Abstract
Sufficient information has accumulated to indicate that there is frequently a positive relationship between functional mental retardation and linguistic conflicts where speakers use standard English and auditors use nonstandard English. In order to negate the effects of this relationship, phonological, grammatical, and lexical interferences must be reduced between subculturally different teachers or clinicians and children. Ear training methodologies are suggested that provide for auditory contrastive analysis or bidialectal teaching. The inappropriateness of conventional auditory discrimination testing and training programs is discussed.
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