Describes the attitudes of Black and White, male and female, middle- and lower-class adolescents and preadolescents in response to tape-recorded samples of standard English and Black English. (HOD)

Describes the processes by which distinctive varieties of English develop in areas where English functions as a second language. The distinctions between rhetorical and communicative norms for speech events in these varieties are discussed. (Author/AM)

Describes the connective suffixes used in Coast Tsimshian and Southern Tsimshian. (AM)

The language which is spoken and abilities in its social use are critical individual attributes in association with access to life chances. Sociolinguistic variables have been neglected by sociologists and language related social problems are neither recognized nor understood. (Author/RLV)

Some data dispute the common assumption of linguists that speakers of nonstandard varieties of English lack functional command of Standard English. Hawaiian high school students were found equally competent in Standard and Hawaiian English. Implications of this finding for educational practices in Hawaii are discussed. (CHK)

Discusses the place of nonstandard language in the English curriculum. Summarizes one speech instructor's attempt to locate a connection between black English and middle class white suburban language patterns. Shows how speech teachers can help students become aware of their own speech patterns. (HB)

Studied the perceptions of 55 African American undergraduates about Black English. Students identified as not having a committed Black identity evaluated Black English as lower in status than those students with a committed Black identity. Black English was not perceived as reflecting higher social solidarity. (SLD)

Argues, from the author's experience as a Southerner teaching high school English in the South, that since Standard English is more widely accepted and carries more prestige, it is more important to teach it to students who speak other dialects. Argues that to be effective, English teachers must change their own attitudes regarding Standard…

WRITTEN TO SUPPLEMENT THE AUTHORS' SPOKEN QUECHUA MATERIALS, THIS TRIDIALECTAL DICTIONARY PROVIDES THE SPEAKER OF ENGLISH WHO HAS HAD SOME TRAINING IN QUECHUA GRAMMAR WITH A MEANS OF ACCESS TO ADDITIONAL VOCABULARY IN THE CUZCO, AYACUCHO, AND COCHABAMBA DIALECTS. ALL THE QUECHUA WORDS AND PHRASES INCLUDED ARE IN ACTUAL USE AND WERE GATHERED FROM…

This lexicon, a preliminary publication of a project dealing with Arabic dialects in the Chad-Sudan area, has been compiled from four earlier lexicons: G. Trenga, "Le bura-maband du Ouadai"; H. Carbou, "Methode pratique pour l'etude de l'arabe parle au Ouaday et a l'Est du Tchad"; G.L. Lethem, "Colloquial Arabic, Shua…

In this article, the terms "Ebonics" and "Mainstream American English" are defined. (Author/MC)

Critically examines assumptions in teaching in a bi-dialectal context. Presents ethnographic data from one teacher's experience teaching a summer course in Shakespearean theater in which the students were speakers of African-American English. (Author/VWL)

Discussing World Englishes, outlines a basic developmental scentrio, and suggests that speech communities typically undergo five consecutive phases in this process--foundation, exonormative stabilization, nativization, endonormative stabilization, and differentiation. Describes the sociolinguistic characteristics of each one. The framework is…

Australian English is said to lack the historic postvocalic /r/ of Old and Middle English. It is suggested here that the English of a number of people of Aboriginal descent who live in the Adelaide region of South Australia are an exception. (one reference) (JL)