This article reports on a sociolinguistic study into the prevalence of African‐American English (AAE) features in the lyrical language use of blues artists, relying on data from different social and ...national backgrounds and time periods. It adopts a variationist linguistic methodological approach to examine the prevalence of five AAE forms in live‐performed blues music: /aɪ/ monophthongization, post‐consonantal word‐final /t/ deletion, post‐consonantal word‐final /d/ deletion, alveolar nasal /n/ in < ing > ultimas, and post‐vocalic word‐final /r/ deletion. Mixed effects logistic regression analysis applied to a corpus of 80 performances finds no statistically significant association between national/ethnic background and variant use, and indicates that blues artists, from different eras and nationalities, are highly probable to realize the AAE variant of the analyzed variables, regardless of their sociocultural background. By building on early scholarly work on language and music, existing studies considering the use of AAE by non‐members of the African‐American community, and current theorizing on authenticity, style, and indexicality, this study hence provides tentative support for the existence of a standard blues singing style, which involves performers using AAE forms as a stylistic‐linguistic strategy to index artistic authenticity.
Regional variation in African-American English (AAE) is especially salient to its speakers involved with hip-hop culture, as hip-hop assigns great importance to regional identity and regional accents ...are a key means of expressing regional identity. However, little is known about AAE regional variation regarding prosodic rhythm and melody. In hip-hop music, regional variation can also be observed, with different regions’ rap performances being characterized by distinct “flows” (i.e., rhythmic and melodic delivery), an observation which has not been quantitatively investigated yet. This study concerns regional variation in AAE speech and rap, specifically regarding the United States’ East and West Coasts. It investigates how East Coast and West Coast AAE prosody are distinct, how East Coast and West Coast rap flows differ, and whether the two domains follow a similar pattern: more rhythmic and melodic variation on the West Coast compared to the East Coast for both speech and rap. To this end, free speech and rap recordings of 16 prominent African-American members of the East Coast and West Coast hip-hop communities were phonetically analyzed regarding rhythm (e.g., syllable isochrony and musical timing) and melody (i.e., pitch fluctuation) using a combination of existing and novel methodological approaches. The results mostly confirm the hypotheses that East Coast AAE speech and rap are less rhythmically diverse and more monotone than West Coast AAE speech and rap, respectively. They also show that regional variation in AAE prosody and rap flows pattern in similar ways, suggesting a connection between rhythm and melody in language and music.
Research has suggested that children who speak African American English (AAE) have difficulty using features produced in Mainstream American English (MAE) but not AAE, to comprehend sentences in MAE. ...However, past studies mainly examined dialect features, such as verbal -s, that are produced as final consonants with shorter durations when produced in conversation which impacts their phonetic saliency. Therefore, it is unclear if previous results are due to the phonetic saliency of the feature or how AAE speakers process MAE dialect features more generally. This study evaluated if there were group differences in how AAE- and MAE-speaking children used the auxiliary verbs was and were, a dialect feature with increased phonetic saliency but produced differently between the dialects, to interpret sentences in MAE. Participants aged 6, 5–10, and 0 years, who spoke MAE or AAE, completed the DELV-ST, a vocabulary measure (PVT), and a sentence comprehension task. In the sentence comprehension task, participants heard sentences in MAE that had either unambiguous or ambiguous subjects. Sentences with ambiguous subjects were used to evaluate group differences in sentence comprehension. AAE-speaking children were less likely than MAE-speaking children to use the auxiliary verbs was and were to interpret sentences in MAE. Furthermore, dialect density was predictive of Black participant’s sensitivity to the auxiliary verb. This finding is consistent with how the auxiliary verb is produced between the two dialects: was is used to mark both singular and plural subjects in AAE, while MAE uses was for singular and were for plural subjects. This study demonstrated that even when the dialect feature is more phonetically salient, differences between how verb morphology is produced in AAE and MAE impact how AAE-speaking children comprehend MAE sentences.
Expanding on psycholinguistic research on linguistic adaptation, the phenomenon whereby speakers change how they comprehend or produce structures as a result of cumulative exposure to less frequent ...or unfamiliar linguistic structures, this study asked whether speakers can learn semantic and syntactic properties of the American English vernacular negative auxiliary inversion (NAI) structure (e.g., didn’t everybody eat, meaning “not everybody ate”) during the course of an experiment. Formal theoretical analyses of NAI informed the design of a task in which American English-speaking participants unfamiliar with this structure were exposed to NAI sentences in either semantically ambiguous or unambiguous contexts. Participants rapidly adapted to the interpretive properties of NAI, selecting responses similar to what would be expected of a native speaker after only limited exposure to semantically ambiguous input. On a separate ratings task, participants displayed knowledge of syntactic restrictions on NAI subject type, despite having no previous exposure. We discuss the results in the context of other experimental studies of adaptation and suggest the implementation of top-down strategies via analogy to other familiar structure types as possible explanations for the behaviors observed in this study. The study illustrates the value of integrating insights from formal theoretical research and psycholinguistic methods in research on adaptation and highlights the need for more interdisciplinary and cross-disciplinary work in both experimental and naturalistic contexts to understand this phenomenon.
Why write? Why ask a reader to give their time and attention to your words? How can writing be more than narcissism and self-aggrandizement? These questions were ones that the writer and naturalist ...Barry Lopez asked at the Bread Loaf Writers’ Conference in the summer of 2000, and they are questions at the heart of About That Life, a meditation on matters of living, making, and seeking. While Lopez is best known for such works of nonfiction as the National Book Award-winning Arctic Dreams, Matthew Cheney brings our attention to the many works of short fiction that Lopez published throughout his life, demonstrating how they fit within Lopez’s sense of ethical aesthetics. That sense is then set alongside the work of San Francisco’s New Narrative writers, insights from David Hinton’s translations of Tu Fu, the story of community arising around a pottery kiln in western Oregon, the beauties and contradictions of Sōetsu Yanagi’s The Unknown Craftsman, and the implications of the right-wing mob attack on the U.S. Capitol – an event that occurred on what would have been Barry Lopez’s 76th birthday. Through a collage of memoir, history, literary criticism, philosophy, aesthetic theory, and creative writing exercises, About That Life wonders how we might live and dream in a world that seems ever more cruel and destructive.
Purpose: In African American English and Southern White English, we examined whether children with specific language impairment (SLI) overtly mark tense and agreement structures at lower percentages ...than typically developing (TD) controls, while also examining the effects of dialect, structure, and scoring approach. Method: One hundred six kindergartners completed 4 dialect-informed probes targeting 8 tense and agreement structures. The 3 scoring approaches varied in the treatment of nonmainstream English forms and responses coded as Other (i.e., those not obligating the target structure). The unmodified approach counted as correct only mainstream overt forms out of all responses, the modified approach counted as correct all mainstream and nonmainstream overt forms and zero forms out of all responses, and the strategic approach counted as correct all mainstream and nonmainstream overt forms out of all responses except those coded as Other. Results: With the probes combined and separated, the unmodified and strategic scoring approaches showed lower percentages of overt marking by the SLI groups than by the TD groups; this was not always the case for the modified scoring approach. With strategic scoring and dialect-specific cut scores, classification accuracy (SLI vs. TD) was highest for the 8 individual structures considered together, the past tense probe, and the past tense probe irregular items. Dialect and structure effects and dialect differences in classification accuracy also existed. Conclusions: African American English- and Southern White English-speaking kindergartners with SLI overtly mark tense and agreement at lower percentages than same dialect-speaking TD controls. Strategic scoring of dialect-informed probes targeting tense and agreement should be pursued in research and clinical practice.
Purpose: The aim of this study was to compare word-initial and word-final consonant cluster productions in young children who speak African American English (AAE) and compare their productions to ...what we know about cluster productions in children who speak Mainstream American English (MAE), in order to minimize misdiagnosis of speech sound disorders. Method: Twenty-two children (ages 2;10-5;4 years;months) labeled pictures whose names contained at least one consonant cluster in word-initial and/or word-final position. Most two-element clusters of English were sampled, the majority in two or more words. The participants' responses were transcribed using a consensus transcription procedure. Each cluster attempt was analyzed for its similarity with MAE. Results: Percentage matching scores were significantly higher for word-initial than word-final clusters. Word-final clusters produced as singletons were significantly more common than word-final cluster substitutions. However, word-initial cluster substitutions were significantly more common than word-initial clusters produced as singletons. Word-initial cluster mismatches were consistent with markedness theory and the sonority sequencing principle (SSP). By contrast, word-final cluster mismatches were not consistent with the SSP, while the voicing generalization seen in adult speakers of AAE was evident. Conclusion: Culturally and linguistically appropriate assessment of phonological development in children who speak AAE requires an understanding of the contrastive and noncontrastive features exemplified in their consonant cluster productions.
Purpose: Prescriptivism-a concept concerned with "correctness in language use" (Tieken-Boon van Ostade, 2019, p. 8)-serves an important purpose when editors and other language professionals apply the ...findings from empirical linguistic studies to practical
communication tasks (Oaks, 2021). Usage guides catalog usage rules, but they treat these rules with varying levels of prescriptivism. Therefore, advice varies across usage guides. This study empirically investigates levels of prescriptivism observed in usage guides. Method: Using
a scale from 1 (minimally prescriptive) to 4 (maximally prescriptive), two raters coded the level of prescriptivism observed in entries for eight well-known usage problems (e.g., who/whom and lay/lie) from 11 current usage guides relating to American English. Based on the codes assigned
to these entries, an overall prescriptivism index was calculated for each usage problem and usage guide. Results: A range in levels of prescriptivism was observed. Overall, the treatment of usage problems skewed high on the prescriptivism scale with six of the eight being treated
as maximally prescriptive by at least two usage guides and six having mean indexes at or above the scale's midpoint of 2.50. Similarly, seven of the 11 usage guides gave maximally prescriptive advice for at least one usage problem and eight had mean indexes at or above 2.50. While these
findings indicate a bias toward prescriptive advice, a noteworthy amount of prescription-breaking advice was also observed. Conclusion: The findings demonstrate that usage guides vary considerably in their levels of prescriptivism; therefore, writers and editors must critically
consider which advice to follow.
The Academic Spoken Word List Dang, Thi Ngoc Yen; Coxhead, Averil; Webb, Stuart
Language learning,
December 2017, Volume:
67, Issue:
4
Journal Article
Peer reviewed
Open access
The linguistic features of academic spoken English are different from those of academic written English. Therefore, for this study, an Academic Spoken Word List (ASWL) was developed and validated to ...help second language (L2) learners enhance their comprehension of academic speech in English‐medium universities. The ASWL contains 1,741 word families with high frequency and wide range in an academic spoken corpus totaling 13 million words. The list, which features vocabulary from 24 subjects across four equally sized disciplinary subcorpora, is graded into four levels according to Nation's British National Corpus and Corpus of Contemporary American English lists, and each level is divided into sublists of function words and lexical words. Depending on their vocabulary levels, language learners may reach 92–96% coverage of academic speech with the aid of the ASWL.
Open Practices
This article has been awarded Open Materials and Open Data badges. The composition of the corpora, the Academic Spoken Word List, and sublists are publicly accessible via the Open Science Framework at https://osf.io/gwk45 and the IRIS digital repository at http://www.iris‐database.org. Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki.
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