The relationship of dialect to the perception of teaching ability

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1978

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Abstract

The present study was an attempt to determine how speakers of three prominent dialects in the Southwestern region of the United States are perceived as teachers in the classroom. The speakers were representative of Southwestern Black, White, and Chicano dialects. Effects of stimulus speaker dialect were measured on subjects of various dialects, ages, sexes, races, social classes, economic statuses, education levels of self and parents, and geographic regions. Subjects recorded their attitudes and perceptions toward the stimulus speakers on a semantic differential measuring five dependent dimensions. Of the three hypotheses posited, the stereotyping hypothesis appeared to be the single best explanation for the findings in the data, which showed the Southwestern White to be judged most favorably by a majority of raters. Implications for teaching and future research are discussed. [...]

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Phonetics

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