Dialect Variation of Copula and Auxiliary Verb BE: African American English–Speaking Children With and Without Gullah/Geechee Heritage

Abstract

Purpose We compared copula and auxiliary verb BE use by African American English–speaking children with and without a creole heritage, using Gullah/Geechee as the creole criterion, to determine if differences exist, the nature of the differences, and the impact of the differences on interpretations of ability. Method Data came from 38 children, aged 5 to 6 years (19 with Gullah/Geechee and 19 without Gullah/Geechee heritage). All were developing language typically, with groups matched on gender, maternal education, and, when possible, test scores. The children's productions of BE were elicited using a screener, probes, and language samples. Results Although many similarities were documented, the 2 groups' BE systems differed in 3 ways: use of unique forms (i.e., də ), unique use of shared forms (i.e., BEEN), and rates of use of shared forms (e.g., am, is, was/were, was for were ). Although most noticeable in the language samples, differences surfaced across tasks and showed the potential to affect interpretations of ability. Conclusions Dialect variation that is tied to children's creole heritage exists, involves 3 types of variation, and potentially affects interpretations of ability. Effects of a heritage language and different types of variation should be considered in research and clinical endeavors with African American English–speaking children.