Tuesday, 4/5/2022
University
Shawnee State University
Major
Science Education
Presentation Types
Oral Presentation (Live)
Keywords:
APPE, Non-Standard Variety, Phonology, Morphology, Syntax
Abstract
The paper “Appalachian English as a Non-Standard Variety of American English” explores the Appalachian dialect of the Southern American English as a unique variety through both primary and secondary sources and argues for the following points: 1) AppE is a sub-variety of Southern Inland English and is governed with the same type of grammatical rules as Standard American English (SAE); 2) Pedagogical approaches to teaching SAE at K-12 English Language Arts and other content subjects should therefore focus on the development of bi-dialectal competence (ex., code-meshing) rather than a complete attrition of the AppE from children’s minds. The latter approach will cognitively benefit children who are still developing their reading, writing, and other essential skills of SAE. Therefore, high school and college faculty who teach writing skills should emphasize the naturalness of code-meshing approach so that students stay motivated throughout their learning to add another dialect to their linguistic repertoire.
Human and Animal Subjects
yes
IRB or IACUC Approval
yes
Faculty Mentor Name
Leila Lomashvili
Faculty Mentor Title
Dr.
Faculty Mentor Department
English and Humanities
Recommended Citation
Colegrove, Emily, "Exploring the Appalachian Dialect as Non-Standard variety of American English" (2022). Celebration of Scholarship. 9.
https://digitalcommons.shawnee.edu/cos/2022/day2/9
Exploring the Appalachian Dialect as Non-Standard variety of American English
The paper “Appalachian English as a Non-Standard Variety of American English” explores the Appalachian dialect of the Southern American English as a unique variety through both primary and secondary sources and argues for the following points: 1) AppE is a sub-variety of Southern Inland English and is governed with the same type of grammatical rules as Standard American English (SAE); 2) Pedagogical approaches to teaching SAE at K-12 English Language Arts and other content subjects should therefore focus on the development of bi-dialectal competence (ex., code-meshing) rather than a complete attrition of the AppE from children’s minds. The latter approach will cognitively benefit children who are still developing their reading, writing, and other essential skills of SAE. Therefore, high school and college faculty who teach writing skills should emphasize the naturalness of code-meshing approach so that students stay motivated throughout their learning to add another dialect to their linguistic repertoire.
