ebonics black english african american vernacular english
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Ebonics Black English African american Vernacular english. Tamika Hutchinson Loretta Kelly Meg Delaney. What is Ebonics. African American English A non-standard variety of English spoken by African American in the United States, specifically in urban and rural communities. - PowerPoint PPT PresentationTRANSCRIPT
EBONICS
BLACK ENGLISH
AFRICAN AMERICAN
VERNACULAR ENGLISH
Tamika HutchinsonLoretta Kelly
Meg Delaney
WHAT IS EBONICSAfrican American English
A non-standard variety of English spoken by African American in the United States, specifically in urban and rural communities.
EBONICS ORGIN
Ebony (black)+
Phonics (sound, the study of sound)=
Ebonics (Black Speech)
EBONICS ORIGIN CONT.Ebonics is a term that comes from African
slaves, particularly in West Africa, the Caribbean, and North America. Some linguists believe, that the development of AAVE is closely connected to that of Southern White English.
THE EVOLUTION OF AAVE Nonstandard Negro English (1960s) In 1973 the term, "Ebonics" was created by
psychologist Robert Williams and a group of black scholars at a conference in St. Louis, Missouri, on "Cognitive and Language Development of the Black Child.”
In 1975, the term appeared within the title and text of a book edited and co-written by Williams, Ebonics: The True Language of Black Folks.
http://www.youtube.com/watch?v=WWIbIA9BltQ
WHAT’S IN A NAME??? In 1996, Oakland, California School
Board recognized Ebonics as the 'primary' language of its majority African American students and decided to teach them standard or academic English.
The School Board decided African American Vernacular English was a more appropriate term because it puts emphasis on its origin from African roots and independence from English
EBONICS GRAMMAR RULES
Produce sentences without present tense “is” and “are” "John trippin" or "They allright (aight)".
Don't omit present tense am. "Ah walkin", “Ahm walkin." Omission of the
final consonant in words like 'past' (pas' ) and 'hand' (han')
Pronounce “th” in 'bath' as t or fbat or baf
Pronounce vowels in words like 'my' and 'ride' as a long ah Mah rahd.
WHAT DO PEOPLE THINK OF EBONICS
Positive Allows African
Americans to express themselves
Individuality
Negative Sign of limited
education or sophistication
Legacy of slavery
Impediment to socioeconomic mobility
DO YOU SPEAK EBONICS?? What up Finna Homey BLING BLING Crib Holla at me Hater Omelet Dime Hood Salty
Thirsty Fa real Lame Whip On ma mama Steady Ride My bad Thick Raw Tweakin
WHO USES EBONICS Black preachers Comedianshttp://www.youtube.com/watch?v=jZkdcYlOn5M
Singers Rappers EVERY CULTURE!!!!
*The use of Ebonics is for a dramatic or a more realistic effect.
WHEN DOES USING AAVE BECOME AN ACADEMIC ISSUE?
According to Gallas et al. (as cited in Power
B. & Hubbard, R., 2002, p.131), “For those children whose home based ways of
talking are not similar to school based
ways of talking, or for whom the rules
of language are not clear, moving into the multiple discourses that schools
present will be more difficult.”
IN PLAIN ENGLISH, PLEASE!
Essentially, if the language students are using outside of school does not match rules of the academic language being used in instruction and assessment, the student may have a hard time decoding and adjusting their language to match that of the classroom. When the two don’t match, there is a disconnect and students may find themselves struggling.
HERE IS A COMMON EXAMPLE…
Standard American English (SAE):“That is John’s book.” – The possession is implied by the
apostrophe + s.
African-American Vernacular English (AAVE):“That John book.” – The possession is implied by
whatever comes in front of the noun.
The Issue:To the teacher grading the AAVE version appearsgrammatically wrong and the student would be markeddown. To the student to grew up using AAVE, that response is rule based and seems correct.
HOW DO WE HELP OUR SUCCESSFULLY STUDENTS NAVIGATE BETWEEN AAVE AND
SAE? According to Coffey (2009) ““[Code-switching] caninvolve the alternation between two different languages,two tonal registers, or a dialectical shift within the samelanguage such as Standard English and Black English.”[Others] also argue that code-switching is “a
linguistic tool and a sign of the participants’ awareness ofalternative communicative conventions.” Furthermore,code-switching has been described as “a strategy at negotiating power for the speaker” and “reflects culture andidentity and promotes solidarity.” (Code-Switching withdialects of African American or Black English section,para.2.)
CODE-SWITCHING IN ACTION…
There are 2 approaches that linguists go
about when code switching:
The correctionist approach
The contrastivist approach
THE CORRECTIONIST APPROACH
“The correctionist approach to language response‘diagnoses the child’s home speech as ‘poor English’ or‘bad grammar,’ finding that the child does not know how
toshow plurality, possession, and tense,’ or the child ‘hasproblems’ with these.’ This approach assumes that‘Standard English’ is the only proper form of language andtries to do away with the child’s home language. Becauseclassrooms are not culturally
or linguistically monolithic, thisapproach tends to exclude those students who are notfluent in ‘Standard
English’” (Coffee, 2009, Code Switchingin Practice section, para.1).
CORRECTIONIST EXAMPLE
Student says:“We was walking to school today.”
Correctionist says:“Wrong.” We is plural and was walking issingular. This violates Standard-AmericanEnglish rules of subject-verb agreement,which all American-English speakers must follow.The correct answer is:
“We were walking to schooltoday.”
THE CONTRASTIVIST APPROACH
“The primary principle of the contrastivist approach is that‘language comes in diverse varieties.’ This ‘linguisticallyinformed model’ recognizes that the student’s homelanguage is not any more deficient in structure than theschool language. In this approach, teachers ‘help childrenbecome explicitly aware of the grammatical differences’between the formal ‘Standard English’ and the informalhome language. ‘Knowing this, children learn to code-switchbetween the language of the home and the language of theschool as appropriate to the time, place, audience, andcommunicative purpose.” When an educator prepares astudent to code-switch, the student becomes explicitly awareof how to select the appropriate language to use in the givenContext” (Coffee, Code
Switching in Practice section, para. 2).
CONTRASTIVIST EXAMPLE
Student says:“He go to the store yesterday.” Contrastivist says:“That’s very good. Tell me what part of the
sentence tells us when that happened?”(Yesterday.)“Now tell me if we took out the word‘yesterday,’ how we could
say that sentence and still know it happened in the past?(He went to the store.)
WHAT’S BEST?
Most linguists recommend moving away from the correctionist approach. Coffee (2009) suggests following these steps: Recognize the vernacular patterns in writing and use this to teach a
whole class lesson on the differences between the “Standard English” version and the home language. Maybe use a chart to show the differences.
Initiate conversations about how people speak differently in diverse settings.
Engage students in a role-playing activity where they imitate different people they know within the community, and have students examine the differences in the way these people speak.
Demonstrate how to self-correct written work for a formal purpose, and when students feel more comfortable, encourage them to read their work aloud.
Try to be more accepting of the fact that everyone code-switches. Remember the way we respond to a friend’s question might be completely different than how we would answer the principal or superintendent’s queries.
Introduce dialectical language through literature. Culturally rich literature is available at every grade level.
TEENAGERS VIEW OF EBONICS?
www.ebonics-translator.com/ebonics_dictionary.php
Not Bad/Not Good- It Just Is! Black Slang/Speech Be Cool/Express Themselves Urban Dialect/Many Cultures
Slang Dictionary Black English Links
CODE SWITCHING WEBSITE:
http://www.learner.org/workshops/hswriting/workshops/workshop5/codeswitching.html
Rebecca Wheeler/Expert In Code Switching
Language Varieties/Contrastive Analysis
“Flossie and the Fox” by: Patricia McKissack
Flossie/AAVE Fox/Standard English * Support Materials
CONTRASTIVE ANALYSIShttp
://www.ascd.org/publications/classroom_leadership/apr1999/Using_Ebonics_or_Black_English_as_a_Bridge_to_Teaching_Standard_English.aspx
Using Ebonics to Teach Standard English 1. Word Discrimination Drill 2. Home/School Drill 3. Response Drills
OTHER TEACHING RESOURCES
http://books.google.com/books?id=3bdbxPpzexQC&pg=PA17&lpg=PA17&dq=How+can+teachers+help+african+american+children/ebonics+learn+
Drama Role-Play Tape Record/Playback
Cartoon/Superhero Role-Play
POSITION STATEMENT BY NCTE
http://www.ncte.org/cee/positions/diverselearnersinee
NCTE/National Council of Teachers of English
8 Beliefs for Linguistically and Culturally Diverse Learners in English Education
Each Belief Provides Suggestions for
Lessons