Effects of Race and Dialect of Examier on Language Samples Elicited from Southern African American Preschoolers

Abstract

Language samples were elicited from 17 African American preschoolers by three examiners; a White female using Standard English, an African American female using Standard English, and an African American female using Black English. Language samples elicited by the Black English speaker contained more Black English features than those elicited by either of the Standard English speakers. Samples elicited by the two African American examiners contained more different Black English features than those elicited by the White examiner. Apparently children as young as four years of age may code switch during language evaluations according to the race and dialect of the examiner. Clinical implications are discussed.