Language, Speech, and Hearing Services in Schools Vol.26 87-93 January 1995.
© American Speech-Language-Hearing Association
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African-American English and Linguistic Complexity in Preschool Discourse

A Second Look

Holly K. Craig 1
Julie A. Washington 1
1 University of Michigan, Ann Arbor

This study is a follow-up to that of Craig and Washington (1994) and probes further their finding of a potential positive relationship between amounts of African-American English (AAE) and linguistic complexity in the discourse of young, poor, urban African-American boys and girls. The present study used the earlier outcomes to predict a statistically significant positive relationship between AAE form use and relational semantic complexity, and nonsignificant correlations for simpler semantic relations. Findings confirmed these predictions and are interpreted as support for the continuity hypothesis proposed by Terrell and Terrell (1993).

KEY WORDS: African-American English, semantic complexity, preschoolers

Submitted on March 2, 1994
Accepted on August 26, 1994


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