Graduate Thesis Or Dissertation
 

A Corpus Linguistic Approach to Native American Authored Children’s Storybooks

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https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/9306t634j

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  • The counseling field is infused with multiculturalism and social justice competencies from the Council for Accreditation of Counseling and Related Educational Programs accreditation standards of the academic institutions to the American Counseling Association Code of Ethics. Counselors are tasked with understanding multiculturalism from self-awareness to clients’ worldviews to larger implications on society and culture. Culture and language are intertwined; therefore, it is critical for counselors to develop knowledge in culturally specific language as it informs culture. Limited research explores language usage among Native American cultures, especially in how this interacts with early childhood development. Children’s books act as a mirror to a child’s lived experience or as a window into another cultural perspective. Specifically, Native American authored children’s books serve as a mirror for both Native American children’s lived experience and Native American cultural perspective. For counselors, Native American authored children’s books are windows to gain insight into Native American children’s worldviews. This manuscript dissertation utilized corpus linguistics to examine different aspects of language in Native American authored children’s books. The first study explored the psycholinguistic properties of Native American authored children’s books. Linguistic properties included pronoun usage and terms related to family, and psychological processes included language associated with emotion, relativity, and indicators of confidence in authorship. The Native American authored children’s books were then compared to non-Native American authored books. Results indicate that Native American authored children’s books utilize the linguistic features of first-person singular pronouns and relativity most frequency. A comparison between Native American authored books versus non-Native American authored children’s books indicated no significant difference in psycholinguistic properties. Within such results, however, there was indication of higher frequency of first-person plural pronoun usage in Native American authored children’s books. The second study researched code-switching (CS), the transversing between languages within and in between sentences of Native American authored children’s books, as well as in comparison with non-Native American children’s books and Latino authored children’s books. CS was measured by usage of trigrams composed of three-word tokens in which at least one word was written in a different language. Results from this study demonstrate CS occurs within Native American authored books at a higher frequency when compared to non-Native authored children’s books and at a lower frequency when compared to Latino authored books. The implications of both studies encourage counselors to utilize Native American authored children’s books to support cultural and personal identity development as well as to prevent or repair cultural ruptures. The studies also highlight the need for additional research in the overall impact of cultural language development with attachment development, as well as impacts based on tribal-specific cultural identity and personal development.
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file details Goka-Dubose_Emiko_Dissertation_Final.pdf 2022-12-14 Öffentlich Herunterladen