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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 9 of 9 1 Language conflict and language rights : ethnolinguistic perspectives on human conflict Davies, William D.; Dubinsky, Stanley. - Cambridge, United Kingdom : Cambridge University Press, 2018 BLLDB UB Frankfurt Linguistik Show details 2 On African-American rhetoric Gilyard, Keith; Banks, Adam J.. - London : Routledge, 2018 BLLDB UB Frankfurt Linguistik Show details 3 Creating a Culture of the Deserving: African American Students’ Experiences in Minority Recruitment Programs Meyers, Makila Samia. - 2018 BASE Show details 4 Posthumous Persona(r)e: Machado de Assis, Black Writing, and the African Diaspora Literary Apparatus Marassa, Damien-Adia. - 2018 BASE Show details 5 Totalitarian dynamics, colonial history, and modernity: the US south after the Civil War Herrmann, Lee. - : Universitat Autònoma de Barcelona, 2018 In: TDX (Tesis Doctorals en Xarxa) (2018) BASE Show details 6 Development and evaluation of a code-switching instruction for early elementary school African American students Byrd, Arynn Simone. - : uga, 2018 Abstract: Contrastive analysis has shown promise as an effective way to teach African American students to code switch bidirectionally between Mainstream American English (MAE) and African American English (AAE). However, limited studies have examined the feasibility, acceptability, and/or effectiveness of teaching contrastive analysis to young African American students. This preliminary study explored the feasibility and effects of code switching instruction for early elementary school students that focused on the most salient features of AAE and aligned with grade-specific learning standards. Findings demonstrated high rates of administrator, teacher, and student satisfaction; teacher generalization and maintenance of incorporating contrastive analysis instruction into class activities; and reports of students initiating discussions of their use of “formal” and “informal” language. Results indicate students increased their code switching knowledge and produced AAE or MAE responses based on provided scenarios. Implications for research and clinical practice are discussed. ; MA ; Communication Sciences and Special Education ; Communication Sciences and Disorders ; Jennifer Brown ; Jennifer Brown ; Jennifer Lindstrom ; Liang Chen Keyword: African American English; Code Switching; Contrastive Analysis URL: http://purl.galileo.usg.edu/uga_etd/byrd_arynn_s_201805_ma http://hdl.handle.net/10724/38303 BASE Hide details 7 Parental Meta-Emotion Philosophies and Socialization on African American Children’s Social Skills Williams, Brittney. - 2018 BASE Show details 8 Particles in phrasal verbs — a cognitive linguistic approach to meaning construction in the EFL context Lin, Hui-Ching. - 2018 BASE Show details 9 On Translation Strategies of African American Vernacular English from the Perspective of Skopos Theory: A Comparative Study of the Two Chinese Versions of The Adventures of Huckleberry Finn Hao,Chuchu. - : The University of Queensland, School of Languages and Cultures, 2018 BASE Show details

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