Page 106 - Difference or Disorder Digital Version

Chapter 15: AFRICAN‐AMERICAN ENGLISH

influences on language is critical. Just as we consider the language differences of children

whose first language is other than English, we should consider the language differences of

children whose dialect is other than “standard.” The research supports that “there is a marked

increase in the use of African‐American English (AAE) features between the ages of three and

five” (Bland‐Stewart, 2005), which coincides with most children’s entry into the U.S.

Education System. “Dialect shifting to Mainstream American English (MAE) appears to

emerge between Kindergarten and 2nd grade” (Craig & Washington, 2004). The majority of

students with speech and language impairments in the school setting are likely to be

identified between the ages of three and nine, or between preschool and third grade.

In order to perform a non‐biased, culturally appropriate evaluation of the speech and

language skills of speakers of African‐American English, there must be awareness of its

differences from Standard American English in order to make a determination of dialectal

difference versus disorder. A presentation of the different features will assist in conducting

valid and non‐biased assessments of speakers of this dialect.

DEVELOPMENTAL NORMS FOR SPEECH AND LANGUAGE

According to Bland‐Stewart (2005), “Language development in African‐American

English‐speaking children is similar to that of Standard American English‐speaking children up

to age 3 across content, form, and use. However, under 3 years of age it is difficult to

distinguish between dialectal and developmental variations.” Therefore, it is expected that

early developmental milestones up to age 3 are similar for Standard American English‐

speaking children and African‐American English‐speaking children.
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