The authors conclude dialect shifting is malleable and that explicitly contrasting home and school language enhances dialect-shifting instruction¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students in both treatment conditions demonstrated greater knowledge and use of the three contrastive features in written tasks than controls, and the Dialect Awareness group had significantly better outcomes on all post-intervention measures than either other group. → Thomas-Tate et al. 2013

Evidence¶

Thomas-Tate et al. 2013¶

Shurita Thomas-Tate, Carol McDonald Connor, & Lakeisha Johnson. (2013). Design Experiments: Developing and Testing an Intervention for Elementary School-age Students who use Non-mainstream American English Dialects. SREE Spring 2013 Conference Abstract. https://eric.ed.gov/?id=ED563056

q3 · i? · causal · r2

Authors' conclusions from the randomized design experiment (n = 116). The two stated findings are malleability of dialect shifting and an advantage for explicit contrast; the latter rests on the Dialect Awareness group's "significantly better outcomes on all post-intervention measures". No effect sizes printed.

"First dialect shifting is malleable. Overall, students in both treatment conditions demonstrated greater knowledge and use of three MAE/NMAE contrastive features in written tasks than students in the control group. Second, explicitly contrasting home and school language enhanced dialect-shifting instruction"

Discussion¶

Related Claims¶

• Editing + dialect awareness students significantly outperformed control students on the post-intervention editing task — a narrower finding that bears on this claim
• Editing + dialect awareness students showed marginally lower post-intervention DVAR than controls and significantly higher editing scores than editing-only students — a narrower finding that bears on this claim
• Among NMAE-using 2nd–4th graders, intervention condition significantly affected performance across editing, DELV-S DVAR, and writing-task outcomes — related
• PS-I fosters learning only if specific design features (contrasting cases or building instruction on student solutions) are implemented — related