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You searched for subject:(African American Vernacular English). Showing records 1 – 30 of 64462 total matches.

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University of Debrecen

1. Mihalkó, Gréta. A Comparative Analysis of Syntactic Features in African American Vernacular English and in Standard American English .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

 Language is a very important part of our everyday life. It connects people, helps to make relationships and to keep contact with everybody around us.… (more)

Subjects/Keywords: sociolinguistics; African American vernacular; standard American English

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mihalkó, G. (2013). A Comparative Analysis of Syntactic Features in African American Vernacular English and in Standard American English . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/156229

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mihalkó, Gréta. “A Comparative Analysis of Syntactic Features in African American Vernacular English and in Standard American English .” 2013. Thesis, University of Debrecen. Accessed March 31, 2020. http://hdl.handle.net/2437/156229.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mihalkó, Gréta. “A Comparative Analysis of Syntactic Features in African American Vernacular English and in Standard American English .” 2013. Web. 31 Mar 2020.

Vancouver:

Mihalkó G. A Comparative Analysis of Syntactic Features in African American Vernacular English and in Standard American English . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/2437/156229.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mihalkó G. A Comparative Analysis of Syntactic Features in African American Vernacular English and in Standard American English . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/156229

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Georgia

2. Chapman, Brooke Denise. Racial identity as a factor in preservice and inservice teachers' evaluations of students who speak Standard American and African American Vernacular English dialects.

Degree: MA, Speech Communication, 2002, University of Georgia

 This study examines teachers’ linguistic stereotypes of their students and the impact of those stereotypes on teachers’ expectations of student academic achievement. Specifically, the study… (more)

Subjects/Keywords: African American Vernacular English (AAVE)

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APA (6th Edition):

Chapman, B. D. (2002). Racial identity as a factor in preservice and inservice teachers' evaluations of students who speak Standard American and African American Vernacular English dialects. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/chapman_brooke_d_200208_ma

Chicago Manual of Style (16th Edition):

Chapman, Brooke Denise. “Racial identity as a factor in preservice and inservice teachers' evaluations of students who speak Standard American and African American Vernacular English dialects.” 2002. Masters Thesis, University of Georgia. Accessed March 31, 2020. http://purl.galileo.usg.edu/uga_etd/chapman_brooke_d_200208_ma.

MLA Handbook (7th Edition):

Chapman, Brooke Denise. “Racial identity as a factor in preservice and inservice teachers' evaluations of students who speak Standard American and African American Vernacular English dialects.” 2002. Web. 31 Mar 2020.

Vancouver:

Chapman BD. Racial identity as a factor in preservice and inservice teachers' evaluations of students who speak Standard American and African American Vernacular English dialects. [Internet] [Masters thesis]. University of Georgia; 2002. [cited 2020 Mar 31]. Available from: http://purl.galileo.usg.edu/uga_etd/chapman_brooke_d_200208_ma.

Council of Science Editors:

Chapman BD. Racial identity as a factor in preservice and inservice teachers' evaluations of students who speak Standard American and African American Vernacular English dialects. [Masters Thesis]. University of Georgia; 2002. Available from: http://purl.galileo.usg.edu/uga_etd/chapman_brooke_d_200208_ma


Loyola University Chicago

3. McClendon, Garrard Overton. Illinois Secondary Principals' Perceptions and Expectations Concerning Students Who Use African American Vernacular English in an Academic Setting.

Degree: PhD, School of Education, 2010, Loyola University Chicago

  This study investigates principals’ individual and aggregate perceptions of and expectations for students who use African American Vernacular English. Using the African American English(more)

Subjects/Keywords: african; american; black; ebonics; English; vernacular; Educational Administration and Supervision

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APA (6th Edition):

McClendon, G. O. (2010). Illinois Secondary Principals' Perceptions and Expectations Concerning Students Who Use African American Vernacular English in an Academic Setting. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/30

Chicago Manual of Style (16th Edition):

McClendon, Garrard Overton. “Illinois Secondary Principals' Perceptions and Expectations Concerning Students Who Use African American Vernacular English in an Academic Setting.” 2010. Doctoral Dissertation, Loyola University Chicago. Accessed March 31, 2020. https://ecommons.luc.edu/luc_diss/30.

MLA Handbook (7th Edition):

McClendon, Garrard Overton. “Illinois Secondary Principals' Perceptions and Expectations Concerning Students Who Use African American Vernacular English in an Academic Setting.” 2010. Web. 31 Mar 2020.

Vancouver:

McClendon GO. Illinois Secondary Principals' Perceptions and Expectations Concerning Students Who Use African American Vernacular English in an Academic Setting. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2010. [cited 2020 Mar 31]. Available from: https://ecommons.luc.edu/luc_diss/30.

Council of Science Editors:

McClendon GO. Illinois Secondary Principals' Perceptions and Expectations Concerning Students Who Use African American Vernacular English in an Academic Setting. [Doctoral Dissertation]. Loyola University Chicago; 2010. Available from: https://ecommons.luc.edu/luc_diss/30


University of Debrecen

4. Stumpf, Ákos. An Analysis of the Relationship between African American Vernacular and Hip Hop Vocabulary .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

 The aim of the paper is to discover the degree of involvement of African American Vernacular English (AAVE) in hip hop lyrics. AAVE or in… (more)

Subjects/Keywords: African American vernacular; English language; hip hop; rap

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APA (6th Edition):

Stumpf, . (2013). An Analysis of the Relationship between African American Vernacular and Hip Hop Vocabulary . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/163608

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Stumpf, Ákos. “An Analysis of the Relationship between African American Vernacular and Hip Hop Vocabulary .” 2013. Thesis, University of Debrecen. Accessed March 31, 2020. http://hdl.handle.net/2437/163608.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Stumpf, Ákos. “An Analysis of the Relationship between African American Vernacular and Hip Hop Vocabulary .” 2013. Web. 31 Mar 2020.

Vancouver:

Stumpf . An Analysis of the Relationship between African American Vernacular and Hip Hop Vocabulary . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/2437/163608.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Stumpf . An Analysis of the Relationship between African American Vernacular and Hip Hop Vocabulary . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/163608

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Helsinki

5. Kasala, Katariina. ”All in the game, yo” : An intersectional stylistic analysis of African American Vernacular English use by Queer, Black and Lower-class characters in HBO's The Wire.

Degree: Department of Modern Languages; Helsingfors universitet, Humanistiska fakulteten, Institutionen för moderna språk, 2016, University of Helsinki

 Pro gradu -tutkielmassani analysoin HBO-tuotantoyhtiön Baltimoreen sijoittuva The Wire -televisiosarjan kahden hahmon, Omar Littlen ja Felicia “Snoop” Pearsonin, murteellista kielenkäyttöä tyylillisen analyysin keinoin. Tutkimani hahmot… (more)

Subjects/Keywords: AAVE; African American Vernacular English; gender; intersectionality; performativity; profanity; race; racialization; representation; style; vernacular; English Philology; Englantilainen filologia; Engelsk filologi

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Kasala, K. (2016). ”All in the game, yo” : An intersectional stylistic analysis of African American Vernacular English use by Queer, Black and Lower-class characters in HBO's The Wire. (Masters Thesis). University of Helsinki. Retrieved from http://hdl.handle.net/10138/163292

Chicago Manual of Style (16th Edition):

Kasala, Katariina. “”All in the game, yo” : An intersectional stylistic analysis of African American Vernacular English use by Queer, Black and Lower-class characters in HBO's The Wire.” 2016. Masters Thesis, University of Helsinki. Accessed March 31, 2020. http://hdl.handle.net/10138/163292.

MLA Handbook (7th Edition):

Kasala, Katariina. “”All in the game, yo” : An intersectional stylistic analysis of African American Vernacular English use by Queer, Black and Lower-class characters in HBO's The Wire.” 2016. Web. 31 Mar 2020.

Vancouver:

Kasala K. ”All in the game, yo” : An intersectional stylistic analysis of African American Vernacular English use by Queer, Black and Lower-class characters in HBO's The Wire. [Internet] [Masters thesis]. University of Helsinki; 2016. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/10138/163292.

Council of Science Editors:

Kasala K. ”All in the game, yo” : An intersectional stylistic analysis of African American Vernacular English use by Queer, Black and Lower-class characters in HBO's The Wire. [Masters Thesis]. University of Helsinki; 2016. Available from: http://hdl.handle.net/10138/163292


University of Kentucky

6. Iwinski, Heather C. Dialect and Word Learning: Are Phonological Properties Maintained when Dialectal Influence Changes Word Meaning?.

Degree: 2015, University of Kentucky

 Word learning requires the accurate encoding and decoding of a word’s phonological and semantic properties. Errors in establishing an accurate phonemic-semantic connection can hinder accurate… (more)

Subjects/Keywords: dialect; African American Vernacular English; word learning; vocabulary; AAVE; Speech Pathology and Audiology

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APA (6th Edition):

Iwinski, H. C. (2015). Dialect and Word Learning: Are Phonological Properties Maintained when Dialectal Influence Changes Word Meaning?. (Masters Thesis). University of Kentucky. Retrieved from http://uknowledge.uky.edu/commdisorders_etds/7

Chicago Manual of Style (16th Edition):

Iwinski, Heather C. “Dialect and Word Learning: Are Phonological Properties Maintained when Dialectal Influence Changes Word Meaning?.” 2015. Masters Thesis, University of Kentucky. Accessed March 31, 2020. http://uknowledge.uky.edu/commdisorders_etds/7.

MLA Handbook (7th Edition):

Iwinski, Heather C. “Dialect and Word Learning: Are Phonological Properties Maintained when Dialectal Influence Changes Word Meaning?.” 2015. Web. 31 Mar 2020.

Vancouver:

Iwinski HC. Dialect and Word Learning: Are Phonological Properties Maintained when Dialectal Influence Changes Word Meaning?. [Internet] [Masters thesis]. University of Kentucky; 2015. [cited 2020 Mar 31]. Available from: http://uknowledge.uky.edu/commdisorders_etds/7.

Council of Science Editors:

Iwinski HC. Dialect and Word Learning: Are Phonological Properties Maintained when Dialectal Influence Changes Word Meaning?. [Masters Thesis]. University of Kentucky; 2015. Available from: http://uknowledge.uky.edu/commdisorders_etds/7


Universiteit Utrecht

7. Morés, A.C. The Role of Successive Bilingualism in Dialect Variation: The Case of AAVE.

Degree: 2011, Universiteit Utrecht

 A traditional assumption, widespread among linguists and non-linguists alike, is that non-standard dialects are subject to much more individual variation than standard varieties. This thesis… (more)

Subjects/Keywords: individual variation; dialect variation; African-American Vernacular English; aspectual-be; null copula; dialect acquisition

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APA (6th Edition):

Morés, A. C. (2011). The Role of Successive Bilingualism in Dialect Variation: The Case of AAVE. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/208763

Chicago Manual of Style (16th Edition):

Morés, A C. “The Role of Successive Bilingualism in Dialect Variation: The Case of AAVE.” 2011. Masters Thesis, Universiteit Utrecht. Accessed March 31, 2020. http://dspace.library.uu.nl:8080/handle/1874/208763.

MLA Handbook (7th Edition):

Morés, A C. “The Role of Successive Bilingualism in Dialect Variation: The Case of AAVE.” 2011. Web. 31 Mar 2020.

Vancouver:

Morés AC. The Role of Successive Bilingualism in Dialect Variation: The Case of AAVE. [Internet] [Masters thesis]. Universiteit Utrecht; 2011. [cited 2020 Mar 31]. Available from: http://dspace.library.uu.nl:8080/handle/1874/208763.

Council of Science Editors:

Morés AC. The Role of Successive Bilingualism in Dialect Variation: The Case of AAVE. [Masters Thesis]. Universiteit Utrecht; 2011. Available from: http://dspace.library.uu.nl:8080/handle/1874/208763


Arizona State University

8. Gersten, Olivia. "Tell It Right": Bidialectal Practices in the Secondary English Classroom.

Degree: English, 2014, Arizona State University

 Due to the limits of Arizona's secondary education system, English teachers often have to teach Standard English without regard for students' dialects and home languages.… (more)

Subjects/Keywords: Linguistics; Education; Secondary education; african american vernacular english; bidialectal; dialect; education; linguistics; secondary education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Gersten, O. (2014). "Tell It Right": Bidialectal Practices in the Secondary English Classroom. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/27542

Chicago Manual of Style (16th Edition):

Gersten, Olivia. “"Tell It Right": Bidialectal Practices in the Secondary English Classroom.” 2014. Masters Thesis, Arizona State University. Accessed March 31, 2020. http://repository.asu.edu/items/27542.

MLA Handbook (7th Edition):

Gersten, Olivia. “"Tell It Right": Bidialectal Practices in the Secondary English Classroom.” 2014. Web. 31 Mar 2020.

Vancouver:

Gersten O. "Tell It Right": Bidialectal Practices in the Secondary English Classroom. [Internet] [Masters thesis]. Arizona State University; 2014. [cited 2020 Mar 31]. Available from: http://repository.asu.edu/items/27542.

Council of Science Editors:

Gersten O. "Tell It Right": Bidialectal Practices in the Secondary English Classroom. [Masters Thesis]. Arizona State University; 2014. Available from: http://repository.asu.edu/items/27542


University of Alabama

9. Golar, Regina Latonya. African American Vernacular English: affirming spaces for linguistic identity within the composition classroom.

Degree: 2011, University of Alabama

 This dissertation, "African American Vernacular English: Affirming Spaces for Linguistic Identity within the Composition Classroom," presents the findings of an IRB-approved case study on African(more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Rhetoric; African American studies; Pedagogy; African American females; African American identity; African American Vernacular English; Language; MySpace; Pedagogy

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APA (6th Edition):

Golar, R. L. (2011). African American Vernacular English: affirming spaces for linguistic identity within the composition classroom. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/41235

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Golar, Regina Latonya. “African American Vernacular English: affirming spaces for linguistic identity within the composition classroom.” 2011. Thesis, University of Alabama. Accessed March 31, 2020. http://purl.lib.ua.edu/41235.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Golar, Regina Latonya. “African American Vernacular English: affirming spaces for linguistic identity within the composition classroom.” 2011. Web. 31 Mar 2020.

Vancouver:

Golar RL. African American Vernacular English: affirming spaces for linguistic identity within the composition classroom. [Internet] [Thesis]. University of Alabama; 2011. [cited 2020 Mar 31]. Available from: http://purl.lib.ua.edu/41235.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Golar RL. African American Vernacular English: affirming spaces for linguistic identity within the composition classroom. [Thesis]. University of Alabama; 2011. Available from: http://purl.lib.ua.edu/41235

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Alabama

10. Jones, Teresha Maya. A study of teachers' views on students' use of African American English in the English Language Arts classroom.

Degree: 2011, University of Alabama

 This study was designed to collect information about English teachers and their awareness of African American English (AAE). Many classroom teachers are faced with instructing… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Teacher Education; Language, Linguistics; Language Arts; African American English; African American Vernacular; Black English; Ebonics; Informal Language; Language

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APA (6th Edition):

Jones, T. M. (2011). A study of teachers' views on students' use of African American English in the English Language Arts classroom. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/34966

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Jones, Teresha Maya. “A study of teachers' views on students' use of African American English in the English Language Arts classroom.” 2011. Thesis, University of Alabama. Accessed March 31, 2020. http://purl.lib.ua.edu/34966.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Jones, Teresha Maya. “A study of teachers' views on students' use of African American English in the English Language Arts classroom.” 2011. Web. 31 Mar 2020.

Vancouver:

Jones TM. A study of teachers' views on students' use of African American English in the English Language Arts classroom. [Internet] [Thesis]. University of Alabama; 2011. [cited 2020 Mar 31]. Available from: http://purl.lib.ua.edu/34966.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jones TM. A study of teachers' views on students' use of African American English in the English Language Arts classroom. [Thesis]. University of Alabama; 2011. Available from: http://purl.lib.ua.edu/34966

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Pennsylvania

11. McLaughlin, Brittany Dael. Animacy in Morphosyntactic Variation.

Degree: 2014, University of Pennsylvania

 In this dissertation, I demonstrate that animacy of subject referents strongly conditions verbal morphosyntactic variation in English varieties. Using three quantitative case studies, I investigate… (more)

Subjects/Keywords: African American Vernacular English; contraction; copula deletion; morphosyntax; subject verb agreement; variation; Anthropological Linguistics and Sociolinguistics; Linguistics

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APA (6th Edition):

McLaughlin, B. D. (2014). Animacy in Morphosyntactic Variation. (Thesis). University of Pennsylvania. Retrieved from https://repository.upenn.edu/edissertations/1365

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

McLaughlin, Brittany Dael. “Animacy in Morphosyntactic Variation.” 2014. Thesis, University of Pennsylvania. Accessed March 31, 2020. https://repository.upenn.edu/edissertations/1365.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

McLaughlin, Brittany Dael. “Animacy in Morphosyntactic Variation.” 2014. Web. 31 Mar 2020.

Vancouver:

McLaughlin BD. Animacy in Morphosyntactic Variation. [Internet] [Thesis]. University of Pennsylvania; 2014. [cited 2020 Mar 31]. Available from: https://repository.upenn.edu/edissertations/1365.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McLaughlin BD. Animacy in Morphosyntactic Variation. [Thesis]. University of Pennsylvania; 2014. Available from: https://repository.upenn.edu/edissertations/1365

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


North Carolina State University

12. Mallinson, Christine. The Dynamic Construction of Race, Class, and Gender through Linguistic Practice among Women in a Black Appalachian Community.

Degree: PhD, Sociology, 2006, North Carolina State University

 This dissertation conceptualizes and analyzes the dynamic construction of race, class, and gender through linguistic practice in a way that integrates the sociological study of… (more)

Subjects/Keywords: Appalachian African American; structuration theory; African American; Appalachian; sociolinguistics; African American Vernacular English; Appalachian English; African American English; intersectionality theory

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APA (6th Edition):

Mallinson, C. (2006). The Dynamic Construction of Race, Class, and Gender through Linguistic Practice among Women in a Black Appalachian Community. (Doctoral Dissertation). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/5680

Chicago Manual of Style (16th Edition):

Mallinson, Christine. “The Dynamic Construction of Race, Class, and Gender through Linguistic Practice among Women in a Black Appalachian Community.” 2006. Doctoral Dissertation, North Carolina State University. Accessed March 31, 2020. http://www.lib.ncsu.edu/resolver/1840.16/5680.

MLA Handbook (7th Edition):

Mallinson, Christine. “The Dynamic Construction of Race, Class, and Gender through Linguistic Practice among Women in a Black Appalachian Community.” 2006. Web. 31 Mar 2020.

Vancouver:

Mallinson C. The Dynamic Construction of Race, Class, and Gender through Linguistic Practice among Women in a Black Appalachian Community. [Internet] [Doctoral dissertation]. North Carolina State University; 2006. [cited 2020 Mar 31]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/5680.

Council of Science Editors:

Mallinson C. The Dynamic Construction of Race, Class, and Gender through Linguistic Practice among Women in a Black Appalachian Community. [Doctoral Dissertation]. North Carolina State University; 2006. Available from: http://www.lib.ncsu.edu/resolver/1840.16/5680


University of Georgia

13. Johnson, Sasha Rosena. Acknowledging the voices of families: metadiscourse and linguistic identity of African American speakers of AAE.

Degree: PhD, Linguistics, 2008, University of Georgia

 This dissertation evaluates the use of African American English (AAE) and how identity is manifested through dialectal features used by African American families from various… (more)

Subjects/Keywords: African American English

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APA (6th Edition):

Johnson, S. R. (2008). Acknowledging the voices of families: metadiscourse and linguistic identity of African American speakers of AAE. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/johnson_sasha_r_200808_phd

Chicago Manual of Style (16th Edition):

Johnson, Sasha Rosena. “Acknowledging the voices of families: metadiscourse and linguistic identity of African American speakers of AAE.” 2008. Doctoral Dissertation, University of Georgia. Accessed March 31, 2020. http://purl.galileo.usg.edu/uga_etd/johnson_sasha_r_200808_phd.

MLA Handbook (7th Edition):

Johnson, Sasha Rosena. “Acknowledging the voices of families: metadiscourse and linguistic identity of African American speakers of AAE.” 2008. Web. 31 Mar 2020.

Vancouver:

Johnson SR. Acknowledging the voices of families: metadiscourse and linguistic identity of African American speakers of AAE. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2020 Mar 31]. Available from: http://purl.galileo.usg.edu/uga_etd/johnson_sasha_r_200808_phd.

Council of Science Editors:

Johnson SR. Acknowledging the voices of families: metadiscourse and linguistic identity of African American speakers of AAE. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/johnson_sasha_r_200808_phd


Texas State University – San Marcos

14. David, Jack. Does It Really Matter?.

Degree: MA, Rhetoric and Composition, 2012, Texas State University – San Marcos

 After we moved to San Marcos so I could attend graduate school, my wife and I visited several local churches with hopes of finding a… (more)

Subjects/Keywords: Standard English; American English; History of English Language; Evolution of English Language; English Language Enrichment; English Language Degradation; Threats to English Language; Destructive Influences on English Language; English Phonology; English Grammar; English Usage; English Diction; English Writing Style; English Capitalization; English Punctuation; English Spelling; English Homographs; English Homonyms; English Homophones; African American Vernacular English; Chicano English; Hip Hop Music; Rap Music; Heavy Metal Music; Internet; Cell Phone Text Messaging; User Generated Content; Profanity; Obscenity; English language – Orthography and spelling – History; Linguistics; Historical linguistics

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APA (6th Edition):

David, J. (2012). Does It Really Matter?. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4135

Chicago Manual of Style (16th Edition):

David, Jack. “Does It Really Matter?.” 2012. Masters Thesis, Texas State University – San Marcos. Accessed March 31, 2020. https://digital.library.txstate.edu/handle/10877/4135.

MLA Handbook (7th Edition):

David, Jack. “Does It Really Matter?.” 2012. Web. 31 Mar 2020.

Vancouver:

David J. Does It Really Matter?. [Internet] [Masters thesis]. Texas State University – San Marcos; 2012. [cited 2020 Mar 31]. Available from: https://digital.library.txstate.edu/handle/10877/4135.

Council of Science Editors:

David J. Does It Really Matter?. [Masters Thesis]. Texas State University – San Marcos; 2012. Available from: https://digital.library.txstate.edu/handle/10877/4135

15. Le Corre, Gaëlle. Variations non standard dans les écrits épistolaires de soldats de l'armée confédérée de l'état de Virginie : Study of non-standard variations in the epistolary writings of Confederate soldiers from Virginia.

Degree: Docteur es, Linguistique anglaise, 2015, Brest

Durant la guerre de Sécession (1861-1865), des milliers de soldats, de chaque côté du front, prirent leur plume afin de s'enquérir de leur famille et… (more)

Subjects/Keywords: Variations non standard; Grapho-phonémie; Morphosyntaxe; Southern American Vernacular English; Non-standard variations; Grapho-phonemics; Morphosyntax; Southern American Vernacular English

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APA (6th Edition):

Le Corre, G. (2015). Variations non standard dans les écrits épistolaires de soldats de l'armée confédérée de l'état de Virginie : Study of non-standard variations in the epistolary writings of Confederate soldiers from Virginia. (Doctoral Dissertation). Brest. Retrieved from http://www.theses.fr/2015BRES0063

Chicago Manual of Style (16th Edition):

Le Corre, Gaëlle. “Variations non standard dans les écrits épistolaires de soldats de l'armée confédérée de l'état de Virginie : Study of non-standard variations in the epistolary writings of Confederate soldiers from Virginia.” 2015. Doctoral Dissertation, Brest. Accessed March 31, 2020. http://www.theses.fr/2015BRES0063.

MLA Handbook (7th Edition):

Le Corre, Gaëlle. “Variations non standard dans les écrits épistolaires de soldats de l'armée confédérée de l'état de Virginie : Study of non-standard variations in the epistolary writings of Confederate soldiers from Virginia.” 2015. Web. 31 Mar 2020.

Vancouver:

Le Corre G. Variations non standard dans les écrits épistolaires de soldats de l'armée confédérée de l'état de Virginie : Study of non-standard variations in the epistolary writings of Confederate soldiers from Virginia. [Internet] [Doctoral dissertation]. Brest; 2015. [cited 2020 Mar 31]. Available from: http://www.theses.fr/2015BRES0063.

Council of Science Editors:

Le Corre G. Variations non standard dans les écrits épistolaires de soldats de l'armée confédérée de l'état de Virginie : Study of non-standard variations in the epistolary writings of Confederate soldiers from Virginia. [Doctoral Dissertation]. Brest; 2015. Available from: http://www.theses.fr/2015BRES0063


University of Texas – Austin

16. White-Sustaíta, Jessica Bridget. The syntax of questions and variation in adult and child African American English.

Degree: PhD, Linguistics, 2012, University of Texas – Austin

 This dissertation is the first in-depth examination of the syntax of questions and question variation in African American English (AAE). Question syntax in AAE can… (more)

Subjects/Keywords: African American English; Questions; Variation

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APA (6th Edition):

White-Sustaíta, J. B. (2012). The syntax of questions and variation in adult and child African American English. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/46248

Chicago Manual of Style (16th Edition):

White-Sustaíta, Jessica Bridget. “The syntax of questions and variation in adult and child African American English.” 2012. Doctoral Dissertation, University of Texas – Austin. Accessed March 31, 2020. http://hdl.handle.net/2152/46248.

MLA Handbook (7th Edition):

White-Sustaíta, Jessica Bridget. “The syntax of questions and variation in adult and child African American English.” 2012. Web. 31 Mar 2020.

Vancouver:

White-Sustaíta JB. The syntax of questions and variation in adult and child African American English. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2012. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/2152/46248.

Council of Science Editors:

White-Sustaíta JB. The syntax of questions and variation in adult and child African American English. [Doctoral Dissertation]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/46248


University of North Texas

17. Coleman, Jeffrey Alan. Language Contact in the Inner City: the Acquisition of AAVE Features by Bilingual Hispanic Adolescents.

Degree: 1998, University of North Texas

 Sociolinguists working in Northern urban areas have shown that Hispanics who come in contact with African Americans sometimes acquire features of African American vernacular English(more)

Subjects/Keywords: African American vernacular English; Hispanics; Hispanic American youth  – Language.; Hispanic American youth  – Texas  – Dallas.; Black English  – Texas  – Dallas.

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APA (6th Edition):

Coleman, J. A. (1998). Language Contact in the Inner City: the Acquisition of AAVE Features by Bilingual Hispanic Adolescents. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc279116/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Coleman, Jeffrey Alan. “Language Contact in the Inner City: the Acquisition of AAVE Features by Bilingual Hispanic Adolescents.” 1998. Thesis, University of North Texas. Accessed March 31, 2020. https://digital.library.unt.edu/ark:/67531/metadc279116/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Coleman, Jeffrey Alan. “Language Contact in the Inner City: the Acquisition of AAVE Features by Bilingual Hispanic Adolescents.” 1998. Web. 31 Mar 2020.

Vancouver:

Coleman JA. Language Contact in the Inner City: the Acquisition of AAVE Features by Bilingual Hispanic Adolescents. [Internet] [Thesis]. University of North Texas; 1998. [cited 2020 Mar 31]. Available from: https://digital.library.unt.edu/ark:/67531/metadc279116/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Coleman JA. Language Contact in the Inner City: the Acquisition of AAVE Features by Bilingual Hispanic Adolescents. [Thesis]. University of North Texas; 1998. Available from: https://digital.library.unt.edu/ark:/67531/metadc279116/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Southern California

18. Albin, Deborah. Examining the relationship between knowledge, perception and principal leadership for standard English learners (SELs): a case study.

Degree: EdD, Education (Leadership), 2015, University of Southern California

 In most urban communities English speaking African American and Latino students are not achieving at levels commensurate with other racial groups. These Standard English Learners… (more)

Subjects/Keywords: standard English learners; language; English language development; academic language; dialect; vernacular; English language arts; literacy; common core; student achievement; culturally and linguistically diverse; African American; Latino; culturally and linguistically diverse; achievement gap; student achievement; administrator; knowledge; perception; school principal; principal leadership

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APA (6th Edition):

Albin, D. (2015). Examining the relationship between knowledge, perception and principal leadership for standard English learners (SELs): a case study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/593263/rec/2594

Chicago Manual of Style (16th Edition):

Albin, Deborah. “Examining the relationship between knowledge, perception and principal leadership for standard English learners (SELs): a case study.” 2015. Doctoral Dissertation, University of Southern California. Accessed March 31, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/593263/rec/2594.

MLA Handbook (7th Edition):

Albin, Deborah. “Examining the relationship between knowledge, perception and principal leadership for standard English learners (SELs): a case study.” 2015. Web. 31 Mar 2020.

Vancouver:

Albin D. Examining the relationship between knowledge, perception and principal leadership for standard English learners (SELs): a case study. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Mar 31]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/593263/rec/2594.

Council of Science Editors:

Albin D. Examining the relationship between knowledge, perception and principal leadership for standard English learners (SELs): a case study. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/593263/rec/2594


University of California – Riverside

19. Carrico, Rachel Lynn. Footwork! Improvised Dance as Dissenting Mobility in the New Orleans Second Line.

Degree: Critical Dance Studies, 2015, University of California – Riverside

 On most Sundays in New Orleans, you can find a second line parade. Since the late-nineteenth century, these processions have gathered thousands of people to… (more)

Subjects/Keywords: Dance; African American studies; Cultural anthropology; African American Vernacular Dance; Black Dance; Congo Square; Hurricane Katrina; New Orleans; Second Line

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APA (6th Edition):

Carrico, R. L. (2015). Footwork! Improvised Dance as Dissenting Mobility in the New Orleans Second Line. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/6hm0f7qr

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Carrico, Rachel Lynn. “Footwork! Improvised Dance as Dissenting Mobility in the New Orleans Second Line.” 2015. Thesis, University of California – Riverside. Accessed March 31, 2020. http://www.escholarship.org/uc/item/6hm0f7qr.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Carrico, Rachel Lynn. “Footwork! Improvised Dance as Dissenting Mobility in the New Orleans Second Line.” 2015. Web. 31 Mar 2020.

Vancouver:

Carrico RL. Footwork! Improvised Dance as Dissenting Mobility in the New Orleans Second Line. [Internet] [Thesis]. University of California – Riverside; 2015. [cited 2020 Mar 31]. Available from: http://www.escholarship.org/uc/item/6hm0f7qr.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Carrico RL. Footwork! Improvised Dance as Dissenting Mobility in the New Orleans Second Line. [Thesis]. University of California – Riverside; 2015. Available from: http://www.escholarship.org/uc/item/6hm0f7qr

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

20. Salih, Suweeyah S. African American Vernacular English and the Achievement Gap: How Teacher Perception Impacts Instruction and Student Motivation.

Degree: Doctor of Education (EdD), Education, 2019, University of Findlay

 The achievement gap between African American students and their White peers in language arts has prompted researchers to identify teachers’ perceptions of the language of… (more)

Subjects/Keywords: African Americans; Black History; Education; Education History; Educational Tests and Measurements; Language Arts; Literacy; Multicultural Education; Multilingual Education; Teacher Education; Teaching; achievement gap; transformative mixed methods; African American Vernacular English; culturally responsive teaching; language bias; social justice; language attitude studies; NCLB

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APA (6th Edition):

Salih, S. S. (2019). African American Vernacular English and the Achievement Gap: How Teacher Perception Impacts Instruction and Student Motivation. (Doctoral Dissertation). University of Findlay. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=findlay1564758333725021

Chicago Manual of Style (16th Edition):

Salih, Suweeyah S. “African American Vernacular English and the Achievement Gap: How Teacher Perception Impacts Instruction and Student Motivation.” 2019. Doctoral Dissertation, University of Findlay. Accessed March 31, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1564758333725021.

MLA Handbook (7th Edition):

Salih, Suweeyah S. “African American Vernacular English and the Achievement Gap: How Teacher Perception Impacts Instruction and Student Motivation.” 2019. Web. 31 Mar 2020.

Vancouver:

Salih SS. African American Vernacular English and the Achievement Gap: How Teacher Perception Impacts Instruction and Student Motivation. [Internet] [Doctoral dissertation]. University of Findlay; 2019. [cited 2020 Mar 31]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=findlay1564758333725021.

Council of Science Editors:

Salih SS. African American Vernacular English and the Achievement Gap: How Teacher Perception Impacts Instruction and Student Motivation. [Doctoral Dissertation]. University of Findlay; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=findlay1564758333725021

21. Batten, Victoria L. Case for Rap Music Pedagogy in Composition.

Degree: English Department, 2010, Oklahoma State University

 This dissertation explored the feasibility of a rap music pedagogy for all students. It was grounded in a Literacy narrative about a derived system in… (more)

Subjects/Keywords: african american vernacular english (aave); derived system; hawaii creole english (hce); literacy narrative; peda

…Notwithstanding the term Ebonics, AAVE stood for African American Vernacular English and AAL for African… …all of them problematic: Black English, Black Vernacular, African American English (AAE… …x29;, and African American Vernacular English (AAVE)‖ (p. 146). Despite… …African American vernacular English and Hawaii creole English: A comparison of two school board… …Lerer‘s (2007) claim of an earlier creole for African-American English (AAE)… 

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APA (6th Edition):

Batten, V. L. (2010). Case for Rap Music Pedagogy in Composition. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/7053

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Batten, Victoria L. “Case for Rap Music Pedagogy in Composition.” 2010. Thesis, Oklahoma State University. Accessed March 31, 2020. http://hdl.handle.net/11244/7053.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Batten, Victoria L. “Case for Rap Music Pedagogy in Composition.” 2010. Web. 31 Mar 2020.

Vancouver:

Batten VL. Case for Rap Music Pedagogy in Composition. [Internet] [Thesis]. Oklahoma State University; 2010. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/11244/7053.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Batten VL. Case for Rap Music Pedagogy in Composition. [Thesis]. Oklahoma State University; 2010. Available from: http://hdl.handle.net/11244/7053

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Georgia

22. Childs, Rebecca Laree. Investigating the local construction of identity: sociophonetic variation in Smoky Mountain African American women's speech.

Degree: PhD, Linguistics, 2005, University of Georgia

 This dissertation examines the social meaning of phonetic detail among two African American women’s communities of practice, specifically investigating ways in which these African American(more)

Subjects/Keywords: African American English

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APA (6th Edition):

Childs, R. L. (2005). Investigating the local construction of identity: sociophonetic variation in Smoky Mountain African American women's speech. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/childs_rebecca_l_200508_phd

Chicago Manual of Style (16th Edition):

Childs, Rebecca Laree. “Investigating the local construction of identity: sociophonetic variation in Smoky Mountain African American women's speech.” 2005. Doctoral Dissertation, University of Georgia. Accessed March 31, 2020. http://purl.galileo.usg.edu/uga_etd/childs_rebecca_l_200508_phd.

MLA Handbook (7th Edition):

Childs, Rebecca Laree. “Investigating the local construction of identity: sociophonetic variation in Smoky Mountain African American women's speech.” 2005. Web. 31 Mar 2020.

Vancouver:

Childs RL. Investigating the local construction of identity: sociophonetic variation in Smoky Mountain African American women's speech. [Internet] [Doctoral dissertation]. University of Georgia; 2005. [cited 2020 Mar 31]. Available from: http://purl.galileo.usg.edu/uga_etd/childs_rebecca_l_200508_phd.

Council of Science Editors:

Childs RL. Investigating the local construction of identity: sociophonetic variation in Smoky Mountain African American women's speech. [Doctoral Dissertation]. University of Georgia; 2005. Available from: http://purl.galileo.usg.edu/uga_etd/childs_rebecca_l_200508_phd


Louisiana State University

23. Turner, Lindsay Meyer. An Analysis of Spelling Patterns Produced by Elementary School-Aged Speakers of African American English.

Degree: PhD, Communication Sciences and Disorders, 2015, Louisiana State University

 Over the years, less attention is given to students’ spelling skills compared to other areas of literacy achievement like word reading and passage comprehension in… (more)

Subjects/Keywords: dialect density; African American English; spelling development

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APA (6th Edition):

Turner, L. M. (2015). An Analysis of Spelling Patterns Produced by Elementary School-Aged Speakers of African American English. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-06022015-223507 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3327

Chicago Manual of Style (16th Edition):

Turner, Lindsay Meyer. “An Analysis of Spelling Patterns Produced by Elementary School-Aged Speakers of African American English.” 2015. Doctoral Dissertation, Louisiana State University. Accessed March 31, 2020. etd-06022015-223507 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3327.

MLA Handbook (7th Edition):

Turner, Lindsay Meyer. “An Analysis of Spelling Patterns Produced by Elementary School-Aged Speakers of African American English.” 2015. Web. 31 Mar 2020.

Vancouver:

Turner LM. An Analysis of Spelling Patterns Produced by Elementary School-Aged Speakers of African American English. [Internet] [Doctoral dissertation]. Louisiana State University; 2015. [cited 2020 Mar 31]. Available from: etd-06022015-223507 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3327.

Council of Science Editors:

Turner LM. An Analysis of Spelling Patterns Produced by Elementary School-Aged Speakers of African American English. [Doctoral Dissertation]. Louisiana State University; 2015. Available from: etd-06022015-223507 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3327


Louisiana State University

24. Newkirk, Brandi Lynette. The auxiliary system of typically developing children acquiring African American English.

Degree: PhD, Communication Sciences and Disorders, 2010, Louisiana State University

 This study’s purpose was to examine the acquisition and use of BE, DO, and modal auxiliaries by African American English (AAE)-speaking children. The impetus for… (more)

Subjects/Keywords: auxiliary system; African American English; language acquisition

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APA (6th Edition):

Newkirk, B. L. (2010). The auxiliary system of typically developing children acquiring African American English. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-07062010-155814 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2942

Chicago Manual of Style (16th Edition):

Newkirk, Brandi Lynette. “The auxiliary system of typically developing children acquiring African American English.” 2010. Doctoral Dissertation, Louisiana State University. Accessed March 31, 2020. etd-07062010-155814 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2942.

MLA Handbook (7th Edition):

Newkirk, Brandi Lynette. “The auxiliary system of typically developing children acquiring African American English.” 2010. Web. 31 Mar 2020.

Vancouver:

Newkirk BL. The auxiliary system of typically developing children acquiring African American English. [Internet] [Doctoral dissertation]. Louisiana State University; 2010. [cited 2020 Mar 31]. Available from: etd-07062010-155814 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2942.

Council of Science Editors:

Newkirk BL. The auxiliary system of typically developing children acquiring African American English. [Doctoral Dissertation]. Louisiana State University; 2010. Available from: etd-07062010-155814 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2942


University of Georgia

25. Byrd, Arynn Simone. Development and evaluation of a code-switching instruction for early elementary school African American students.

Degree: MA, Communication Sciences and Disorders, 2018, University of Georgia

 Contrastive analysis has shown promise as an effective way to teach African American students to code switch bidirectionally between Mainstream American English (MAE) and African(more)

Subjects/Keywords: African American English; Contrastive Analysis; Code Switching

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APA (6th Edition):

Byrd, A. S. (2018). Development and evaluation of a code-switching instruction for early elementary school African American students. (Masters Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/38303

Chicago Manual of Style (16th Edition):

Byrd, Arynn Simone. “Development and evaluation of a code-switching instruction for early elementary school African American students.” 2018. Masters Thesis, University of Georgia. Accessed March 31, 2020. http://hdl.handle.net/10724/38303.

MLA Handbook (7th Edition):

Byrd, Arynn Simone. “Development and evaluation of a code-switching instruction for early elementary school African American students.” 2018. Web. 31 Mar 2020.

Vancouver:

Byrd AS. Development and evaluation of a code-switching instruction for early elementary school African American students. [Internet] [Masters thesis]. University of Georgia; 2018. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/10724/38303.

Council of Science Editors:

Byrd AS. Development and evaluation of a code-switching instruction for early elementary school African American students. [Masters Thesis]. University of Georgia; 2018. Available from: http://hdl.handle.net/10724/38303


Cornell University

26. Bey, Marquis. The Blacknesses of Blackness: Fugitivity, Feminism, and Transness .

Degree: 2019, Cornell University

 “The Blacknesses of Blackness: Fugitivity, Feminism, and Transness,” recalibrates blackness, black feminism, and transness less as bodily endowments or “identities” and more as various inflections… (more)

Subjects/Keywords: English literature; Gender studies; African American studies

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APA (6th Edition):

Bey, M. (2019). The Blacknesses of Blackness: Fugitivity, Feminism, and Transness . (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/67675

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bey, Marquis. “The Blacknesses of Blackness: Fugitivity, Feminism, and Transness .” 2019. Thesis, Cornell University. Accessed March 31, 2020. http://hdl.handle.net/1813/67675.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bey, Marquis. “The Blacknesses of Blackness: Fugitivity, Feminism, and Transness .” 2019. Web. 31 Mar 2020.

Vancouver:

Bey M. The Blacknesses of Blackness: Fugitivity, Feminism, and Transness . [Internet] [Thesis]. Cornell University; 2019. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/1813/67675.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bey M. The Blacknesses of Blackness: Fugitivity, Feminism, and Transness . [Thesis]. Cornell University; 2019. Available from: http://hdl.handle.net/1813/67675

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Michigan

27. Pappas, Geraldine A. Empathy, the Elusive Teaching Skill to Support African American English Speaking Students.

Degree: EdD, College of Education, Health and Human Services, 2015, University of Michigan

 The beliefs, expectations and responses of today’s educators in the classroom can promote and/or impede communication. The perception of Standard American English is an important… (more)

Subjects/Keywords: Teachers; Empathy; African American English Speakers; Education

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APA (6th Edition):

Pappas, G. A. (2015). Empathy, the Elusive Teaching Skill to Support African American English Speaking Students. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/112053

Chicago Manual of Style (16th Edition):

Pappas, Geraldine A. “Empathy, the Elusive Teaching Skill to Support African American English Speaking Students.” 2015. Doctoral Dissertation, University of Michigan. Accessed March 31, 2020. http://hdl.handle.net/2027.42/112053.

MLA Handbook (7th Edition):

Pappas, Geraldine A. “Empathy, the Elusive Teaching Skill to Support African American English Speaking Students.” 2015. Web. 31 Mar 2020.

Vancouver:

Pappas GA. Empathy, the Elusive Teaching Skill to Support African American English Speaking Students. [Internet] [Doctoral dissertation]. University of Michigan; 2015. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/2027.42/112053.

Council of Science Editors:

Pappas GA. Empathy, the Elusive Teaching Skill to Support African American English Speaking Students. [Doctoral Dissertation]. University of Michigan; 2015. Available from: http://hdl.handle.net/2027.42/112053


California State University – Sacramento

28. Scheuring, Kathryn. Mah face don??? match mah mouf???: a White girl talking Black.

Degree: MA, Education (Multicutlural Education, 2016, California State University – Sacramento

 The use of African American English (AAE) is an integral component of African American history and culture. The phonemes and linguistic characteristics of AAE are… (more)

Subjects/Keywords: African American English; Culture; White; Urban community

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APA (6th Edition):

Scheuring, K. (2016). Mah face don??? match mah mouf???: a White girl talking Black. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/163241

Chicago Manual of Style (16th Edition):

Scheuring, Kathryn. “Mah face don??? match mah mouf???: a White girl talking Black.” 2016. Masters Thesis, California State University – Sacramento. Accessed March 31, 2020. http://hdl.handle.net/10211.3/163241.

MLA Handbook (7th Edition):

Scheuring, Kathryn. “Mah face don??? match mah mouf???: a White girl talking Black.” 2016. Web. 31 Mar 2020.

Vancouver:

Scheuring K. Mah face don??? match mah mouf???: a White girl talking Black. [Internet] [Masters thesis]. California State University – Sacramento; 2016. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/10211.3/163241.

Council of Science Editors:

Scheuring K. Mah face don??? match mah mouf???: a White girl talking Black. [Masters Thesis]. California State University – Sacramento; 2016. Available from: http://hdl.handle.net/10211.3/163241


University of New Orleans

29. Smith-Price, Julie. Why Do They Talk That Way?: Teachers' Perceptions of the Language Young Students Bring into the Classroom.

Degree: PhD, Curriculum and Instruction, 2009, University of New Orleans

 The language children bring to the classroom (home language) is often different from the language that is expected or accepted in schools. These language differences… (more)

Subjects/Keywords: Early Childhood Education; Language Development; Language Diversity; African American Vernacular English; Culturally Sensitive Pedagogy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Smith-Price, J. (2009). Why Do They Talk That Way?: Teachers' Perceptions of the Language Young Students Bring into the Classroom. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/916

Chicago Manual of Style (16th Edition):

Smith-Price, Julie. “Why Do They Talk That Way?: Teachers' Perceptions of the Language Young Students Bring into the Classroom.” 2009. Doctoral Dissertation, University of New Orleans. Accessed March 31, 2020. https://scholarworks.uno.edu/td/916.

MLA Handbook (7th Edition):

Smith-Price, Julie. “Why Do They Talk That Way?: Teachers' Perceptions of the Language Young Students Bring into the Classroom.” 2009. Web. 31 Mar 2020.

Vancouver:

Smith-Price J. Why Do They Talk That Way?: Teachers' Perceptions of the Language Young Students Bring into the Classroom. [Internet] [Doctoral dissertation]. University of New Orleans; 2009. [cited 2020 Mar 31]. Available from: https://scholarworks.uno.edu/td/916.

Council of Science Editors:

Smith-Price J. Why Do They Talk That Way?: Teachers' Perceptions of the Language Young Students Bring into the Classroom. [Doctoral Dissertation]. University of New Orleans; 2009. Available from: https://scholarworks.uno.edu/td/916


Georgia State University

30. Jones, Tiffany Marquise'. "You Done Lost Yo' Mind Ain't No Such Thang as AAVE": Exploring African American Resistance to AAVE.

Degree: MA, English, 2008, Georgia State University

 John Rickford (1990) states that “80%-90% of African Americans speak some form of Black English”, also known as “Ebonics” or “African American Vernacular English” (AAVE).… (more)

Subjects/Keywords: African American Vernacular English; Ethnic Identity; Group Identity; Intergroup relations; Language attitudes; Black English; Ebonics; In-group resistance; English Language and Literature

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Jones, T. M. (2008). "You Done Lost Yo' Mind Ain't No Such Thang as AAVE": Exploring African American Resistance to AAVE. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/english_theses/43

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Jones, Tiffany Marquise'. “"You Done Lost Yo' Mind Ain't No Such Thang as AAVE": Exploring African American Resistance to AAVE.” 2008. Thesis, Georgia State University. Accessed March 31, 2020. https://scholarworks.gsu.edu/english_theses/43.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Jones, Tiffany Marquise'. “"You Done Lost Yo' Mind Ain't No Such Thang as AAVE": Exploring African American Resistance to AAVE.” 2008. Web. 31 Mar 2020.

Vancouver:

Jones TM. "You Done Lost Yo' Mind Ain't No Such Thang as AAVE": Exploring African American Resistance to AAVE. [Internet] [Thesis]. Georgia State University; 2008. [cited 2020 Mar 31]. Available from: https://scholarworks.gsu.edu/english_theses/43.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jones TM. "You Done Lost Yo' Mind Ain't No Such Thang as AAVE": Exploring African American Resistance to AAVE. [Thesis]. Georgia State University; 2008. Available from: https://scholarworks.gsu.edu/english_theses/43

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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