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University
Shawnee State University
Major
English and Humanities
Presentation Types
Oral Group Presentation
Keywords:
AppE SAE diaglossia Lingustic Leveling
Abstract
The presentation “Exploring the Appalachian Dialect as a Rule-Governed Variety of American English” includes two independent papers whose primary goal is a linguistic analysis of the Appalachian dialect (AppE) in terms of its grammatical sub-systems including phonology, morphology, syntax, and vocabulary. The central argument developed in the paper is that this dialect is a rule- governed variety as any other dialect of American English, which is supported throughout the paper with multiple primary and secondary sources. The primary sources of the study came from the interviews conducted with the speakers of AppE, as well as from Giardina’s novel and the U-Tube videos. The implications of this research are significant for literacy teaching purposes in K-12 continuum where teachers should encourage students to use their non-standard dialect on school premises and develop multi-dialectal competence (diaglossia) so that the students learn standard variety while retaining a non-standard variety as well.
Human Subjects
yes
IRB Approval
yes
Faculty Mentor Name
Leila Lomashvili
Faculty Mentor Title
Associate Professor
Faculty Mentor Academic Department
English and Humanities
Recommended Citation
Goode, Kaylee and Smith, Laken, "Exploring Appalachian Dialect as a Rule-Governed Variety of American English" (2021). Celebration of Scholarship. 10.
https://digitalcommons.shawnee.edu/cos/2021/day3/10
Exploring Appalachian Dialect as a Rule-Governed Variety of American English
The presentation “Exploring the Appalachian Dialect as a Rule-Governed Variety of American English” includes two independent papers whose primary goal is a linguistic analysis of the Appalachian dialect (AppE) in terms of its grammatical sub-systems including phonology, morphology, syntax, and vocabulary. The central argument developed in the paper is that this dialect is a rule- governed variety as any other dialect of American English, which is supported throughout the paper with multiple primary and secondary sources. The primary sources of the study came from the interviews conducted with the speakers of AppE, as well as from Giardina’s novel and the U-Tube videos. The implications of this research are significant for literacy teaching purposes in K-12 continuum where teachers should encourage students to use their non-standard dialect on school premises and develop multi-dialectal competence (diaglossia) so that the students learn standard variety while retaining a non-standard variety as well.