Carol S. Wildeman

            This study is a follow-up to a paper presented at SECOL LXXIV and analyzes both qualitative and quantitative data that were gathered among nonstandard speaking Appalachian third and fourth grade students from rural northwest Georgia. These data were gathered to determine if the students who were exposed to the language modification strategy called the Michif Technique showed statistically significant improvement in their ability to spontaneously code switch.

Data include

1. Quantitative findings gathered from Individual Oral Assessments given to the
treatment and control group participants. Seven predetermined linguistic target areas were assessed both prior to and at the conclusion of the intervention.

2. Quantitative data gathered to determine standard and nonstandard language usage by both the control and treatment groups in both formal and informal environments prior to and at the conclusion of the intervention.

3. Qualitative data gathered from an attitudinal survey administered to both treatment and control group participants.   

            This paper will also describe the Michif Technique as a language modification strategy that implements a cue language as a mnemonic device to help heighten the students’ awareness of both standard and nonstandard language patterns. The students are also taught about their rich Scots-Irish ancestry and the origins of their Appalachian dialect, thus reinforcing the value and uniqueness of their vernacular. All of these components are taught in a non-threatening manner and draw upon the natural curiosity of the students. The ultimate goal of the Michif Technique is to provide the students with the powerful linguistic tool of code switching.