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，我们实现了两个目标。首先，我们研究语言变异对儿童叙事语言评级的影响。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 四十名成年人聆听了六名二年级黑人儿童的故事，并对 12 种叙述（其中 6 种是虚构的，6 种是个人的）的质量进行了评分。然后成年人完成定量调查并参加定性访谈。结果 调查结果表明，在虚构叙述方面，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，但对个人叙述则不然。个人叙述往往更容易受到家长的评价，而不是老师的评价。黑人评分者往往比白人评分者对叙事质量给予更高的评分。定性访谈的主题分析和对话分析支持定量研究结果，并提供有关参与者信念的相关信息。结论 总而言之，定量和定性结果表明，成人评分者之间存在一种共同的语言意识形态，即 MAE 的变异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容易被接受，例如叙述一个虚构的故事。由图片序列引发的故事。