- See Noam Chomsky, Language and Mind (New York: Harcourt, Brace & Jovanovich, 1972).
- John J. Gumperz, “Dialect Differences and Social Stratification in a North Indian Village,” American Anthropologist, LX (1958), 668–681.
- See John J. Gumperz and Eleanor Herasimchuk, “The Conversational Analysis of Social Meaning: A Study of Classroom Interaction,” in Monograph Series on Language and Linguistics, Sociolinguistics: Current Trends and Prospects, No. 25 (1972), ed. Roger W. Shuy, pp. 99–134; and Emanuel X. Schegloff, “Sequencing in Conversational Openings,” in Directions in Sociolinguistics, ed. John J. Gumperz and Dell Hymes (New York: Holt, Rinehart and Winston, 1972), pp. 346–380.
- See, for example, Estelle Fuchs, Teachers Talk: Views from Inside City Schools (Garden City, N.Y.: Anchor Books, Doubleday, 1969); and Courtney B. Cazden, Vera John, and Dell Hymes, Functions of Language in the Classroom (New York: Teachers College Press, 1972).
- See Cazden, John, and Hymes, pp. 331–394.
- See Morris Halle, “On a Parallel between Conventions of Versification and Orthography; and on Literacy among the Cherokee,” in Language by Ear and by Eye, ed. James F. Kavanagh and Ignatius G. Mattingly (Cambridge, Mass: M.I.T. Press, 1972), pp. 149–154.
- See, for example, Joshua Fishman, The Sociology of Language (Rowley, Mass.: Newbury House, 1972), pp. 43–46.
- Ward, p. 45.
- Ward, pp. 44–47.
- Courtney B. Cazden, Child Language and Education (New York: Holt, Rinehart and Winston, 1972), pp. 86–90.
- Ibid.
- Appalachia is a geographical area in the Eastern United States which includes those states that have the Appalachian mountain range in them. The people there are largely white, poor, and relatively uneducated. As a consequence of a marginal economic base, many have migrated to urban centers such as Columbus and Cleveland, Ohio; Detroit, Michigan; and Chicago, Illinois. There they tend to live in certain residential areas, as do poor blacks in the urban North. In short, both groups, white and black, are presently ghettoized.
- This whole area is now being more widely researched as a part of developmental socio- and psycholinguistics.
- See Johanna S. DeStefano, “Some Parameters of Register in Adult and Child Speech,” ITL, XVIII (1972), 32.
- See, for example, S. K. Verma, “Towards a Linguistic Analysis of Registrai Features,” Acta Linguistica Academia Scientiarum Hungaricoe, XIX (1969), 293–303.
- See Jean Berko Gleason, “Code Switching in Children's Language” (Paper presented at the Linguistic Institute, Buffalo, N.Y., 1971).
- See Susan Ervin-Tripp, “Social Dialects in Developmental Sociolinguistics,” in Sociolinguistics (Washington, D.C.: Center for Applied Linguistics, 1971), p. 43.
- Douglas Barnes, “Language in the Secondary Classroom,” in Language, the Learner, and the School (Harmondsworth, Eng.: Penguin Books, 1969), pp. 46–52.
- See Johanna S. DeStefano, “A Sociolinguistic Investigation of the Productive Acquisition of a School Language Instruction Register by Black Children” (Ph.D. diss., Stanford Univ., 1970), pp. 10–15.
- John Downing, “Children's Concepts of Language in Learning to Read,” Educational Research, XII (1970), 106–116.
- See Johanna S. DeStefano, Language, Society and Education: A Profile of Black English (Worthington, O.: Charles A. Jones Publishing, 1973) for a discussion of this variety. Faculty of Early & Middle Childhood Education Ohio State University Columbus, Ohio 43210
- DeStefano, “A Sociolinguistic Investigation,” pp. 73–76.
- See Ervin-Tripp, pp. 47–48.
WORD
Volume 27, 1971 - Issue 1-3: Child Language--1975