A review of developmental and applied language research on African American children: from a deficit to difference perspective on dialect differences

Abstract

Purpose: The contemporary practices of delivering speech, language, and hearing services in schools reflect palpable gains in professional sensitivity to linguistic and cultural diversity.

Method: This article reviews the dominant research themes on the oral language of African American preschoolers who contribute to such diversity in the United States. Specifically, it contrasts the historical and current frameworks that have guided studies of (a) such children's acquisition and use of English and (b) the strategies used to assess and modify their language.

Conclusion: Research initiatives that can expand knowledge about this group are proposed.