The Effect of Dialect Instruction on Student Knowledge of and Attitudes Toward African American English

Abstract

This study assessed whether instruction in African American English (AAE) phonological and grammatical rules improved speech-language pathology students’ knowledge of AAE features. Students were also instructed in the American Speech-Language and Hearing Association’s (ASHA’s) position on nonstandard American English (non-SAE) dialects, which states that non-SAE dialects should be viewed as valid variations of SAE and should not be viewed as disordered speech. Students were given surveys before and after the instruction to assess their knowledge of AAE features and their attitudes toward AAE use. After instruction in the rules of AAE, students significantly improved their knowledge of the phonological and grammatical features of AAE. In addition, students changed their attitudes toward clinical practice with clients who speak AAE in the schools. At posttest, knowledge of AAE rules was significantly correlated with several attitudes toward clinical practice. This suggests that dialect instruction can improve students’ knowledge of non-SAE dialects.