Weaver LMAI Ch

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University of Northern Colorado *

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266

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Linguistics

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Apr 3, 2024

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docx

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ASLS 266 Name: Lindsey Weaver Assignment: Chapter 9 Directions: Choose one of the “Learn More About It” items and answer the associated question prompt based on information/examples from the video . You can use your lecture notes and textbook to provide supplementary information. For the outline supporting details, jot down ideas. These should not be complete sentences. Question Prompt: What are the specific features of the speaker’s pronunciation, grammar, and vocabulary? Outline : Topic Sentence: In American English, there are a variety of geographical dialects, as well as sociocultural dialects. One example of a sociocultural dialect is African American Vernacular English (AAVE). Supporting Details: 1. Features of dialect 2. Video discusses different ways of saying greetings 3. “code-switching” depending on comfort with people 4. Features of individual in videos dialect- or lack thereof Concluding Sentence: American English dialects can be pinpointed using several key features; however, most African American’s who use AAVE are able to use SAE to assimilate when needed. Final Paragraph : In American English, there are a variety of geographical dialects, as well as sociocultural dialects. One example of a sociocultural dialect is African American Vernacular English (AAVE). According to Pence Turnbull and Justice (2017), there are several grammatical and phonological distinctions in AAVE, such as: reducing consonant clusters, dropping the suffix “- s,” phonological inversions, and alternative grammatical constructions. In the “African-American English from voices of NC” video, posted by The Language & Life Project (2008), young African Americans are interviewed about their use of AAVE. The individuals discuss their ways of saying common phrases and that these certain terms create a sense of family and closeness.

ASLS 266 One man, Phonte, says that he will say, “Hey, how you doin’?” opposed to “whassup” when he is comfortable around someone. The ability to do this is similar to the concept of “code switching,” which is alternating between two languages (Pence Turnbull & Justice, 2017). Many young African Americans recognize that they cannot use AAVE with unknown people in professional, educational, and other everyday settings, so they are able to use Standard American English (SAE). It is apparent that Phonte is using his SAE with the interviewer in order to articulate his thoughts and feelings around AAVE. They only give a few examples of phrases that would use with each other that display some of the features in AAVE. When being interviewed, some of the speakers deleted the suffix -s. Another common deletion was the word “are,” like in “how you doin’?” and “we real close.” Phonte appears to catch himself saying “we” and says “we’re” instead. Otherwise, this video did not show many other phonological and grammatical regularities in AAVE. American English dialects can be pinpointed using several key features; however, most African American’s who use AAVE are able to use SAE to assimilate when needed. References Pence Turnbull, K. L. & Justice, L. M. (2017). Language development from theory to practice (3 rd Ed.). Pearson Education Inc.: Boston, MA. [The Language & Life Project]. (2008, Sep 3). African-American English from voices of NC [Video]. https://www.youtube.com/watch? time_continue=1&v=Zqohw8nR6qE&feature=emb_logo

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