Show simple item record

dc.contributor.authorJohnson, Danika V.
dc.date.accessioned2013-11-12T16:40:33Z
dc.date.accessioned2020-06-22T14:29:48Z
dc.date.available2013-11-12T16:40:33Z
dc.date.available2020-06-22T14:29:48Z
dc.date.issued12/11/2013
dc.identifier.urihttp://hdl.handle.net/20.500.12648/494
dc.description.abstractThe purpose of this study was to provide a better understanding of how a community dialect, in this case African American Vernacular English (AAVE), impacted language acquisition of English language learners’ (ELLs) in regard to written work. Using ten markers based on Thompson, Craig, and Washington’s (2004) examination of morphosyntactic features of AAVE, this study investigated the writing samples of high school ELLs who resided in an AAVE prevalent community in New York State. Three writing samples per student were analyzed to determine the incidence and frequency of the ten AAVE markers. Results indicated ELLs' written work was not strongly influenced by living in an AAVE speaking community, but instead, incidences of markers were more likely attributed to the influence of ELLs’ acquisition of the English language.en_US
dc.language.isoen_USen_US
dc.subjectEnglish language -- Dialects.en_US
dc.subjectAfrican American.en_US
dc.subjectAcademic writing.en_US
dc.subjectGrammar, Comparative and general -- Morphosyntax.en_US
dc.subjectDialect AAVE.en_US
dc.titleEffects of African American vernacular English on English Language Learners' academic writing.en_US
dc.typeThesisen_US
refterms.dateFOA2020-06-22T14:29:48Z
dc.description.institutionSUNY at Fredonia


Files in this item

Thumbnail
Name:
Danika_Johnson_Masters_Project ...
Size:
599.9Kb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record