Black Children’s Knowledge of Standard English

Abstract

Many black children speak a nonstandard variety of English, but most also use some standard forms. This study shows that measures of command of Standard English vary with the individual, with the grammatical form tested, and with the particular skill required by the test. Use of Standard English s endings in spontaneous speech is a poorer predictor of school language achievements than is the use of those endings in reading and in more explicit grammatical tests like those used in schools, especially those requiring comprehension. Teachers should not judge children’s language abilities by their schoolyard grammar.