Among these one can spot words, phrases, and meanings which might have not or did not originate in American English per se, but in a sociolect known as African American English, especially within its slang level.
For a start, two terms--slang as well as African American English - require brief clarification.
African American English (henceforth AAE) is a sociolect or an ethnolect of the American variety of English.
African American English is understood here mainly as African American English Vernacular, which is "an everyday language because the vocabulary and phrase capture everything from the monotonous to the extreme maneuvers of navigating one's way through life as an African descendent living in America" (Smith 2012: 13).
This study explored how a particular group of linguistically diverse beginning spellers negotiate these mismatches: Children who speak African American English (AAE).
African American English, Child Language Use, and Literacy Achievement
Grade-related changes in the production of African American English.
Sitting there with that student, eager to share this knowledge, I said that he was consistently not using s's to show possession and in subject-verb agreement, and that such forms are a dialect feature of African American English
African American English (AAE, also called African American Vernacular English, AAVE) constitutes a major dialect of English spoken in the United States.
The reappropriation of African American English parallels the multivalent reimagining and recreation of black culture and community in all fields of African American experience.
As noted, African American English often omits morphological tense markers and indicates tense, instead, through the use of adverbials indicating time, conjunctions indicating successive events, the use of "been," "be," "done," or "gon"/"gonna" before verbs, the use of the item "steady," or simply through context (Sidnell).
African American English
in the diaspora: evidence from old-line Nova Scotians.
After situating their research within the context of underachievement by African American students, the authors provide an overview of other research on child African American English
(AAE), and discuss their own findings regarding the features of child AAE; major sources of variations in the production of features; nondialectal aspects of oral language; an appropriate, culture-fair language evaluation process for African American students; academic underachievement of African American students; and the importance of oral language to literacy acquisition.
Topics of the 11 articles on sociolinguistic research include regional and social variation, language and gender, networks and practices within language and communities, bilingualism and multilingualism, code-switching and disglossia, language and power, African American English
language planning and dialect perception.
This second edition includes new chapters on social and ethnic dialects and on African American English