Abstract
This study analyzes relative accommodation of African American English (AAE) usage in peer interactions for 201 African American adolescent dyads at Grades 6, 8, and 10. A Dialect Density Measure (DDM: Van Hofwegen and Wolfram, 2010) assessed speakers' overall AAE use. Then, dyadic analysis revealed that variation between dyads was greater than variation within dyads. That is, children were significantly similar (accommodate) to their peers at all three time points, regardless of whether their peers were self-selected or assigned. However, girls' and boys' accommodation varied by how well they knew their peers and in terms of ethnically- or formality-salient features.
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