Coming of age in African American English: A longitudinal study¹

Abstract

This study examines trajectories of development in the use of African American English (AAE) for 32 speakers through the first 17 years of their lives based on a unique, longitudinal database. Temporal data points in the analysis include 48 months, Grade 1 (about age 6), Grade 4 (about age 9), Grade 6 (about age 11), Grade 8 (about age 13), and Grade 10 (about age 15). Complementary methods of analysis for assessing AAE include a token‐based Dialect Density Measure (DDM), a type‐based vernacular diversity index, and frequency‐based variation analysis. The study reveals different trajectories and peak periods for the use of AAE, including a ‘roller coaster’ and a curvilinear trajectory; at the same time, there is a common dip among speakers in the overall use of vernacular AAE from Grade 1 through Grade 4. Examination of a selective set of demographic and self‐regard measures shows no significant differences for gender, school racial density, racial peer contacts, and measures of Afro‐centrality, but does show a significant correlation between mothers’ and child use of AAE as well as age/grade.