., & Sedey, A., 1998). The difference between these children and children who are deaf are not in the types of errors made, but in the amount of errors. Deaf children have a more nasal speech, often substitute consonants like b for p and d for t, and have trouble pronouncing diphthongs like the “ou” sound. Studies have shown improving linguistics improves intelligibility meaning the more the child understands the rules of the language, the stronger his or her comprehensibility will be (Yoshinaga-Itano, C., & Sedey, A., 1998).
The distinction between Black Vernacular English and Standard English, occurs at three levels of linguistics, however “AAVE is just like any other dialect of English; has its own innovations but remains strongly influenced by the standard” (Butters 60), this means that Black Vernacular has its own rules in the English language.