Purpose Dialect-shifting has shown promise as an effective way to improve academic outcomes of students who speak nonmainstream dialects such as African American English (AAE); however, limited studies have examined the impacts of an interprofessional approach with multiple instructional methods. In this study, we developed a dialect-shifting curriculum for early elementary school students who speak AAE and evaluated the curriculum for feasibility and preliminary impacts. Method Forty-one kindergarten, first-, second-, and third-grade students and their teachers in one elementary school participated in a 7-week dialect-shifting instruction co-taught by the classroom teachers and a speech-language pathology graduate clinician. Students' use of dialect-shifting and dialect density was measured by calculating dialect density measures in retells presented in AAE and mainstream American English and responses to situational dialect-shifting and applied dialect-shifting tasks. Teacher surveys and interviews about the feasibility and perceived impacts were conducted. Results Initial impacts of the curriculum demonstrated increased dialect awareness for all students, with grade-level differences when students were asked to explicitly dialect-shift. In particular, second- and third-grade students were more proficient at dialect-shifting AAE features included in the curriculum. Additionally, high rates of administrator, teacher, and student satisfaction, teacher generalization, and maintenance of incorporating contrastive analysis instruction into class activities were reported. Conclusions Literacy and play-based instruction are feasible methods to create a dialect-shifting curriculum tailored to younger students. Furthermore, the feasibility and effectiveness of the curriculum were supported by an interprofessional approach. Supplemental Material https://doi.org/10.23641/asha.13524317.

中文翻译：

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跨专业的早期小学生方言迁移教学法。

目的方言转换已显示出有望作为提高讲非主流方言（如非裔美国人英语（AAE））的学生学习成绩的有效途径；然而，有限的研究已经检验了跨专业方法与多种教学方法的影响。在这项研究中，我们为讲AAE的早期小学生开发了方言转换课程，并评估了该课程的可行性和初步影响。方法一所小学的41名幼儿园，一年级，二年级和三年级学生及其老师参加了由课堂老师和言语病理学研究生临床医生共同教授的为期7周的方言转换教学。学生们' 通过计算在AAE和主流美国英语中介绍的复述中的方言密度测度以及对情景方言转换和应用方言转换任务的响应，来测量方言转换和方言密度的使用。进行了有关可行性和可感知影响的教师调查和访谈。结果该课程的最初影响表明，所有学生的方言意识都得到了提高，当要求学生明确地讲方言转换时，年级水平也有所不同。特别是，二年级和三年级的学生更精通课程中包含的方言转换AAE功能。此外，据报告，管理员，老师和学生的满意度，老师的普遍性以及在课堂活动中采用对比分析指导的维持率很高。结论识字和基于游戏的教学是创建适合年轻学生的方言转换课程的可行方法。此外，该课程的可行性和有效性得到了跨专业方法的支持。补充材料https://doi.org/10.23641/asha.13524317。