Purpose In this mixed-methods study, we address two aims. First, we examine the impact of language variation on the ratings of children's narrative language. Second, we identify participants' ideologies related to narrative language and language variation. Method Forty adults listened to and rated six Black second-grade children on the quality of 12 narratives (six fictional, six personal). Adults then completed a quantitative survey and participated in a qualitative interview. Results Findings indicated that adults rated students with less variation from mainstream American English (MAE) more highly than students with greater variation from MAE for fictional narratives, but not for personal narratives. Personal narratives tended to be evaluated more favorably by parents than teachers. Black raters tended to assign higher ratings of narrative quality than did White raters. Thematic analysis and conversation analysis of qualitative interviews supported quantitative findings and provided pertinent information about participants' beliefs. Conclusion Taken together, quantitative and qualitative results point to a shared language ideology among adult raters of variation from MAE being more acceptable in informal contexts, such as telling a story of personal experience, and less acceptable in more formal contexts, such as narrating a fictional story prompted by a picture sequence.

中文翻译：

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对黑人儿童叙事语言的看法：混合方法研究。

目的 在这项混合方法研究中，我们解决了两个目标。首先，我们研究了语言变异对儿童叙事语言评分的影响。其次，我们确定参与者与叙事语言和语言变异相关的意识形态。方法 40 个成年人听了 6 个黑人二年级儿童，并根据 12 个叙述的质量（6 个虚构的，6 个个人的）进行评分。然后，成年人完成了定量调查并参加了定性访谈。结果 调查结果表明，对于虚构叙事，成年人对与主流美式英语 (MAE) 差异较小的学生的评价高于与 MAE 差异较大的学生，但对个人叙事则不然。与老师相比，父母对个人叙述的评价往往更高。与白人评分者相比，黑人评分者倾向于给予更高的叙事质量评分。定性访谈的主题分析和对话分析支持定量发现并提供有关参与者信念的相关信息。结论 综上所述，定量和定性结果表明，成年 MAE 变异评估者之间的共同语言意识形态在非正式环境中更容易被接受，例如讲述个人经历的故事，而在更正式的环境中则不太可接受，例如讲述一个虚构的故事由图片序列提示的故事。