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Appropriate Use of Black English by Black Children as Rated by Parents. Technical Report No. 46 [microform] / Mary Eleanor Rhodes Hoover
Bib ID 5292411
Format BookBook, MicroformMicroform, OnlineOnline
Author
Hoover, Mary Eleanor Rhodes
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1975 
161 p. 
Summary

The short-range purposes of this study were (1) to determine parental attitudes about the appropriateness of two varieties of Black English for their children in three contexts (classroom, neighborhood, and home) and in four language arts areas (listening, speaking, reading, and writing), and (2) to show how parents' attitudes are related to their demographic, socioeconomic, political, and linguistic characteristics. Eighty parents of first- and sixth-grade children, randomly selected in two cities, provided data through interviews and a questionnaire. Eighteen independent variables were operationalized, with eight of the variables showing a significant relationship to parents' attitudes on the chi-square test of significance. Findings showed that parents have rules for the use of several varieties of Black English; accept Africanized English in listening and speaking, but not in reading and writing; accept Africanized English in the home and some community contexts, but not in schools; and accept Africanized English in informal settings, but seldom in formal ones. (A bibliography, nine appendixes, and twenty-two tables are included.) (Author/JM)

Notes

Sponsoring Agency: National Inst. of Education (DHEW), Washington, DC.

Contract Number: NIE-C-74-0049.

Educational level discussed: Elementary Education.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Black Attitudes.  |  Black Dialects.  |  Child Language.  |  Classrooms.  |  Elementary Education.  |  Family Environment.  |  Listening.  |  Neighborhoods.  |  Parent Attitudes.  |  Parent Background.  |  Reading.  |  Speech Communication.  |  Writing (Composition)
Form/genre Reports, Research.
Other authors/contributors Stanford Univ., CA. Stanford Center for Research and Development in Teaching
Available From ERIC 
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008 080220s1975    xxu ||| bt    ||| | eng d
035 |9(ericd)ED112414
037 |aED112414|bERIC
040 |aericd|beng|cericd|dMvI
088 |aTR-46
091 |amfm
100 1 |aHoover, Mary Eleanor Rhodes.
245 1 0 |aAppropriate Use of Black English by Black Children as Rated by Parents. Technical Report No. 46|h[microform] /|cMary Eleanor Rhodes Hoover.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c1975.
300 |a161 p.
500 |aSponsoring Agency: National Inst. of Education (DHEW), Washington, DC.|5ericd
500 |aContract Number: NIE-C-74-0049.|5ericd
500 |aEducational level discussed: Elementary Education.
520 |aThe short-range purposes of this study were (1) to determine parental attitudes about the appropriateness of two varieties of Black English for their children in three contexts (classroom, neighborhood, and home) and in four language arts areas (listening, speaking, reading, and writing), and (2) to show how parents' attitudes are related to their demographic, socioeconomic, political, and linguistic characteristics. Eighty parents of first- and sixth-grade children, randomly selected in two cities, provided data through interviews and a questionnaire. Eighteen independent variables were operationalized, with eight of the variables showing a significant relationship to parents' attitudes on the chi-square test of significance. Findings showed that parents have rules for the use of several varieties of Black English; accept Africanized English in listening and speaking, but not in reading and writing; accept Africanized English in the home and some community contexts, but not in schools; and accept Africanized English in informal settings, but seldom in formal ones. (A bibliography, nine appendixes, and twenty-two tables are included.) (Author/JM)
530 |aMay also be available online. Address as at 14/8/18:|uhttps://eric.ed.gov/
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 1 7 |aBlack Attitudes.|2ericd
650 1 7 |aBlack Dialects.|2ericd
650 1 7 |aChild Language.|2ericd
650 0 7 |aClassrooms.|2ericd
650 0 7 |aElementary Education.|2ericd
650 0 7 |aFamily Environment.|2ericd
650 0 7 |aListening.|2ericd
650 0 7 |aNeighborhoods.|2ericd
650 1 7 |aParent Attitudes.|2ericd
650 0 7 |aParent Background.|2ericd
650 0 7 |aReading.|2ericd
650 0 7 |aSpeech Communication.|2ericd
650 0 7 |aWriting (Composition)|2ericd
655 7 |aReports, Research.|2ericd
710 2 |aStanford Univ., CA. Stanford Center for Research and Development in Teaching.
856 4 1 |uhttps://eric.ed.gov/?id=ED112414
984 |aANL|cmc 2253 ED112414|d77000000125716
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Aboriginal, Torres Strait Islander and other First Nations people are advised that this catalogue contains names, recordings and images of deceased people and other content that may be culturally sensitive. Please also be aware that you may see certain words or descriptions in this catalogue which reflect the author’s attitude or that of the period in which the item was created and may now be considered offensive.