Viewing Dialect as a Celebration of Culture and Communication in Appalachia
University
Shawnee State University
Major
Early Childhood Education
Presentation Types
Poster Presentation
Keywords:
Non-standard dialect, monophthongization, diphthongs, inanimate agents
Abstract
The paper explores the northern Kentucky variety of the Appalachian dialect spoken in the South Shore area of Kentucky in terms of its grammatical system such as phonetics/phonology, morphology, syntax, pragmatics, and vocabulary. The empirical data was collected in the natural environment with the two speakers of the dialect with all characteristic features that distinguish this variety from the Standard dialect of American English. The research confirms the earlier hypotheses that non-standard dialects are rule-governed the same way as the standard. The results also show that the pedagogical approach to the non-standard dialects should be modified in schools and instead of the Deficit Approach teachers should exercise the so called Difference Approach in teaching children speaking non-standard. The important outcome of such teaching is that the different dialects will be retained and facilitated as part of local identity and culture.
Human Subjects
yes
IRB Approval
yes
Faculty Mentor Name
Leila Lomashvili
Faculty Mentor Academic Department
English and Humanities
Recommended Citation
Caudill, Scarlett R., "Viewing Dialect as a Celebration of Culture and Communication in Appalachia" (2023). Celebration of Scholarship. 4.
https://digitalcommons.shawnee.edu/cos/2023/Day4/4
Viewing Dialect as a Celebration of Culture and Communication in Appalachia
The paper explores the northern Kentucky variety of the Appalachian dialect spoken in the South Shore area of Kentucky in terms of its grammatical system such as phonetics/phonology, morphology, syntax, pragmatics, and vocabulary. The empirical data was collected in the natural environment with the two speakers of the dialect with all characteristic features that distinguish this variety from the Standard dialect of American English. The research confirms the earlier hypotheses that non-standard dialects are rule-governed the same way as the standard. The results also show that the pedagogical approach to the non-standard dialects should be modified in schools and instead of the Deficit Approach teachers should exercise the so called Difference Approach in teaching children speaking non-standard. The important outcome of such teaching is that the different dialects will be retained and facilitated as part of local identity and culture.