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Ml 4N106 CASE STUDIES OF THE ACQUISITION OF STANDARD AMERICAN ENGLISH BY SPEAKERS OF BLACK ENGLISH VERNACULAR DISSERTATION Presented in Partial Fulfillment of the Requirements for The Degree Doctor of Philosophy in the Graduate School of The Ohio State University By M. Ronald Price. B .S., M.A. ***** The Ohio State University 1993 Dissertation Committee: Maia Pank Mertz, Co-advisor ^-a^^-sSr^ Anna Soter, Co-advisor Co-advisor Frank Zidonis College of Education Department of Educational Studies Copyright by M . Ronald Price 1993 DEDICATION To my wife, Ruth LaVerne Decker Price, whose kindness, love, consideration, support, and sacrifice were so important to the completion of this most arduous task. To my wonderful children, Scott and Laurie, who always provide the confidence and inspiration to keep trying. To the students who participated so willingly in this study and whose lives and diligence provide the best examples for any person to emulate. ACKNOWLEDGEMENTS Maia Pank Mertz and Anna Soter , Co-advisors of my dissertation committee, whose hours of reading and critical evaluations, helpful suggestions and ques­ tions, arguments, prodding, and cajoling were exceeded only by their example of excellence in the classroom. Frank Zidonis, whose willingness to contribute his encouraging ideas and eleventh hour support, showed the kind of commitment to helping students that should be an example to all professionals. Cecily O ’Neill, whose early encouragement and dramatic contribution, demonstrated why she is the best in her field. Carolyn Basford, whose expertise and energy for computing the important things in life are surpassed by the invaluable friendship and joy she brings to those who know her well. Only her help enabled me to survive the rigors of the electronic world. Susie and Paul Weaver, and Sue and John Mitchell, absolute friends whose contributions so often make it possible to survive the challenges of such projects. Barb Walker and Wynn Kimble, OSU staff members who go far beyond what is expected to be helpful in what could be a most impersonal world. Many friends whose inquiries and encouragement served to prod me toward my goal. IV VITA March 30, 1940 ......... Born— Lebanon, Ohio 1962 ..................... B.S., Wittenberg University 1962-1963.. .............. English, speech teacher Northeastern High School, Springfield, Ohio 1963-1964 .............. Graduate Assistant, M.A., Bowling Green State Univ., Bowling Green, Ohio 1964-1966 .............. English teacher, Fairmont East High School, Kettering, Ohio 1966-1985 .............. English teacher. Department Chair, Oakwood High School, Dayton, Ohio 1985 ..................... English instructor, Wright State University, Fairborn, Ohio 1985-1993 .............. Assistant Professor of English, Central State University, Wilberforce, Ohio Major Field of Study Education TABLE OF CONTENTS DEDICATION ...................................... ii ACKNOWLEDGEMENTS ................................ iii VITA .......................................... V LIST OF TABLE S .................................. ix LIST OF ILLUSTRATIONS........................... X CHAPTER I. INTRODUCTION .............................. 1 Statement of Problem and Research Question 1 Significance of this Study ............... 5 Background of Differences of Black Discourse 12 Identification of Black English ........ 14 Language History ......................... 16 Use of Black English Vernacular ........ 19 African-American College Student ........ 25 Bidialectalism........................... 27 Definition of T e r m s ..................... 29 S u m m a r y .................................. 33 II. SURVEY OF RELATED LITERATURE ............. 36 Background................................ 36 Different and Often Conflicting Cultures . 38 Knowledge of Standard American English . 40 Black English and its U s e ............... 43 Oral Tradition........................... 44 The Mother T o n g u e ....................... 47 Street Speech ........................... 48 Divergent Speakers ....................... 52 Negative Attitudes ....................... 54 Cultural Genocide ..................... 54 Deficit Theory ......................... 57 S t i g m a .................................. 58 Bidialectalism ........................... 60 S o l u t i o n s .............................. 60 Code Switching......................... 63 vi Language Instruction ................... 65 Teachers of Black Children ............. 67 Home Influences ....................... 70 Reading, Writing, 'rithmetic Difficulties 71 Language Acquisition ................... 73 Effective Teaching of Standard English . 74 Cultural Intermediary ................... 75 Need to Facilitate L e a r n i n g .......... 78 Ethnography ........................... 80 S u m m a r y .................................. 84 III. RESEARCH METHODS ......................... 89 Case Studies ............................. 89 The Researcher as Participant Observer . 91 Setting of the Study ..................... 93 Data Collection ......................... 97 Interview Questions ..................... 103 Dialect Awareness (BEV and SAE) .... 104 Education Influence ................... 105 Home and Other Influences ............ 105 Factors Affecting Speaking and Writing . 106 Code Switching......................... 107 Quantative Measures ..................... 107 Limitations of Case S t u d i e s ............ 110 S u m m a r y .................................. 112 IV. DATA AND ANALYSIS ....................... 114 Life Portraits........................... 114 Dialect Awareness ....................... 122 Education Influence ..................... 126 Home and Other I n f l u e n c e s ............... 131 Factors Affecting Speaking and Writing . 135 Code Switching........................... 139 Four Case Studies ....................... 141 M e l v i n .................................. 142 Background........................... 142 Interview Questions ................. 145 Conclusions ......................... 158 Use of B E V ........................... 158 Use of S A E ........................... 159 Code Switching....................... 160 Setting and Language ................. 161 R e a d i n g ............................. 162 Important Influence ................. 162 vii C a r l o .................................. 164 Description ......................... 170 Interview Questions ................. 172 Understanding of Language .......... 172 C o m p o s i n g ........................... 180 Language— An Escape ................. 182 W i l l .................................... 185 Backgrounds ......................... 185 Interview Questions ................. 185 S u m m a r y ............................. 206 S o n d r a .................................. 212 Background........................... 212 Reminiscences ....................... 212 Interview Questions ................. 219 Commentary/Oration ............ 229 Observations ......................... 233 S u m m a r y ............................. 236 V. DATA SUMMARY ............................. 239 Backgrounds ........................... 239 Positive Factors ....................... 243 Grammar Instruction/Separate Discipline 243 Nurturing Influence ................. 246 Background of Reading Good Literature 248 Enjoyment of Reading ................. 251 Creativity........................... 251 Awareness of the D i f f e r e n c e ........ 253 Career Motivation ................... 257 Extensive Writing Experience ........ 258 Implications for Further Study ......... 260 Postscript............................. 261 APPENDICES................................ 263 A. Student Grades and Sc o r e s ......... 263 Placement Test Sc o r e s .............. 265 B. Literary Measures... ................ 266 Comparison........................