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Explain how SLP’s often use “deficit-based” language when describing the linguistic patterns of children who speak nonmainstream American English dialects.

The article by Hamilton (2020) (Links to an external site.) discusses how SLP s often use deficit-based language when describing the linguistic patterns of children who speak nonmainstream American English dialects. Make sure you have read Dr. Hamilton s article before completing this assignment! In this activity, you will explore the linguistic variations in two English dialects spoken in the U.S. and you will practice writing non-comparative report-writing statements.
Hamilton website-
Instructions:
1. Review the linguistic features of African American English (Links to an external site.) (another handout on AAE) and Chicano English (Links to an external site.). Note that many of the descriptions of these features use comparative language.
African American English link-
Chicano English link
2. For each dialect, you will create a fictional student who exhibits features of their dialect and also has a language impairment.
(a) In one to two sentences, briefly describe the fictional student
Example:
1. J is an 8-year-old female who speaks AAE and has a diagnosis of developmental language disorder. She received a comprehensive speech and language re-evaluation.
2. L is a 13-year-old male who speaks Chicano English who received a comprehensive speech and language assessment based on teacher-reported concerns that his language and academic skills are below his peers.
(b) For each fictional student you will write three non-comparative statements that could be included in an assessment report that describe the students language abilities (you will make these up but they should track based on the dialect spoken by the child). Select a linguistic feature of the dialect that is described on the webpages above. You may also use examples from the other assigned readings. The features described on these pages are generally described using comparative language so you will need to reframe it. The idea is that you try to avoid using deficit-based or comparative language such as omitted or substituted which implies that MAE is the standard these dialects should be compared to. Instead, use neutral, objective language. See the examples below.
Examples:
1. J. produced the consonant cluster written as str as /skr/ which is consistent with AAE dialect.
2. L. marked past tense of regular verbs through intonation and context e.g., she bake a cake yesterday which is typical of Chicano English dialect.
Attached are ( PPT Slides) that further explains the concept of comparative vs. non-comparative language.

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