Perceptions of Various Dialects and Potential Effects on - PowerPoint PPT Presentation

Perceptions of Various Dialects and Potential Effects on Diagnosis - S. Caprice Lee, MS, CCC-SLP - Jay R. Lucker, Ed.D, CCC-A, CCC-SLP, FAAA Howard University Washington, DC

S. Caprice Lee • Financial Disclosure – None relevant to the content of this session. • Nonfinancial Disclosure – None relevant to the content of this session. Disclosures Jay R. Lucker • Financial Disclosure – None relevant to the content of this session. • Nonfinancial – None relevant to the content of this session.

Learner Objectives Discuss the importance of SLPs being able to Discuss differentiate between a language difference and a language disorder. Compare social and clinical perspectives of students Compare at a culturally White institution versus a historically Black University. Describe the implications of the study’s results and Describe future research needs.

Background CULTURALLY AND CULTURAL LINGUISTICALLY DIVERSE COMPETENCE (CLD) POPULATION IN THE U.S. IS CONTINUOUSLY INCREASING

• A dialectal variation of English African – Systematic – Difference American – Race does not equate AAE English • Includes: (a) phonology, (b) (AAE) syntax, (c) morphology, (d) pragmatics, and (e) semantics

Difference Versus Disorder

To determine if there is a difference in how students at a Purpose historically Black university and a predominately White institutions identify and perceive dialectal various speakers.

Research Question Research Questions • Is there a difference between students’ ratings who attend historically Black universities versus culturally White universities for speakers using AAE versus those using MAE?

Research Participants Students Speakers • Undergraduate and master’s • Two adult speakers participated students majoring in speech- as actors (1 male; 1 female) language pathology programs • Read two scripts each that and currently enrolled in a demonstrate patterns of African nationally accredited CSD American English (AAE) and program Mainstream American English • At least 18 years of age • Recruited based on • Enrolled at a historically Black convenience university or a predominantly White university.

Materials Voice Recorder Survey scripts Two-part survey -Demographic -Speech recordings

Procedure 1. Participants received an e-mail with link to survey. 2. Students read introduction to survey and Preamble Consent. 3. Students listened to and rated the audio samples. 4. Participants identified the speakers’ speech patterns as a speech disorder, a speech difference, a speech disorder with a speech difference, or no speech disorder or speech difference. 5. Participants rated the recordings based on how they perceived the speakers socially (intelligence, friendliness, and confidence) using a 5-point Likert-like scale with 5 being the highest rating and 1 being the lowest rating.

Analysis – The researchers analyzed the rating forms using descriptive statistics. – At present, preliminary findings will be discussed.

Results

100% 100% Gender FEMALE HBCU PWI

Dialect Dialect 100% 89% 78% 33% 3% MAE AAE SPANISH INFLUENCED HBCU PWI

AAE Familiarity 56% 35% 33% 28% 24% 11% 10% 3% NOT SLIGHTLY SOMEWHAT MODERATELY EXTREMELY HBCU PWI

Speakers 1 and 2 (MAE Female and AAE Female) 100 % 97% 100 % 93 % 7% 3% SPEECH NO DISORDER DIFFERENCE DIFFERENCE DIFFERENCE OR DIFFERNCE AND DISORDER HBCU S1 PWI S1 HBCU S2 PWI S2

Speakers 3 and 4 (AAE Male and MAE Male) 90% 90% 89% 86% 22% 7% 7% 11% 7% 3% 3% DISORDER DIFFERENCE DISORDER AND NO DISORDER OR DIFFERENCE DIFFERENCE HBCU S3 PWI S3 HBCU S4 PWI S4

Speaker 1 (Female- Mainstream) HBCU PWI Intelligence Intelligence • Intelligent - 56% • Extremely - 52% • Extremely- 44% • Intelligent- 48% Friendliness Friendliness • Extremely - 56% • Extremely - 66% • Friendly- 44% • Friendly- 34% Confidence Confidence • Extremely - 56% • Confident - 62% • Confident- 44% • Extremely- 38%

Speaker 2 (Female- AAE) HBCU PWI Intelligence Intelligence • Moderately - 31% Intelligent - 78% • • Extremely - 28% Extremely- 11% • • Intelligent- 24% • Slightly- 10% Moderately- 11% • • Not- 7% Friendliness Friendliness • Extremely- 48% Extremely - 56% • • Friendly- 41% Friendly- 44% • • Moderately- 7% • Slightly 3% Confidence Confidence Extremely - 78% • • Extremely- 59% • Confident- 34% Confident- 22% • • Moderately- 3% • Slightly- 3%

Speaker 3 (Male- AAE) HBCU PWI Intelligence Intelligence • Intelligent- 41% • Intelligent- 56% Moderately- 38% • • Moderately- 33% Slightly- 14% • • Extremely- 11% Extremely- 6% • • Not 3% Friendliness Friendliness Moderately- 38% • • Extremely- 56% Friendly- 34% • • Moderately- 22% • Extremely- 21% • Friendly- 11% • Slightly- 3% • Slightly- 11% Not- 3% • Confidence Confidence • Confident- 48% • Confident- 56% • Moderately- 24% • Extremely- 22% Extremely- 21% • • Moderately- 22% Slightly- 14% •

Speaker 4 (Male- Mainstream) HBCU PWI Intelligence Intelligence • Extremely- 78% • Extremely- 52% • Intelligent- 11% • Intelligent- 31% • Moderately- 11% • Slightly- 10% • Moderately- 7% Friendliness Friendliness • Extremely- 33% • Moderately- 38% • Friendly- 22% • Friendly- 34% • Slightly- 22% • Extremely- 31% • Moderately- 22% • Slightly- 3% • Not- 3% Confidence Confidence • Extremely- 67% • Extremely- 44% • Confident 11% • Confident- 41% • Moderately- 11% • Slightly- 7% • Slightly- 11% • Moderately- 7%

Conclusions Need for increased advocacy of AAE as a legitimate dialect while also, reducing myths regarding AAE speakers. Such is needed among students at HBCUs and PWIs. Action to ensure such topics are introduced at the undergraduate level and at PWIs may be especially needed.

Diagnostic Issues -Misdiagnosis • -Over-representation of AA students in • special education -Negative impact on academic progress • and achievement

Awareness Knowledge Increase Sensitivity Cultural Respect Competence Acceptance Advocating for AAE speakers

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