Tim Beyer
Biographic Data
| ID | 1631571 |
|---|---|
| NAME | Tim Beyer |
| GIVEN NAMES | Tim |
| FAMILY NAME | Beyer |
| SIGNATURE | BEYER T |
| AFFILIATIONS | University of Puget Sound |
| ORCID | 0000-0002-5950-5922 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2015 |
| H-INDEX | 1 |
Negotiating language ownership: Hebrew charter schools and the American Jewish press
Misinterpretation of African American English BIN by adult speakers of Standard American English
First and second graders’ interpretation of Standard American English morphology across varieties of English
While African American English (AAE) and Standard American English (SAE) share many features, there are also differences that could affect comprehension. This article examines how 1st and 2nd grade AAE- and SAE-speaking children interpret sentences containing shared lexical and morphological (i.e., plural –s) forms as compared to sentences containing forms that do not regularly occur in AAE (past tense –ed, 3rd person present –s, future contracte…
Some cues are stronger than others: The (non)interpretation of 3rd person present —s as a tense marker by 6- and 7-year-olds
This article describes two experiments examining how 6- and 7-year-old Standard American English-speaking children interpret 3rd person present —s as a tense marker, as compared to lexical items and past tense —ed. Because —s corresponds to multiple meanings, unlike —ed, it may result in later acquisition. Using an offline picture-choice task (Experiment 1), the study found that while all children successfully comprehended —ed, only the 7-year-ol…
Some cues are stronger than others: The (non)interpretation of 3rd person present —s as a tense marker by 6- and 7-year-olds
This article describes two experiments examining how 6- and 7-year-old Standard American English-speaking children interpret 3rd person present —s as a tense marker, as compared to lexical items and past tense —ed. Because —s corresponds to multiple meanings, unlike —ed, it may result in later acquisition. Using an offline picture-choice task (Experiment 1), the study found that while all children successfully comprehended —ed, only the 7-year-ol…
First and second graders’ interpretation of Standard American English morphology across varieties of English
While African American English (AAE) and Standard American English (SAE) share many features, there are also differences that could affect comprehension. This article examines how 1st and 2nd grade AAE- and SAE-speaking children interpret sentences containing shared lexical and morphological (i.e., plural –s) forms as compared to sentences containing forms that do not regularly occur in AAE (past tense –ed, 3rd person present –s, future contracte…
Negotiating language ownership: Hebrew charter schools and the American Jewish press
Misinterpretation of African American English BIN by adult speakers of Standard American English
Linguistics (4 works) · History (3 works) · Multilingual Education and Policy (3 works) · Psychology (3 works) · American English (2 works) · Interpretation (philosophy) (2 works) · Language Development and Disorders (2 works) · Past tense (2 works) · Reading and Literacy Development (2 works) · Verb (2 works)