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BLACK AMERICAN ENGLISH
BLACK AMERICAN ENGLISH
TO SUCCEED IS TO BE UNDERSTOOD
TO SUCCEED IS TO BE UNDERSTOOD
THERE ARE TWO SETS OF NORMS IN [SE]:
THERE ARE TWO SETS OF NORMS IN [SE]:
BLACK AMERICAN ENGLISH
BLACK AMERICAN ENGLISH
UNAWARENESS OF THE RULES
UNAWARENESS OF THE RULES
BECOMING AWARE
BECOMING AWARE
WHY MUST WE UNDERSTAND BLACK ENGLISH
WHY MUST WE UNDERSTAND BLACK ENGLISH
TOOLS FOR UNDERSTANDING
TOOLS FOR UNDERSTANDING
TOOLS FOR UNDERSTANDING
TOOLS FOR UNDERSTANDING
TOOLS FOR UNDERSTANDING
TOOLS FOR UNDERSTANDING
WHAT IS BLACK ENGLISH
WHAT IS BLACK ENGLISH
WHERE DOES [BE] COME FROM
WHERE DOES [BE] COME FROM
CONTACT BETWEEN LANGUAGES
CONTACT BETWEEN LANGUAGES
STAGES OF CONTACT BETWEEN TWO LANGUAGES:
STAGES OF CONTACT BETWEEN TWO LANGUAGES:
ORIGINAL
ORIGINAL
PIDGIN
PIDGIN
CREOLE
CREOLE
DECREOLIZATION
DECREOLIZATION
DOMINANT
DOMINANT
IN THE SECTIONS THAT FOLLOW ARE EXAMPLES OF FEATURES OF [BE]
IN THE SECTIONS THAT FOLLOW ARE EXAMPLES OF FEATURES OF [BE]
FEATURES OF BLACK ENGLISH
FEATURES OF BLACK ENGLISH
KENNETH R. JOHNSON:
KENNETH R. JOHNSON:
Sounds occur in a word in 3 ways:
Sounds occur in a word in 3 ways:
Some examples of the TH sound in [SE] and [BE]:
Some examples of the TH sound in [SE] and [BE]:
THE TH SOUND
THE TH SOUND
THE TH SOUND
THE TH SOUND
PS: [PERSONAL STORY]
PS: [PERSONAL STORY]
[BE] RULE
[BE] RULE
CONSONANT REDUCTION
CONSONANT REDUCTION
FEATURES OF BLACK ENGLISH
FEATURES OF BLACK ENGLISH
LET US COMPARE ANOTHER FORM OF [BE] FROM CARIBBEAN CREOLE IN JAMAICA
LET US COMPARE ANOTHER FORM OF [BE] FROM CARIBBEAN CREOLE IN JAMAICA
[PS] PERSONAL STORY
[PS] PERSONAL STORY
[SE] [BE] OUT HERE OUT CHERE LIBRARY LIBERRY SUPPOSED POSED SINK ZINK
[SE] [BE] OUT HERE OUT CHERE LIBRARY LIBERRY SUPPOSED POSED SINK ZINK
[SE] [BE] ABOUT BOUT BEFORE FO BIRTH CERTIFICATE BURF SUSTIFICUT
[SE] [BE] ABOUT BOUT BEFORE FO BIRTH CERTIFICATE BURF SUSTIFICUT
LEXICON (VOCABULARY, CODES, WORDSETS)
LEXICON (VOCABULARY, CODES, WORDSETS)
[BE] RULE
[BE] RULE
[BE] RULE
[BE] RULE
PSYCHOLOGICAL INTENT OF A WORD:
PSYCHOLOGICAL INTENT OF A WORD:
VOCABULARY: [BE] LEXICON WITH [SE] MEANINGS [BE] [SE]
VOCABULARY: [BE] LEXICON WITH [SE] MEANINGS [BE] [SE]
VOCABULARY: [BE] LEXICON WITH [SE] MEANINGS [BE] [SE]
VOCABULARY: [BE] LEXICON WITH [SE] MEANINGS [BE] [SE]
VOCABULARY: [BE] LEXICON WITH [SE] MEANINGS [BE] [SE]
VOCABULARY: [BE] LEXICON WITH [SE] MEANINGS [BE] [SE]
WORDS ARE WORDS
WORDS ARE WORDS
[PS] PERSONAL STORY: A WORD A DAY KEEPS IGNORANCE AWAY
[PS] PERSONAL STORY: A WORD A DAY KEEPS IGNORANCE AWAY
INTONATION VARIATIONS
INTONATION VARIATIONS
INTONATION AND FEELINGS
INTONATION AND FEELINGS
CONSIDER THE FOLLOWING SCENARIO:
CONSIDER THE FOLLOWING SCENARIO:
DIALOGUE3 YOUNG WOMEN:
DIALOGUE3 YOUNG WOMEN:
TRANSLATION: 3 YOUNG WOMEN [BE] [SE]
TRANSLATION: 3 YOUNG WOMEN [BE] [SE]
GRAMMAR AND OTHER FEATURES
GRAMMAR AND OTHER FEATURES
GRAMMAR AND OTHER FEATURES
GRAMMAR AND OTHER FEATURES
VERB CONJUGATION:
VERB CONJUGATION:
VERB CONJUGATION:
VERB CONJUGATION:
SYNTAX [WORD ORDER]
SYNTAX [WORD ORDER]
THE USE OF BE
THE USE OF BE
PRONOUN POWER
PRONOUN POWER
EXAMPLES OF PRONOUN EMPOWERMENT
EXAMPLES OF PRONOUN EMPOWERMENT
OTHER FEATURES OF BLACK ENGLISH
OTHER FEATURES OF BLACK ENGLISH
DOUBLE NEGATIVES = STRONG POSITIVES HE AINT GON LAY NUTHIN ON
DOUBLE NEGATIVES = STRONG POSITIVES HE AINT GON LAY NUTHIN ON
CONCLUSION
CONCLUSION
NO MATTER WHAT THE LANGUAGE:
NO MATTER WHAT THE LANGUAGE:
LANGUAGE IS POWER
LANGUAGE IS POWER
HOW THEN TO PROCEED
HOW THEN TO PROCEED
SOME TEACHING TECHNIQUES
SOME TEACHING TECHNIQUES
SOME TEACHING TECHNIQUES
SOME TEACHING TECHNIQUES
SOME TEACHING TECHNIQUES
SOME TEACHING TECHNIQUES
AFFECTIVE DOMAIN: FEELINGS ARE IMPORTANT
AFFECTIVE DOMAIN: FEELINGS ARE IMPORTANT
SUGGESTED READINGS
SUGGESTED READINGS
RECOMMENDED READINGS
RECOMMENDED READINGS
RECOMMENDED READINGS
RECOMMENDED READINGS
BIBLIOGRAPHY
BIBLIOGRAPHY
BIBLIOGRAPHY (CONT
BIBLIOGRAPHY (CONT
BIBLIOGRAPHY (CONT
BIBLIOGRAPHY (CONT
SPECIAL THANKS TO:
SPECIAL THANKS TO:
MUSIC SOUNDTRACK
MUSIC SOUNDTRACK
NO CHILD LEFT BEHIND
NO CHILD LEFT BEHIND

: BLACK AMERICAN ENGLISH. : martinezm. : BLACK AMERICAN ENGLISH.ppt. zip-: 334 .

BLACK AMERICAN ENGLISH

BLACK AMERICAN ENGLISH.ppt
1 BLACK AMERICAN ENGLISH

BLACK AMERICAN ENGLISH

NO CHILD LEFT BEHIND 2003 MAURICE M. MARTINEZ, Ph.D. WATSON SCHOOL OF EDUCATION UNC WILMINGTON martinezm@uncw.edu (910)962-4279

2 TO SUCCEED IS TO BE UNDERSTOOD

TO SUCCEED IS TO BE UNDERSTOOD

IN MAINSTREAM AMERICA, TO BE UNDERSTOOD IS TO BE ABLE TO SPEAK AND TO USE STANDARD ENGLISH. WHAT IS STANDARD ENGLISH [SE]? STANDARD ENGLISH IS THE ENGLISH SPOKEN ON THE MAJOR NATIONAL TV NETWORKS: NBC, CBS, ABC, CNN, etc. IN A MIDWESTERN (MINNESOTA TO MICHIGAN) DIALECT KNOWN AS AMERICAN STANDARD ENGLISH [ASE]. STANDARD ENGLISH IS ALSO KNOWN AS THE LANGUAGE OF WIDER COMMUNICATION [LWC] BECAUSE OF ITS WIDESPREAD USE IN THE MEDIA.

3 THERE ARE TWO SETS OF NORMS IN [SE]:

THERE ARE TWO SETS OF NORMS IN [SE]:

INFORMAL STANDARD [USUALLY SPOKEN, SOMETIMES IN A REGIONAL DIALECT, WITH DISTINCTIVE PRONUNCIATION PATTERNS PREFERRED BY A GROUP OF SPEAKERS WHO ARE SET OFF FROM OTHERS GEOGRAPHICALLY, SOCIALLY, AND CULTURALLY] (Wolfram, et al, 1999) THE FORMAL STANDARD [WRITTEN LANGUAGE TAUGHT IN SCHOOL ACCORDING TO NORMS IN GRAMMAR BOOKS AND EVALUATED IN STANDARDIZED TESTS], MORE RECENTLY REFERRED TO AS ENGLISH USED IN A FORMAL REGISTER. (Ruby Payne, 2001)

4 BLACK AMERICAN ENGLISH

BLACK AMERICAN ENGLISH

MANY AFRICAN AMERICANS SPEAK AND USE A FORM OF ENGLISH THAT IS SOMEWHAT DIFFERENT FROM STANDARD ENGLISH. EVERY LANGUAGE SYSTEM CONTAINS RULES. THE RULES OF BLACK AMERICAN ENGLISH [BE] ARE FUNCTIONAL TO THOSE WHO USE THEM. THESE RULES ARE SYSTEMATIC AND ARE APPLIED OVER AND OVER AGAIN IN EXACTLY THE SAME WAY. MORE RECENTLY, BLACK ENGLISH HAS BEEN REFERRED TO AS ENGLISH USED IN A CASUAL REGISTER. (Payne)

5 UNAWARENESS OF THE RULES

UNAWARENESS OF THE RULES

OFTEN, THE STUDENT WHO SPEAKS BLACK AMERICAN ENGLISH IS UNAWARE OF THE RULES OF STANDARD ENGLISH LIKEWISE, MANY TEACHERS ARE UNAWARE OF THE RULES OF BLACK AMERICAN ENGLISH THE BLAME SHOULD NOT BE PLACED UPON THE STUDENT OR THE TEACHER, BUT UPON UNAWARENESS.

6 BECOMING AWARE

BECOMING AWARE

THE PURPOSE OF THIS PRESENTATION IS TO PROVIDE KNOWLEDGE ABOUT SOME OF THE RULES AND FEATURES OF BLACK ENGLISH AS SPOKEN IN AMERICA. HOW CAN WE, AS TEACHERS, BEST SUCCEED IN OUR NO CHILD LEFT BEHIND EFFORTS? WE CAN BEGIN BY TRYING TO UNDERSTAND THE LANGUAGE SPOKEN BY AFRICAN AMERICAN CHILDREN

7 WHY MUST WE UNDERSTAND BLACK ENGLISH

WHY MUST WE UNDERSTAND BLACK ENGLISH

ALL STUDENTS ARE TESTED ON THEIR KNOWLEDGE AND USE OF STANDARD ENGLISH [SE] [LWC]. THESE TESTS DO NOT VALUE OR REWARD OTHER STRUCTURES OR FEATURES OF ENGLISH, AS FOUND IN BLACK ENGLISH. SUCCESS IN SCHOOL IS MEASURED BY HOW WELL THE STUDENT USES STANDARD ENGLISH. MANY AFRICAN AMERICAN STUDENTS ARE LEFT BEHIND BECAUSE OF THEIR LOW SCORES ON STANDARDIZED TESTS IN READING AND WRITING.

8 TOOLS FOR UNDERSTANDING

TOOLS FOR UNDERSTANDING

SOCIOLINGUISTS [ABRAHAMS, DILLARD, BARATZ AND SHUY, LABOV, JOHNSON, WOLFRAM, DANDY, SMITHERMAN, ETC.] HAVE PROVIDED US WITH TOOLS TO BETTER UNDERSTANDRATHER THAN CONDEMNBLACK SPEECH.

9 TOOLS FOR UNDERSTANDING

TOOLS FOR UNDERSTANDING

THEY HAVE LONG CONTENDED THAT BLACK ENGLISH CONTAINS: PHONOLOGY [SPEECH SOUNDS, PRONUNCIATION PATTERNS] LEXICON [VOCABULARY, TERMS, CODES, WORDSETS] GRAMMAR [WORDS, INFLECTIONS, SYNTAX, RULES] VERBS, AND OTHER FEATURES THAT ARE DIFFERENT FROM STANDARD ENGLISH.

10 TOOLS FOR UNDERSTANDING

TOOLS FOR UNDERSTANDING

TEACHERS WHO ARE AWARE OF THESE DIFFERENCES ARE BETTER PREPARED TO TEACH STANDARD ENGLISH TO AFRICAN AMERICAN CHILDREN.

11 WHAT IS BLACK ENGLISH

WHAT IS BLACK ENGLISH

BLACK ENGLISH IS THE LANGUAGE OF BLACK AMERICA. CAUTION: NOT ALL 36 MILLION AFRICAN AMERICANS CHOOSE TO SPEAK BLACK ENGLISH, ESPECIALLY THE EDUCATED MIDDLE AND UPPER INCOME BLACKS. BLACK ENGLISH HAS BEEN CALLED: NONSTANDARD BLACK DIALECT BLACK ENGLISH VERNACULAR [BEV] AFRICAN AMERICAN ENGLISH [AAE] AFRICAN AMERICAN VERNACULAR ENGLISH [AAVE] EBONICS [USEB] BLACK COMMUNICATIONS [BC] BLACK POVERTY LANGUAGE CASUAL REGISTER ENGLISH RAP

12 WHERE DOES [BE] COME FROM

WHERE DOES [BE] COME FROM

BLACK ENGLISH IS A FUNCTIONAL FORM OF COMMUNICATION THAT EVOLVED FROM THE CREOLIZATION OF PLANTATION ENGLISH AND THE TRANSPORTED LANGUAGES SPOKEN BY ENSLAVED AFRICANS. BLACK ENGLISH REPRESENTS A CROSS-FERTILIZATION OF LANGUAGES NURTURED AND PASSED DOWN FROM ONE GENERATION TO THE NEXT IN AN ORAL AND AURAL TRADITIONAL CLIMATE, SINCE LAWS [BLACK CODES] MANDATED THAT ANY PERSON CAUGHT TEACHING A SLAVE TO READ OR WRITE COULD BE FINED AND PUT IN JAIL.

13 CONTACT BETWEEN LANGUAGES

CONTACT BETWEEN LANGUAGES

ENCOUNTERS BETWEEN TWO DIFFERENT SPOKEN LANGUAGES, BETWEEN THE COLONIZED AND THE COLONIZER, HAVE PRODUCED VARIANT FORMS OF EXPRESSION IN FIVE STAGES OF DEVELOPMENT FROM THE ORIGINAL NATIVE LANGUAGE OF THE COLONIZED TO THE DOMINANT ACADEMY MAINSTREAM STANDARD LANGUAGE OF THE COLONIZER.

14 STAGES OF CONTACT BETWEEN TWO LANGUAGES:

STAGES OF CONTACT BETWEEN TWO LANGUAGES:

ORIGINAL PIDGIN CREOLE DECREOLIZATION DOMINANT

15 ORIGINAL

ORIGINAL

INDIGENOUS LANGUAGE OF PRIMAL [FIRST NOT PRIMITIVE] PEOPLE WHO WERE DISCOVERED BY OUTSIDE EXPLORERS AND SUBSEQUENTLY COLONIZED. MOTHER TONGUE NATIVE LANGUAGE LANGUAGE EXISTING AMONG A GROUP OF PEOPLE LIVING IN ISOLATION WITH NO CONTACT WITH ANOTHER OUTSIDE LANGUAGE GROUP e.g. AFRICANS; AMERINDIANS PRE-COLUMBIAN SOCIETIES [BEFORE COLUMBUS]

16 PIDGIN

PIDGIN

FIRST CONTACT LANGUAGE LINGUA FRANCA, COMMON JARGON MEDIUM OF DIVERSE LANGUAGE GROUPS OF PEOPLE WHO HAVE NO FIRST LANGUAGE IN COMMON LANGUAGE OF TRADE AND COMMERCE SIMPLFIED USE OF DESCRIPTIVE NOUNS, VERBS, AND ADVERBS e.g. GO SMALL SMALL! [GO SLOWLY] COMMON CORE WITH REGULAR PRINCIPLES OF SENTENCE CONSTRUCTION [Dillard, 1972, P. 75], SHARED SOUND FEATURES AND PATTERNS OF SPEECH INTONATION VARIATIONS

17 CREOLE

CREOLE

WHEN PIDGIN BECOMES THE ONLY OR PRINCIPAL LANGUAGE OF A SPEECH COMMUNITY (DILLARD, 1972, P. 300) e.g. PLANTATION CREOLE (SPOKEN BY SLAVES), HAITIAN CREOLE, LOUISIANA FRENCH CREOLE. ETC. PATOIS [PROVINCIAL/RURAL FORM OF SPEECH] A MIXTURE OF FEATURES FROM BOTH ORIGINAL AND DOMINANT LANGUAGES e.g. DID YOU HEARD WHAT I SAW? IM NOT PLAYIN WITH YOU, NO! YOU GONNA PAY ME, FOR TRUE? (NEW ORLEANS CREOLE ENGLISH) USE OF ME INSTEAD OF I e.g. : ME BE BORN AT JAMAICA. ME ASK (AXE, OX) ME MUDDER. [ALSO IN FRENCH]: MOI ALLER [ME GO] INSTEAD OF JE VAIS [I GO]

18 DECREOLIZATION

DECREOLIZATION

BIDIALECTICAL MOVEMENT AWAY FROM THE USE OF SPOKEN CREOLE WITH AN INCREASING USE OF THE MAINSTREAM STANDARD DOMINANT LANGUAGE STYLE CHANGE, A VARIATION IN TERMS OF FORMALITY [Dillard, 1973, P. 304] PROGRESSING FROM THE INTIMATE TO THE FORMAL AND SOMETIMES TO A BOOGY [BOURGEOISIE] STILTED UNNATURAL STYLE: INTIMATEA SERIES OF (UNSPELLABLE) NASAL SOUNDS, USUALLY ACCOMPANIED BY SHOULDER SHRUGS, UNDERSTOOD ONLY BY IN-GROUP MEMBERS CASUALI DUNNO SEMI-FORMALI DONT KNOW FORMALI DO NOT KNOW BOOGY STILTED -INDEED, I KNOW NOT

19 DOMINANT

DOMINANT

ACADEMY ENGLISH STANDARD FORM, MAINSTREAM LANGUAGE USED BY HOLDERS OF POWER AND WEALTH LANGUAGE OF EUROPEAN COLONIZERS THE RATE OF MOVEMENT FROM THE ORIGINAL LANGUAGE OF THE COLONIZED TO THE DOMINANT LANGUAGE OF THE COLONIZER IS OFTEN DETERMINED BY THE AMOUNT OF SOCIAL CONTACT AND FREEDOM ALLOWED TO THE COLONIZED. SOCIAL ISOLATION AND SEGREGATION SLOWS DOWN STANDARD ENGLISH LANGUAGE ACQUISITION

20 IN THE SECTIONS THAT FOLLOW ARE EXAMPLES OF FEATURES OF [BE]

IN THE SECTIONS THAT FOLLOW ARE EXAMPLES OF FEATURES OF [BE]

I HAVE INSERTED A FEW [PS]PERSONAL STORIES OF MY EXPERIENCES AS A TEACHER IN ALL BLACK PUBLIC HIGH SCHOOLS IN NEW ORLEANS.

21 FEATURES OF BLACK ENGLISH

FEATURES OF BLACK ENGLISH

PHONOLOGY SOUNDS MEAN MORE TO ME THAN PLAYING A LOT OF NOTES BB KING (Bluesman) TEACHERS WHO USE A PHONICS APPROACH TO TEACH READING SHOULD BE AWARE OF THE REPERTOIRE OF SOUNDS IN BLACK ENGLISH. KENNETH R. JOHNSON, WALT WOLFMAN, BARATZ, AND OTHERS HAVE PRESENTED SPECIFIC CHARACTERISTICS, PHONOLOGICAL AND GRAMMATICAL STRUCTURES, AND FEATURES OF BLACK ENGLISH. HERE ARE SOME OF THEIR RESEARCH FINDINGS:

22 KENNETH R. JOHNSON:

KENNETH R. JOHNSON:

LANGUAGE CONSISTS OF SYSTEMATIC SOUNDS THAT PEOPLE MAKE WITH THEIR VOCAL CORDS THERE ARE TWO SOUNDS: 1.VOICED (A BUZZ OCCURS IN THE VOCAL CORDS) 2.VOICELESS (NO BUZZING SOUND IN THE VOCAL CORDS)

23 Sounds occur in a word in 3 ways:

Sounds occur in a word in 3 ways:

Beginning (Initial) sound Middle (Medial) sound Ending (Terminal) sound e.g. The sound TH [SE] speakers have 2 sounds for TH [BE] speakers have 5 sounds for TH depending on whether they are voiced or voiceless and where they occur in a word (Initial, Medial or Terminal)

24 Some examples of the TH sound in [SE] and [BE]:

Some examples of the TH sound in [SE] and [BE]:

VOICELESS/INITIAL POSITION: [SE] = Thing, thank, thigh, thought [BE]= Thing, thank, thigh, thought (NO DEVIATION) VOICED/INITIAL POSITION: [SE] = This, that, them, these, those [BE] = Dis, dat, dem, dese, dose THERE IS A DUH SOUND SUBSTITUTED FOR THE TH SOUND IN THE BEGINNING OF THE WORD

25 THE TH SOUND

THE TH SOUND

VOICELESS/MEDIAL: [SE] = Bathroom, birthday [BE] = Bafroom, burfday THERE IS AN F SOUND SUBSTITUTION VOICED/MEDIAL: [SE] = Mother, brother [BE] = Muvah, bruvah [MY MUVAH COOK GRITS.] THERE IS A FRICATIVE V SUBSTITUTION NOTE: WHEN USING PROFANITY IN COMBINATION WITH THE F WORD [AS IN M.F.], [BE] SPEAKERS PRONOUNCE MOTHER F_ _ _ _ _ CORRECTLY IN [SE].

26 THE TH SOUND

THE TH SOUND

VOICELESS/TERMINAL: [SE] = With, mouth, path, both, South [BE]= Wif, mouf, paf, bof, Souf THERE IS AN F SUBSTITUTION AT THE END [BE] SPEAKERS ENTER KINDERGARTEN SAYING WIF AND GO THROUGH GRADUATE SCHOOL SAYING WIF. IN SPITE OF GOOD INTENTIONS, THE SCHOOLS HAVE NOT CHANGED MANY FEATURES OF BLACK SPEECH.

27 PS: [PERSONAL STORY]

PS: [PERSONAL STORY]

I TAUGHT MATH FOR 8 YEARS IN ALL BLACK PUBLIC HIGH SCHOOLS IN NEW ORLEANS. ON THE BOARD I HAD WRITTEN THE FOLLOWING EQUATION: 3A + 3B = 33. AN AFRICAN AMERICAN STUDENT READ: TREE AEY PLUS TREE BEE EQUAL TOITY-TREE. I REALIZED THAT THERE WAS A COMPLETE ABSENCE OF THE USE OF THE TH SOUND. REMEDY: THE NEXT DAY, I WROTE ON THE BOARD: THE THINKER THREW THREE THOUSAND THINKING THOUGHTS TO THEM, THESE, THEY AND THOSE. STUDENTS WERE ASKED, IN A CARING WAY, TO IMAGINE THAT THEY HAD CANDY STUCK ON THE FRONT OF THEIR TEETH AND HAD TO REMOVE IT BY STICKING THE TIP OF THE TONGUE OUT BEYOND THEIR FRONT ROW OF TEETH, AS THEY SAID THE ABOVE EXPRESSION AT LEAST 20 TIMES DURING THE DAY. THERE WERE NO MORE TREES OR TOITYS MENTIONED IN MATH. IN ADDITION, STUDENTS WERE TAUGHT THAT IN THIS MATH EQUATION, THE SYMBOL = IS PRONOUNCED EQUALS [WITH AN S AT THE END], NOT EQUAL.

28 [BE] RULE

[BE] RULE

PLURAL ENDINGS: If in the context of the sentence one finds a reference to more than one (plural), it is not necessary to add an s to the noun e.g. 50 cents = 50 cent THE CONTEXT CLARIFIES THE MEANING. e.g. HE HAD A SECOND HAR TRANSPLANT

29 CONSONANT REDUCTION

CONSONANT REDUCTION

B

D

G

K

P

T

(Consonant sounds in these letters are often not spoken or omitted) e.g. [SE] [BE] NUMBER = NUMMER [GIMMIE YO NUMMER.] COMB = COM [SHE COM HER HAIR.] COLD = COL [I WENT AN GOT ME A COL.] GOING = GOIN [YOU GOIN OR NOT?] MASK = MAS [ZORRO WOE A MAS.] HAPPEN = HAHUM [DAS DA WAY IT HAHUM] HEART = HAR also HARD = HAR [DAS HAR.] TEST = TES [TEACHER, WHEN WE GON HAVE A TES?] TES PRESENTS ANOTHER PROBLEM. WITH THE OMISSION OF THE ENDING T, TES NOW ENDS IN A SIBILANT SOUND. WORDS THAT END IN S WHEN PLURALIZED, WE ADD ES TO THE WORD: e.g., KISS-KISSES; BOSS-BOSSES; HENCE: TES-TESSES.

30 FEATURES OF BLACK ENGLISH

FEATURES OF BLACK ENGLISH

[TEACHER, HOW MANY TESSES WE GON HAVE?] THE TEACHER MAY RESPOND: [DONT SAY TESSES, SAY TESTS!]. THE [BE] SPEAKER MOST OFTEN CANT HEAR THE DIFFERENCE. THE SAME IS TRUE FOR MASK: MASS-MASSES; FLASK-FLASSES [HOW MANY FLASSES YOU BROKE IN THE LAB THIS YEAR?] THE SIZ PLURAL ENDING (I FOUND IN NEW ORLEANS) e.g. ANTS = ANTSIZ [LOOK AT ALL DEM ANTSIZ?] ARTISTS = ARTISIZ [WHERE THE ARTISIZ IS AT?] A COMMOM USAGE: [SE] [BE] ASK = AXE

31 LET US COMPARE ANOTHER FORM OF [BE] FROM CARIBBEAN CREOLE IN JAMAICA

LET US COMPARE ANOTHER FORM OF [BE] FROM CARIBBEAN CREOLE IN JAMAICA

[JE] IN THE PRONUNCIATION OF ASK IN THE FOLLOWING SCENARIO:

The teacher asks each pupil to get permission from his/her mother to go on a field trip. The next day, in response to the question: Did you ask your mother? the teacher heard: [SE] I asked my mother and she said that it was o.k. [BE] Ah axe ma mama n she say it be cool. [JE] Me ox me muddah (ormoomain rural Jamaica) n she say dat be fine mon fo go onna trip, long as yo teacher member me mine run pon you. SMALL GROUP DISCUSSION: TRANSLATE [JE] & SHARE [JE] TRANSLATION: I ASKED MY MOTHER AND SHE SAID THAT IT WOULD BE FINE, MAN, FOR ME TO GO ON A TRIP, AS LONG AS YOUR TEACHER REMEMBERS THAT I HAVE YOU CONSTANTLY ON MY MIND, (THAT I AM CONCERNED ABOUT YOUR SAFETY.)

32 [PS] PERSONAL STORY

[PS] PERSONAL STORY

I TAUGHT THE STANDARD ENGLISH PRONUNCIATION OF ASK AS FOLLOWS: FIRST YOU HAVE TO SAY ASS AS IN JACKASS. THEN YOU ADD A SOFT KUH SOUND. WE REPEATED IT TOGETHER SEVERAL TIMES: ASS-KUH. *********************************************************** OTHER FORMS OF OMISSION L-lessness (The letter L is omitted) e.g. HELP=HEP; SCHOOL=SCHOO; MYSELF=MASEF R-lessness (The letter R is omitted) e.g. CAROL=CAL; HAROLD=HAL DOOR = DOE; FLOOR = FLO; MORE = MO

33 [SE] [BE] OUT HERE OUT CHERE LIBRARY LIBERRY SUPPOSED POSED SINK ZINK

[SE] [BE] OUT HERE OUT CHERE LIBRARY LIBERRY SUPPOSED POSED SINK ZINK

FRIEND FRIEN PIN PEN WANT TO WANNA GOT TO GOTTA USE TO GO USE-DA GO CHILDREN CHILRUN OFTEN CAME USE-TA COME

A SAMPLE OF SOME OTHER PRONUNCIATION FEATURES

34 [SE] [BE] ABOUT BOUT BEFORE FO BIRTH CERTIFICATE BURF SUSTIFICUT

[SE] [BE] ABOUT BOUT BEFORE FO BIRTH CERTIFICATE BURF SUSTIFICUT

FIFTY FITTY DOESNT HAVE ANY AINT GOT NO OIL WELL ALL WHEEL CORNER CORNAH or CORNDA SINCE CENTS SURE SHO or SHORE TIN TEN FISH FEESH

A SAMPLE OF SOME OTHER PRONUNCIATION FEATURES

35 LEXICON (VOCABULARY, CODES, WORDSETS)

LEXICON (VOCABULARY, CODES, WORDSETS)

BLACK ENGLISH SPEAKERS HAVE A LARGE REPERTOIRE OF SLANG WORDS UNCOMMON TO STANDARD ENGLISH. MOST OF THE SLANG WORDS WE FIND IN AMERICA WERE COINED BY JAZZ MUSICIANS AND INNER CITY RAPPERS. AS SOON AS A SLANG WORD ENTERS THE MAINSTREAM AND IS USED BY STANDARD ENGLISH SPEAKERS, BLACK ENGLISH SPEAKERS OFTEN STOP USING THE WORD AND INVENT A NEW WORD. HOWEVER, SOME WORDS LIKE COOL AND CRIB REMAIN IN PERENNIAL USE FOR DECADES.

36 [BE] RULE

[BE] RULE

INVERSION = When the Standard English word takes on the opposite meaning (bad = good). [YOU N YO BAD SELF!] Words that indicate the possessive: THEY for THEIR [SE] THEIR[The boys put their hats..] [BE] THEY [The boys put they hats...]

37 [BE] RULE

[BE] RULE

One can judge the importance of a concept in a culture (group) by counting the number of labels (words) that the people in the culture have for the concept. (K.R. Johnson)(e.g., Alaskan Indians have 26 words for snow: wet snow, dry snow, slushy snow, melting snow, hard snow, etc., because snow is a very important concept to Alaskan Native Americans.) SMALL GROUP ACTIVITY: How many words can you think of for Money? [PAUSE 1 MINUTE BEFORE CONTINUING] ANSWERS: Book, Bread, Cake, Cash, Cheddar, Cheese, Chump Change, Coins, Crumbs, Dough, Eagle, Fitty, Green, Jingle, Loot, Moola, Scrilla, The Benjamin, etc.

38 PSYCHOLOGICAL INTENT OF A WORD:

PSYCHOLOGICAL INTENT OF A WORD:

KEN JOHNSON STATED THAT A WORD MAY HAVE THREE PSYCHOLOGICAL CHARACTERISTICS: POSITIVE (COMPLIMENTARY, PRAISING, ETC.) NEGATIVE (OFFENSIVE, DEROGATORY, INSULTING) NEUTRAL (CARRIES NO VALUE JUDGEMENT) SOME WORDS CAN HAVE ALL THREE INTENTS ABOVE, DEPENDING UPON THE CONTEXT IN WHICH THE WORDS ARE USED. VOCABULARY: [BE] LEXICON WITH [SE] MEANINGS (2003) [BE] [SE] KRUNK HYPER, EXCITING, ENERGETIC, UP TIME, HOT BLING BLING BEJEWELED; GOLD CHAINS; SPARKLING SICK WID [WITH] IT IMPASSIONED WITH SOMETHING GOOD DIS TO INSULT, PUT DOWN SOMEONE ROLL THROUGH PASSING THROUGH; SHORT VISIT

39 VOCABULARY: [BE] LEXICON WITH [SE] MEANINGS [BE] [SE]

VOCABULARY: [BE] LEXICON WITH [SE] MEANINGS [BE] [SE]

411 DETAILS; GIVE ME THE DETAILS OR FACTS CRIP, C-STEP A DANCE SHINE JEWELRY ICE DIAMONDS ICED OUT WEARING A LOT OF DIAMOND JEWELRY JIGGED, JIGGED OUT LOOKING GOOD WACK SOMETHING CRAZY; OUT OF IT; NORMLESS WORD!?. REALLY! WHAT? AGREEMENT; YES. TUDE A POOR OR BAD ATTITUDE TIGHT UPSET, ANGRY PHAT FINE, GOOD, BEAUTIFUL WILDIN [WHILE-LIN] ACTING CRAZY; BRAGGING; LOST CONTROL ROLLIN HIGH ON ECSTACY (DRUGS) HYPNOTIC ALCOHOL [BLUE DRINK] BEASTIN YELLING AT SOMEONE; AN AUTHORITARIAN TEACHER WHO IS MAKING A STUDENT DO A HARD TASK RAP TALK; RHYMES-TO-A-MUSICAL-RHYTHM-PATTERN MAD; COOL GOOD; THE BEST DIG TO UNDERSTAND SMOOVE CALM, MELLOW, NICE PERSON WHIP CAR SHOES; DUBS RIMS ON A CAR HIP SMART, AWARE, WITH IT

40 VOCABULARY: [BE] LEXICON WITH [SE] MEANINGS [BE] [SE]

VOCABULARY: [BE] LEXICON WITH [SE] MEANINGS [BE] [SE]

THE TRUTH THE REAL DEAL, BEST THING GOING DUMB EXCELLENT; VERY SATISFYING SHORTIE A GOOD LOOKING GIRL WIFEY MAIN GIRLFRIEND DADDY MAIN BOYFRIEND GRUB FOOD GEAR CLOTHES KICKS, BUNNIES SNEAKERS AIR FORCE ONES, G-NIKES GANGSTER NIKE SNEAKERS AIR JORDAN 18 SNEAKERS WORN BY MICHAEL JORDAN SOLDIERS REBOK CLASSICS IN SNEAKERS CRIB HOME THE HOOD THE (HOUSING) PROJECT COP BUY or GET WEAK A SUCKER 5-0; PO-PO COPS, POLICE, AUTHORITY BLITZED ALL PARTIED OUT, STONED SCRED SCARED BAGGED ARRESTED BOB; GAT; HEAT GUN BODIED KILLED CELLY CELL PHONE O.G. ORIGINAL GANGSTER [LEADER]

41 VOCABULARY: [BE] LEXICON WITH [SE] MEANINGS [BE] [SE]

VOCABULARY: [BE] LEXICON WITH [SE] MEANINGS [BE] [SE]

THE CAN JAIL SMOKE WEED (MARIJUANA) BLUNT GETTING HIGH JACK PHONE CHILL OUT TO STOP ACTION OR HANG OUT HOMES; HOME A PERSON FROM THE SAME TOWN DOG; GOD FRIEND HOMEBOY, HOMIE A GOOD FRIEND HOMESLICE BEST FRIEND SPORTIN TO WEAR A NEW STYLE; SHOW OFF FRONT or FRONTIN TURNING ON A FRIEND; BACKSTABBING BOOK; SCRILLA; CAKE MONEY BOUNCE LEAVE [LETS BOUNCE] WE OUT-TEE WE ARE LEAVING JETTIN; DIPPIN LEAVING QUICKLY SCRUB A BUM; NOT GOOD IN SPORTS OR ANYTHING STEP OFF BACK OFF; BEAT IT; LAY OFF; CROKE YO A CALL TO SOMEBODY FRESH NEW AIGHT or I-GHT OK, ALL RIGHT SICK GOOD LOOKING SNEAKERS TYPE VERY [IM TYPE HUNGRY!]

42 WORDS ARE WORDS

WORDS ARE WORDS

IF THE BLACK ENGLISH SPEAKER LACKS A STANDARD ENGLISH WORD, HE HAS A REPERTOIRE OF SLANG WORDS IN HIS VOCABULARY AVAILABLE FOR USE. IN THE AVOIDANCE OF PENDING CONFLICTS, ARGUMENTS, OR FIGHTS, TEACHERS SHOULD TUNE IN TO ADDITIONAL EXPRESSIONS LIKE: [BE] [SE] WHY YOU ALWAYS GRILLIN ME? WHY ARE YOU STARING AT ME? WHY YOU TRIPPIN WHY ARE YOU GETTING UPSET? WHY YOU ALWAYS IN MY GRILL? WHY ARE YOU IN MY BUSINESS? NONE OF YO BEESWACK? NONE OF YOUR BUSINESS SEE ME FIVE TAKE IT OUTSIDE; LATER ON WERE GOING TO FIGHT AFTER SCHOOL. AIGHT, IM DOWN. ALL RIGHT, ILL BE THERE. TALK TO THE HAND [A WOMAN WAVES HER HAND IN THE FACE OF ANOTHER WOMAN] I DONT WANT TO HEAR IT! IM NOT LISTENING. SHUT UP FO I SPAZ ON YOU! SHUT UP BEFORE I BEAT YOU UP!

43 [PS] PERSONAL STORY: A WORD A DAY KEEPS IGNORANCE AWAY

[PS] PERSONAL STORY: A WORD A DAY KEEPS IGNORANCE AWAY

TO EXPAND STUDENTS VOCABULARY IN STANDARD ENGLISH, HAVE THEM CREATE A BOOK OF NEW WORDS. HERES HOW IT WORKS: UPON ENTERING THE ROOM, THE STUDENT FINDS A NEW WORD ON THE CHALKBOARD, A DEFINITION OF THE WORD, AND ITS USE IN A SENTENCE. e.g.: Eloquent (adj): marked by forceful and fluent expression; vivid and moving persuasiveness. THAT WAS AN ELOQUENT SPEECH. THE STUDENT COPIES THE NEW WORD UNDER THE CORRESPONDING ALPHABET FILE PAGE IN HIS/HER PERSONAL BOOK OF NEW WORDS. THE TEACHER AND STUDENTS READ THE CORRECT PRONUNCIATION OF THE NEW WORD THREE TIMES. STUDENTS ARE ASKED TO CREATE NEW SENTENCES AND TO SPEAK TO 20 PERSONS DURING THE DAY USING THE WORD ELOQUENT. ADDITIONAL RETENTION STRATEGIES CAN BE FOUND IN Phyllis Nobiles AGGRESSIVE LEARNING.

44 INTONATION VARIATIONS

INTONATION VARIATIONS

BLACK ENGLISH HAS ITS ROOTS IN ANCESTRAL TONAL-RHYTHMIC LANGUAGES THAT CAME FROM AFRICA. IT IS NOT JUST THE WHAT [THE CONTENT THAT IS CONTAINED IN THE SPOKEN MESSAGE] BUT HOW THAT MESSAGE IS DELIVERED. THIS INVOLVES THE USE OF A WIDE RESERVOIR OF TONES AND INFLECTIONS IN THE VOICE, RANGING FROM A HIGH FALSETTO TO A LOW BASS, INCLUDING TONES IN BETWEEN. BLACK SPEECH IS A DEPARTURE FROM A MAINSTREAM MONOTONE.

45 INTONATION AND FEELINGS

INTONATION AND FEELINGS

VOICE QUALITY IS AFFECTED BY THE PSYCHOLOGICAL OR EMOTIONAL STATE OF THE SPEAKER. IF THE TOPIC IS EXCITING OR JOYFUL, THE VOICE MAY RISE TO A FALSETTO LEVEL. WHEN IT IS TIME TO BE CALM, COOL AND COLLECTED, THE VOICE DESCENDS INTO A BASS LEVEL. OFTEN, ONE CAN HEAR BLACK SPEECH IN A SLUR OF INDEFINITE PITCH AS FOUND ON THE SOUNDTRACK OF THE TV DANCE SHOW, SOUL TRAIN, AS THE VOICE MOVES FROM A HIGH FALSETTO TO A LOW BASS IN ONE CONTINUOUS NOTE OR SOUND. WHEN READING A STORY TO AFRICAN AMERICAN CHILDREN, TEACHERS SHOULD MAXIMIZE THE RANGE OF TONAL INFLECTIONS IN THE VOICE, GIVING EACH CHARACTER A DIFFERENT VOICE LEVEL OR QUALITY [AS IN THE STORY OF THE THREE BEARS].

46 CONSIDER THE FOLLOWING SCENARIO:

CONSIDER THE FOLLOWING SCENARIO:

AT A SOCIAL GATHERING, THREE YOUNG AFRICAN AMERICAN WOMEN ARE TALKING ABOUT THE MEN IN THE ROOM. THINK/PAIR/SHARE ACTIVITY: HAVE SOMEONE READ THE DIALOGUE. PAIR UP WITH SOMEONE TO DISCUSS THE MEANINGS SHARE THOUGHTS WITH EVERYONE IN THE ROOM

47 DIALOGUE3 YOUNG WOMEN:

DIALOGUE3 YOUNG WOMEN:

--SUP GIRL? --SAP NIN? --DIS PARTY BE KRUNK. --CHECK OUT HOMES! --YO, BLING BLING? --ICED OUT FOR DAYS! --GIMMIE THE 411. HE THUGGIN? --NAW, HE COOL! --YEAH, HE PACKIN --WORD! STEPPIN CRIP, DEF!

--AN HE HEAVY IN CLASS --OFF THE DAMN CHAIN (laughter) --WHO DAT BRUTHA? (looking at another man) --A SCRUB; HE NUTTIN --WORD? --HE BE DOIN WET. --THAS WACK! --AN HE ALL-UH-TIME BE BLOWIN YO SPOT. --I HEAR THAT. --WORD!

48 TRANSLATION: 3 YOUNG WOMEN [BE] [SE]

TRANSLATION: 3 YOUNG WOMEN [BE] [SE]

--WHATS UP GIRLFRIEND? --WHATS HAPPENING? --THIS PARTY IS EXCITING, UP! HOT! --LOOK, A LOCAL GUY --HEY, YOU MEAN THE GUY WEARING SHINING JEWELRY --HE WEARS A LOT OF DIAMOND JEWELRY --TELL ME ABOUT HIM. IS HE A THUG? --NO, HE LOOKS TOGETHER --YES, HE IS WELL-ENDOWED --GOOD! HE SURE CAN DANCE THE CRIP. --AND HES SMART IN SCHOOL --AMAZING! BREATHTAKING! --WHOS THAT GUY? --A BUM; HES A GOOD-FOR-NOTHING --WHY? --HE SMOKES MARAJUANA LACED WITH PCP (ANGEL DUST) AND EMBALMING FLUID --THATS NOT GOOD; THATS OUT OF IT --AND HES ALWAYS REVEALING YOUR PERSONAL BUSINESS IN PUBLIC. HE CANT KEEP A SECRET. --OH, YES --REALLY! FORGET ABOUT HIM!

--SUP GIRL? --SAP NIN? --DIS PARTY BE KRUNK. --CHECK OUT HOMES! --YO, BLING BLING? --ICED OUT FOR DAYS! --GIMMIE THE 411. HE THUGGIN? --NAW, HE COOL! --YEAH, HE PACKIN --WORD! STEPPIN CRIP, DEF! --AN HE HEAVY IN CLASS --OFF THE DAMN CHAIN! (laughter) --WHO DAT BRUTHA? (looking at another man) --A SCRUB; HE NUTTIN --WORD? --HE BE DOIN WET. --THAS WACK! --AN HE ALL-UH-TIME BE BLOWIN YO SPOT. --I HEAR THAT. --WORD!

49 GRAMMAR AND OTHER FEATURES

GRAMMAR AND OTHER FEATURES

THE TEACHER ASKS: DID YOU DO YOUR HOMEWORK? [BE] CHILD REPLIES: TEACHER, I BEEN DONE DID DAT! MANY TEACHERS CRINGE UPON HEARING THE ABOVE AND SIMILAR BLACK ENGLISH EXPRESSIONS. THEY SHUDDER IN A BELIEF THAT THE CHILD USES SLOPPY OR POOR ENGLISH. EVEN WORSE ARE TEACHERS WHO REFER TO THE CHILD AS COMING TO SCHOOL WITHOUT LANGUAGE.

50 GRAMMAR AND OTHER FEATURES

GRAMMAR AND OTHER FEATURES

NOTHING COULD BE FARTHER FROM THE TRUTH! IN EVERY COUNTRY IN THE WORLD, CHILDREN GROW UP SPEAKING THE LANGUAGE OF THE SURROUNDING COMMUNITY WITH ITS NUANCES OF DIALECT, STRUCTURE, AND VOCABULARY. THE BLACK ENGLISH SPEAKING CHILD IS FOLLOWING THE RULES OF THE BLACK ENGLISH SPEAKING COMMUNITY.

51 VERB CONJUGATION:

VERB CONJUGATION:

[BE] RULE: A REVERSAL: THE PAST TENSE IS INTERCHANGED WITH THE PAST PARTICIPLE e.g.: PRESENT PAST PAST PARTICIPLE [SE] DO DID HAVE DONE [BE] DO DONE DONE DID [DONE=HAVE]

52 VERB CONJUGATION:

VERB CONJUGATION:

[SE] [BE] TAKE, TOOK, HAVE TAKEN TAKE, TAKEN, DONE TOOK SING, SANG, HAVE SUNG SING, SUNG, DONE SANG WRITE, WROTE, WRITE, WRITTEN, HAVE WRITTEN DONE WROTE [BE] RULE:"DONE" IS SUBSTITUTED FOR "HAVE" [SE] [BE] "I HAVE DONE" becomes "I DONE DID" "I HAVE TAKEN" becomes "I DONE TOOK" "I DONE GOT OVER IT" (SONG LYRIC) [BE] RULE: BEEN DONE IS USED FOR THE FAR DISTANT PAST, [PAST COMPLETIVE], IT HAPPENED A LONG, LONG TIME AGO. THUS:"I BEEN DONE DID DAT!" [DAT= THAT]

53 SYNTAX [WORD ORDER]

SYNTAX [WORD ORDER]

TO BE OR NOT TO BE According to E. Dandy (1991,p.69), The verb to be has forms: AM, IS, ARE, WAS, WERE, WILL BE, BEEN that vary according to tense and number. DANDY STATES THAT: Black communicators omit be to show temporary condition: SHE TIRED. They use be to show repeated action: SHE (ALWAYS) BE TIRED

54 THE USE OF BE

THE USE OF BE

BE INCLUSION HE BE THERE! HE BE ALL UP IN YO FACE MEANS: HE WAS THERE OR HE USUALLY IS THERE BE IS OMITTED HE THERE MEANS: HE IS THERE NOW. AGAIN, TIME IS AN IMPORTANT VARIABLE. IN TALKING ABOUT THE FUTURE, BE MAY BE: OMITTED: HE RUN TOMORROW OR INCLUDED: HE BE RUNNING TOMORROW

55 PRONOUN POWER

PRONOUN POWER

THERE IS ANOTHER FEATURE ID LIKE TO CALL PRONOUN EMPOWERMENT, WHERE THERE IS A FUSION BETWEEN THE SUBJECT PRONOUN AND THE VERB. IN SPOKEN BLACK ENGLISH, BE AND DO ARE OFTEN OMITTED BECAUSE THE LOCUS OF IMPORTANCE IS UPON THE PERSON IN THE FORM OF THE PRONOUN:

56 EXAMPLES OF PRONOUN EMPOWERMENT

EXAMPLES OF PRONOUN EMPOWERMENT

YOU A STORY (YOURE A LIAR) [THE ARE IS NOT NEEDED BECAUSE ALL ATTENTION IS IN THE PRONOUN YOU.] WE NOT TREATED RIGHT. [BEFORE NEGATIVES] HOW HE KNOW? [THE VERB DO IS IN THE HE] HE THE ONE! [BEFORE NOUN PHRASES] WE IN IT. [BEFORE PREPOSITIONAL PHRASES]

57 OTHER FEATURES OF BLACK ENGLISH

OTHER FEATURES OF BLACK ENGLISH

COMPRESSED PHONETICS [CONTINUOUS SOUND IN ONE WORD]: WASWRONWITCHOO? [WHAT IS WRONG WITH YOU?] ADDED PREPOSITION FOR BALANCE: HE UPPED AND DIED. SHE DONE DRANK UP ALL THE WINE. WHO YOU WAITIN ON? [INSTEAD OF FOR] ADDED DOUBLE PREPOSITION: IM GONNA MAKE IT ON TO THE CRIB.

58 DOUBLE NEGATIVES = STRONG POSITIVES HE AINT GON LAY NUTHIN ON

DOUBLE NEGATIVES = STRONG POSITIVES HE AINT GON LAY NUTHIN ON

NOBODY NO MORE! [HOW YOU SAY SOMETHING IS MORE IMPORTANT THAN USING ANYTHING OR ANYBODY OR ANYMORE.] THE AFOREMENTIONED CHARACTERISTICS AND FEATURES OF BLACK AMERICAN ENGLISH ARE BUT A FEW EXAMPLES OF A LANGUAGE SYSTEM THAT IS SYSTEMATIC AND FUNCTIONAL.

SOMETIMES YOU HAVE TO SPEAK TWO LANGUAGES JUST TO SURVIVE IN AMERICA, AND YOU KNOW HOW THAT ARE. --Julian CannonballAdderley, Jazzman

59 CONCLUSION

CONCLUSION

ANY PERSON WHO SPEAKS ENGLISH IN AMERICA SPEAKS A DIALECT [ACCENT] OF ENGLISH. [e.g., BOSTON TO MISSISSIPPI, BROOKLYN TO NEW ORLEANS, CALIFORNIA TO ALABAMA, OREGON TO NORTH CAROLINA.ETC.] E PLURIBUS UNUM (ONE COMPOSED OF MANY): EACH DIALECT IS IMPORTANT AND ADDS TO THE CULTURAL ENRICHMENT OF AMERICA. WE CAN TEACH ALL CHILDREN STANDARD ENGLISH AS WELL AS ALLOW FOR CULTURAL LINGUISTIC DIFFERENCES. THE FUNDAMENTAL QUESTION HERE IS: HOW DOES KNOWLEDGE AND UNDERSTANDING OF LANGUAGE DIFFERENCES ENABLE A TEACHER TO HELP STUDENTS SUCCEED IN SCHOOL?

60 NO MATTER WHAT THE LANGUAGE:

NO MATTER WHAT THE LANGUAGE:

WHAT CHILDREN CAN THINK ABOUT THEY TALK ABOUT. WHAT THEY TALK ABOUT THEY CAN WRITE. WHAT THEY CAN WRITE, THEY CAN READ. WHAT THEY CAN READ, OTHERS CAN ALSO READ. --(Allen, 1976)

61 LANGUAGE IS POWER

LANGUAGE IS POWER

CULTURALLY SENSITIVE TEACHERS CAN TEACH BLACK ENGLISH SPEAKERS TO USE STANDARD ENGLISH, THE LANGUAGE OF SUCCESS IN MAINSTREAM AMERICA. THIS PRESENTATION IS ONLY THE TIP OF THE ICEBERG, A FRESH BEGINNING, A RENEWED LOOK AT BLACK ENGLISH. THERE IS MUCH MORE.

62 HOW THEN TO PROCEED

HOW THEN TO PROCEED

SOME TEACHING TECHNIQUES: BE NOT AFRAID TO CORRECT--IN A CARING WAYCHILDREN WHO SPEAK OR WRITE IN NONSTANDARD ENGLISH. START WITH THE CHILDS HOME LANGUAGE. NEVER BELITTLE OR MAKE FUN OF A CHILDS HOME LANGUAGE (MOTHER TONGUE). HELP CHILDREN UNDERSTAND THE PURPOSE FOR LEARNING STANDARD ENGLISH. BE FRANK! LET STUDENTS KNOW THAT IN MOST OF THE JOB MARKETS IN AMERICA, THE USE OF STANDARD ENGLISH IS A REQUIREMENT.

63 SOME TEACHING TECHNIQUES

SOME TEACHING TECHNIQUES

EXPLAIN THAT STANDARD ENGLISH IS ANOTHER WAY OF SPEAKING. IT SHOULD NOT REPLACE, ELIMINATE OR EXTINGUISH THE CHILDS HOME LANGUAGE. A BLACK ENGLISH SPEAKING CHILD ONCE TOLD A TEACHER: BUT MY MOMMA SAY IT THAT WAY. THE TEACHER REPLIED: YES, YOURE RIGHT, YOUR MOTHERS WAY IS ONE WAY OF SAYING THIS. NOW, IM GOING TO SHOW YOU ANOTHER WAY TO SAY THE SAME THING IN STANDARD ENGLISH. FOR YOUNG CHILDREN, ALLOW THEM TO COPY PORTIONS OF BOOKS-OF-THEIR-CHOICE WRITTEN IN STANDARD ENGLISH. ALSO, EXPOSE CHILDREN TO BOOKS WRITTEN BY AND ABOUT AFRICAN AMERICANS THAT MAY CONTAIN BLACK ENGLISH.

64 SOME TEACHING TECHNIQUES

SOME TEACHING TECHNIQUES

USE TAPE RECORDERS: ENCOURAGE CHILDREN TO READ STANDARD ENGLISH LITERATURE WHILE RECORDING THEIR VOICES. WHENEVER POSSIBLE, DO THE SAME THING WITH A VIDEOCAMERA. USE TECHNOLOGY: WIRELESS COMPUTERS, WORD GAMES, PROGRAMS THAT REINFORCE LANGUAGE. INSIST THAT CHILDREN USE COMPLETE SENTENCES AT ALL TIMES: WHEN ASKING A QUESTION, WHEN ANSWERING A QUESTION, AND WHEN CONVERSING IN SMALL GROUPS. EMPHASIZE THE USE OF STANDARD ENGLISH THROUGH READERS THEATER WITHIN THE CLASSROOM IN A RELAXED, NON-THREATENING ATMOSPHERE.

65 SOME TEACHING TECHNIQUES

SOME TEACHING TECHNIQUES

INCREASE THE RETENTION OF STANDARD ENGLISH VOCABULARY USING AGGRESSIVE LEARNING TECHNIQUES: (SEE RECOMMENDED READING LIST) DAP THE WORD (DEFINE, ASSOCIATE, DRAW A PICTURE SHOWING THAT YOU UNDERSTAND THE MEANING OF THE WORD). CONTINUE TO TEACH STANDARD ENGLISH RULES OF GRAMMAR AND PRONUNCIATION. REINFORCE LANGUAGE ACQUISITION WITH CHORAL READING, CALL AND RESPONSE ACTIVITIES, PARTNER READING, MOVEMENT AND MUSIC, SONG LYRICS, HUMOR (JOKE BOOKS, RIDDLES), APPROPRIATE MAGAZINES AND COMIC BOOKS REFLECTING THEIR INTERESTS. USE DRAMA: PUT EM ON THE STAGE! PRESENT SCHOOL PLAYS WHERE CHILDREN READ OR MEMORIZE STANDARD ENGLISH DIALOGUE. PARENTS LOVE IT! EXCITE, WRITE AND RECITE: USE POETRY AND THE SPOKEN WORD. ENCOURAGE STUDENTS TO WRITE AND RECITE (PERFORM) ORIGINAL POEMS.

66 AFFECTIVE DOMAIN: FEELINGS ARE IMPORTANT

AFFECTIVE DOMAIN: FEELINGS ARE IMPORTANT

REMEMBER TO CONSIDER THE FEELINGS OF THE CHILD. IMAGINE THIS: SUPPOSE YOU WERE ASKED TO SPEAK AND WRITE EXCLUSIVELY IN BLACK ENGLISH. HOW WOULD YOU FEEL?

67 SUGGESTED READINGS

SUGGESTED READINGS

SINCE THE LEGAL OUTCRIES IN ANN ARBOR, MICHIGAN, IN THE EARLY 1970s, AND AGAIN IN OAKLAND, CALIFORNIA, IN THE MID-1990s, MUCH HAS BEEN WRITTEN ABOUT BLACK ENGLISH AND EBONICS. TO BETTER UNDERSTAND HOW TO MEET THE CHALLENGES OF TEACHING STANDARD ENGLISH, THE FOLLOWING LIST OF READINGS IS RECOMMENDED. A COMPREHENSIVE BIBLIOGRAPHY IS INCLUDED.

68 RECOMMENDED READINGS

RECOMMENDED READINGS

Dandy, Evelyn B. (1991). Black Communications: Breaking Down the Barriers. Chicago: African American Images. Dillard, J. L. (1973). Black English: Its History and Usage in the United States. New York: Vintage Books. Labov, William (1995). Can reading failure be reversed: a linguistic approach to the question. In V. L. Gadsden & D. A. Wagner (Eds.), Literacy Among African-American Youth (pp. 39-68). Cresskill, NJ: Hampton Press. Major, Clarence (1971). Black Slang: A Dictionary of Afro- American Talk. London: Routledge & Kegan Paul, Ltd. Major, Clarence (1994). From Juba to Jive: A Dictionary of African-American Slang. New York: Penguin Books. Martinez, Maurice M. (2000). The Use of Call and Response Pedagogy to Reinforce Mathematics Concepts and Skills Taught to African American Kindergartners. In Changing the Face of Mathematics. Reston, Virginia: National Council of Teachers of Mathematics. McKissack, Patricia C. (1986). Flossie and The Fox. New York: Dial Books for Young Readers.

69 RECOMMENDED READINGS

RECOMMENDED READINGS

Nobile, Phyllis E. (2000). Aggressive Learning. Pelham, NY:The Reading Company, P.O. Box 11, Pelham, N.Y. 10803, 1-888-889-READ. Payne, Ruby K. (2001). A Framework for Understanding Poverty. aha! Process, Inc., P.O. Box 727, Highlands, TX 77562-0727. Smitherman, Geneva (2000). Talkin That Talk: Language, Culture and Education in African America. London and New York: Routledge. Wolfram, Walt (1997). The Myth of the Verbally Deprived Black Child, in Bauer L. and Trudgill. P. (eds) Language Myths. Wolfram, Walt (1998, June). Language Ideology and Dialect: Understanding the Oakland Ebonics Controversy, Journal of English Linguistics, 26(2). Wolfram, Walt, Adger, Carolyn, & Christian, Donna (1999). Dialects in Schools and Communities. Mahwah, J: Lawrence Erlbaum Associates, Publishers.

70 BIBLIOGRAPHY

BIBLIOGRAPHY

Abrahams, Roger D. (1964). Deep Down in the Jungle. Chicago: Aldine Publishing Co. Abrahams, Roger D. (1970). Positively Black. Englewood Cliffs, N.J.: Prentice-Hall, Inc. Allen, R.V. (1976). Language Experiences in Communication. Boston: Houghton-Mifflin. Baratz, Joan C., and Roger W. Shuy (eds.) (1969). Teaching Black Children To Read. Washington, D.C.: Center for Applied Linguistics. Bentley, Robert H. & Crawford, Samuel D. (eds.) (1973). Black Language Reader. Glenview, Illinois: Scott, Foresman and Company. Kochman, T. (ed.) (1972). Rappin and Stylin Out:Communication in Urban Black America. Urbana: University of Illinois Press. Johnson, Kenneth R. (1966). Improving Language Skills of Culturally Disadvantaged Pupils. Teaching Culturallly Disadvantaged Pupils. Chicago. Johnson, Kenneth R. (1970). The Vocabulary of Race. In Language and Expressive Behavior in the Black Inner City, edited by Kochman. Champaign, Illinois.

71 BIBLIOGRAPHY (CONT

BIBLIOGRAPHY (CONT

Johnson, Kenneth R. (1970). The Language of Black Children: Instructional Implications. In Racial Crisis in American Education. by Green. Chicago. Johnson, Kenneth R. (1970). A Strategy for Teaching Standard English to Disadvantaged Black Children Who Speak a Nonstandard Dialect. In Teaching Language Arts to Culturally Different Children, edited by Joyce. Johnson, Kenneth R. (1971). Black English, lecture, Ann Arbor, Michigan. Labov, William (1970). The Logic of Non-Standard English, Urbana: National Council of Teachers. Labov, William (1982). Objectivity and Commitment in Linguistic Science: The Case of the Black English Trial in Ann Arbor, Language in Society, 11, pp. 165-201. Rose, T. (1994). Black Noise: Rap Music and Black Culture in Contemporary America. Hanover, NH: Wesleyan University Press.

72 BIBLIOGRAPHY (CONT

BIBLIOGRAPHY (CONT

Websites: http://privateww.essex.ac.uk/~patrickp/aavesem/Biblio.html Patrick, Peter L. (2003). A Bibliography of works on African American English (27 pages). TO GET A COPY OF THIS POWERPOINT: http://people.uncw.edu/martinezm [See: Black American English]

73 SPECIAL THANKS TO:

SPECIAL THANKS TO:

ROJ SMOOVE CHARLES HONEYBOY OTIS BLAZE, MICHAEL AND AMELIA, JAVIER, BEVRON, BEVERLY AND MILES TORIN J. MARTINEZ THE NEW YORK CREW BEN You know what Im sayin THOMPSON Dr. PERCY HEATH And my wife, MARJORIE FOR THEIR INSIGHTFUL COMMENTS. ANGELA EDWARDS FOR HER TECHNOLOGICAL EXPERTISE DEAN CATHY L. BARLOW FOR HER GRANT SUPPORT, PROVIDED BY U.S. DEPARTMENT OF EDUCATION FUNDS, WATSON SCHOOL OF EDUCATION, UNCW #P342AO10114

74 MUSIC SOUNDTRACK

MUSIC SOUNDTRACK

MUSICAL SELECTIONS: INTRODUCTION MOSQUITO HAWK STOMP ENDING FRENCH FRY SANDWICH CD: MARTY MOST, JAZZ POET, presents: DRUMSCUSSION AVAILABLE AT: AMAZON.COM

75 NO CHILD LEFT BEHIND

NO CHILD LEFT BEHIND

BLACK AMERICAN ENGLISH
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