Abstract
Background
Speech language pathologists (SLPs) are charged with providing equitable, clinically
competent services for all individuals, regardless of their cultural or linguistic
background. One practice known to be culturally fair is the use of narrative assessments.
However, given the persistent emphasis on “standard” English in written communication,
it is critical to examine how SLPs perceive and evaluate the writing of students who
use diverse linguistic variations.
Method
In this mixed methods study, 42 Black and White SLPs rated the written narratives
(one fictional, one personal) of two second-grade Black students who used African
American English (AAE) and general American English (GAE). SLPs provided explanations
detailing their rationale for their ratings.
Results
Findings indicated that there were no significant race-based differences for ratings.
Fictional narratives were rated more favorably than personal narratives, and narratives
written by the GAE speaker were rated more favorably than the AAE speaker. Qualitative
analyses supported these findings as justifications largely involved grammar, followed
by punctuation and writing conventions.
Conclusion
These findings highlight the potential influence of pervasive language ideologies
that favor features of GAE among SLPs. SLPs' justifications focused on components
of macrostructure and microstructure, with an emphasis on microstructure (e.g., grammar
and punctuation), suggesting that SLPs prioritize “correctness” over content.
Keywords
linguistic variation - writing - narratives - African American English - perception
