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Cross-Dialectal Perceptual Experiences of Speech-Language Pathologists in Predominantly Caucasian American School Districts

Ida J. Stockman
Michigan State University, East Lansing

Contact author: Gregory Robinson, University of Arkansas at Little Rock, University of Arkansas Medical Sciences, Audiology and Speech Pathology Department, Little Rock, AR 72204. E-mail: gcrobinson{at}ualr.edu.

Purpose: This study aimed to determine if the number and type of African American English (AAE) features that are spoken in sentences influence speech-language pathologists' (SLPs') judgments of (a) how noticeable the dialect is (dialect detectability) and (b) how understandable a speaker is to others (comprehensibility).

Method: Certified SLPs with little conversational experience with AAE were recruited from predominantly Caucasian American school districts in Michigan. They listened to sentences that contained varying amounts and types of AAE phonological features. The SLPs rated the sentences on 5-point scales regarding dialect detectability and comprehensibility. The ratings for the different sentences were compared to determine how the variables contributed to the SLPs' judgments of AAE.

Results: Both dialect detectability and comprehensibility ratings were affected by the number of AAE features that were included in the sentences. The types of AAE features consistently affected the comprehensibility ratings but less consistently affected the dialect detectability ratings.

Conclusion: Multiple factors may affect SLPs' perceptions of AAE. The outcomes have both theoretical and practical implications.

KEY WORDS: African American English, speech perception, speech-language pathologists, dialect, comprehensibility, dialect detectability, dialect density

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This article has been cited by other articles:

				I. J. Stockman A Review of Developmental and Applied Language Research on African American Children: From a Deficit to Difference Perspective on Dialect Differences Lang Speech Hear Serv Sch, January 1, 2010; 41(1): 23 - 38. [Abstract] [Full Text] [PDF]