Indirectness in Afro-American Speech Communities: Some Implications for Classroom Practice
Date
1995-04
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
This paper discusses teacher intervention in reporting at first grade level in classrooms in Jamaica, St. Thomas, and US Virgin Islands, and looks at the possible implications for the student’s development and eventual advancement within the school system. The discussion examines both the indirect and direct responses, and includes comments on areas of the curriculum in which indirectness may have a positive value as well as those in which they operate negatively.
Description
Table of Contents
Keywords
Speech habits