Bereiter and Engelmann Reconsidered: The Evidence from Children Acquiring Black English Vernacular. Technical Report No. 82.

Autor/in	Steffensen, Margaret S.
Institution	Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.
Titel	Bereiter and Engelmann Reconsidered: The Evidence from Children Acquiring Black English Vernacular. Technical Report No. 82.
Quelle	(1978), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Black Dialects; Black Students; Child Language; Compensatory Education; Elementary Education; Language Handicaps; Language Instruction; Language Research; Language Usage; Nonstandard Dialects; Student Adjustment + Suchen Sie Ihr Suchwort? 'Children''s language'; Kindersprache; Kompensatorischer Unterricht; Elementarunterricht; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language impairments; Sprachbehinderung; Sprachforschung; Sprachgebrauch; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation
Abstract	A number of claims made by Bereiter and Engelmann, two of the strongest proponents of the verbal-deprivation hypothesis, are examined in light of data gathered during a longitudinal study of two children acquiring Black English Vernacular. The "giant-word syndrome" and its proposed concomitants of absence of developmental stages, deviant imitation, and confusion about homonym use are rejected on the basis of evidence from these children, who are members of the same speech community as the Bereiter-Engelmann subjects. It is suggested that different discourse constraints, not linguistic deficit, are the source of the Bereiter-Engelmann findings. The problems inherent in the Bereiter-Engelmann language program, which is based on a behavioristic model, are briefly discussed. Instruction such as that advocated may be beneficial for the limited number of children involved because it teaches them the school-honored dialect, but the overall effect is to augment the antipathy that already exists toward stigmatized varieties and to increase the difficulties that their speakers have in adjusting to the school culture. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC