PP9

Question 1

Why is this important? What does ASHA have to say?

Answer 1

Individuals shall not discriminate in the delivery of professional services or in the conduct of research and scholarly activities on the basis of race, ethnicity, sex, gender identity/gender expression, sexual orientation, age, religion, national origin, disability, culture, language, or dialect.

Question 2

Dialect

Answer 2

Dialect is a regional or cultural variation within a language that is used by a particular group of speakers.

Question 3

poly-dialectic

Answer 3

One who is poly-dialectic is able to navigate a group of dialects successfully

Question 4

Code switching

Answer 4

Code switching is the ability to change dialects appropriately when entering different situations and/or speaking with different communication partners.

Question 5

Characteristics of African-American English (AAE)
Syntax and Morphology

Answer 5

Syntax and Morphology
Past tense “ed” is often omitted.
Uncontracted copula/auxiliaries may be omitted (e.g., “She hungry” and “I walkin’.”)
Contracted copula/auxiliary is not required (e.g., “I here.”).
Double and triple negation is accepted (e.g., “I ain’t taking nothing from nobody.”).
Plural “s” and “es” may be dropped when there is a quantifier present (e.g., “50 cent”).
Overgeneralization of comparatives (e.g., “That the baddest thing I ever seen.”) is observed.
Combinations of comparatives and superlatives (e.g., “This the most boringest class at Buff State.”) are noted.

Question 6

Characteristics of African-American English (AAE) Semantics

Answer 6

Semantics
AAE may introduce words (e.g., phat, hatin’, dissin’, peeps) that once exclusive to dialect, make it to mainstream vernacular

Question 7

Characteristics of African-American English (AAE) Pragmatics

Answer 7

Pragmatics
Eye contact may be a sign of confrontation.
Interruption is tolerated in group settings.
Greater volume during speech usually prevails during discourse and argument.
Touching may be viewed as offensive or condescending.

Question 8

Characteristics of Spanish-Influenced English (SpIE)
Syntax and Morphology

Answer 8

Syntax and Morphology
Regular third-person marking is not obligatory (e.g., “(He) Eat the food.”).
Copula may be expressed with verb “to have” (e.g., “I have hunger.”).
Future tense may be expressed as a combination of verb “go + infinitive” (e.g., “I go to eat.”).
Prepositional use may be collapsed (i.e., single prepositions may be used with multiple meanings).
Subject pronouns may be omitted.
“More” is used instead of superlatives (e.g., “He is more short than his brother.”).
“No” may be used in place of contractions such as “don’t” (e.g., “I no want nothing.”).
You may note the use of multi-purpose verbs (e.g., in Spanish, you “pick” [cojer] a shower rather than take one).
Double negation may be seen.

Question 9

Characteristics of Spanish-Influenced English (SpIE) Semantics

Answer 9

Semantics
Number, letter, and shape recognition activities are noted less frequently in parent-child dyads at home.
Emphasis is placed on recognition of family names, relationships, and names of familiar objects in parent-child dyads.
Many cognates exist! You might capitalize on them in your therapy!

Question 10

Characteristics of Spanish-Influenced English (SpIE) Pragmatics

Answer 10

Closer interpersonal proximity is acceptable.
Direct eye-contact between children and unfamiliar adults may be avoided.
Personal contact is acceptable in Latino culture.

Question 11

Characteristics of Native American Dialects of English Syntax and Morphology

Answer 11

Syntax and Morphology
In some dialects, possessive /s/ is not used as the possessive marker is joined to the noun
Navajo: “Man his-boots.”
Idealized English: “The man’s boots”
Some NADs may disregard conventional prefixes that negate or denote opposition.
Navajo: not agree, not-tie
Idealized English: disagree, untie

Question 12

Characteristics of Native American Dialects of English Semantics

Answer 12

Semantics
There may not be a true word for every concept or word that we have in Idealized English (e.g., there are no words such as “disabled,” “retarded,” “handicapped” in many NADs).

Question 13

Characteristics of Native American Dialects of English: Pragmatics

Answer 13

Pragmatics
NAs believe that it is impolite to tell someone something that they already know.
Greetings may not be made if there is a conversation already in progress.
Silence is valued in most NA cultures.
Stories may be circumlocutory rather than direct.

Question 14

Characteristics of Asian Dialects of English: Syntax and Morphology

Answer 14

Syntax and Morphology
Copulas may be omitted (e.g., “I going.”).
Past tense markers may be omitted.
Noun-verb agreements may be in error.
Limited use of conjugations and disjunctions (e.g., and, or) are observed.
Word order typically is reported (e.g., “This computer mine.”).

Question 15

Characteristics of Asian Dialects of English: Semantics

Answer 15

Semantics
Speakers of Asian dialects may have great difficulty with figurative language.
Tonal production may impact word meaning

Question 16

Characteristics of Asian Dialects of English: Pragmatics

Answer 16

Pragmatics
Praise may be cause for embarrassment.
Eye contact may be avoided with unfamiliar people.
High regard may be placed on social structure and status.
Children may not be expected to initiate conversation or add to conversation unless directly requested by an adult.
It may be considered rude to say “no,” disagree with a partner, or decline another’s offer (especially if that person is of higher status).

Question 17

Characteristics of Middle Eastern Dialects of English: Syntax and Morphology

Answer 17

Syntax and Morphology
Arabic is systematic with few deviations; therefore, irregularities in plurality, verb tensing, etc. may be problematic.
Subtle changes in vowel production denotes plurality, not morphological endings.
In Arabic there are:
No copulas;
Few auxiliary verbs;
No complex future tenses;
No modal verbs;
No gerunds;
No indefinite articles.

Question 18

Characteristics of Middle Eastern Dialects of English: Semantics

Answer 18

Semantics
Acquisition of early vocabulary (e.g., family names, body parts, animals, food) closely mirrors that of “Western” children.
Speakers of Arabic may have difficulty learning English as there are relatively few cognates.
Though there are fewer cognates from Arabic than from romance languages, a number of Arabic words have been adopted by the English language.

Question 19

Characteristics of Middle Eastern Dialects of English: Pragmatics

Answer 19

Pragmatics
“Baby-Talk” may be used with children and adolescents.
Arabic is considered holy and venerated.
There are different dialects of Arabic that are reflective of nationality and social class. Arabs are expected to code switch accordingly.
Loud, boisterous and interactive communication is the norm.
Several speakers at one time is viewed as appropriate.

Question 20

Characteristics of Middle Eastern Dialects of English: Pragmatics

Answer 20

Pragmatics
Mastery of other languages is often expected as it is believed to be crucial to educational and financial success.
Significant gender distinction may be observed.
Women may not be addressed during formal and/or professional interactions.
Speaking distance is usually less than 2 feet.
Long and formalized greetings (up to 10 minutes in length) may be expected.
Steady eye contact is appropriate.
Formal dress and decorum may be expected during professional interactions.