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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.
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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)
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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)
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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.”
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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
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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.
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TOOLS FOR UNDERSTANDING
SOCIOLINGUISTS [ABRAHAMS, DILLARD, BARATZ AND SHUY,
LABOV, JOHNSON, WOLFRAM, DANDY, SMITHERMAN, ETC.] HAVE PROVIDED US
WITH TOOLS TO BETTER UNDERSTAND—RATHER THAN CONDEMN—BLACK SPEECH.
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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.
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TOOLS FOR UNDERSTANDING
TEACHERS WHO ARE AWARE OF THESE
DIFFERENCES ARE BETTER PREPARED TO TEACH STANDARD ENGLISH TO
AFRICAN AMERICAN CHILDREN.
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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
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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.
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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.
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STAGES OF CONTACT BETWEEN TWO LANGUAGES:
ORIGINAL
PIDGIN
CREOLE
DECREOLIZATION
DOMINANT
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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]
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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
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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?”
“I’M 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]
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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:
INTIMATE—A SERIES OF (UNSPELLABLE) NASAL SOUNDS, USUALLY ACCOMPANIED BY SHOULDER SHRUGS, UNDERSTOOD ONLY BY IN-GROUP MEMBERS
CASUAL—“I DUNNO”
SEMI-FORMAL—“I DON’T KNOW”
FORMAL—“I DO NOT KNOW”
“BOOGY” STILTED -“INDEED, I KNOW NOT”
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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
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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.
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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:
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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)
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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)
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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
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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].
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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.
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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.”
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[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”
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CONSONANT REDUCTION
(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 = HAH’UM [DAS DA WAY IT HAH’UM]
HEART = HAR also HARD = HAR [“DA’S 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.
T
P
K
G
D
B
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FEATURES OF BLACK ENGLISH
[“TEACHER, HOW MANY TESSES WE
GON’ HAVE?”] THE TEACHER MAY RESPOND: [“DON’T SAY TESSES,
SAY TESTS!”]. THE [BE] SPEAKER MOST OFTEN CAN’T 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
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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 (or“mooma”in 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.)”
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[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=MA’SEF
R-lessness (The letter “R” is omitted)
e.g. CAROL=CAL; HAROLD=HAL
DOOR = DOE; FLOOR = FLO’; MORE = MO’
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A SAMPLE OF SOME OTHER PRONUNCIATION FEATURES
[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 CHIL’RUN
OFTEN CAME USE-TA COME
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A SAMPLE OF SOME OTHER PRONUNCIATION FEATURES
[SE] [BE]
ABOUT ‘BOUT
BEFORE ‘FO
BIRTH CERTIFICATE BURF
SUSTIFICUT
FIFTY FITTY
DOESN’T HAVE ANY AIN’T GOT NO
OIL WELL ALL WHEEL
CORNER CORNAH or CORNDA
SINCE CENTS
SURE SHO’
or SHORE
TIN TEN
FISH FEESH
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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.
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[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...]
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[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.
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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
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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”
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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]
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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 [“LET’S 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
A’IGHT or I-GHT OK, ALL RIGHT
SICK GOOD LOOKING SNEAKERS
TYPE VERY [“I’M TYPE HUNGRY!”]
VOCABULARY: [BE] LEXICON WITH [SE] MEANINGS
[BE] [SE]
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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 WE’RE GOING TO FIGHT AFTER SCHOOL.
A’IGHT, I’M DOWN. ALL RIGHT, I’LL BE THERE.
TALK TO THE HAND [A WOMAN WAVES HER HAND IN THE FACE OF ANOTHER WOMAN] I DON’T WANT TO HEAR IT! I’M NOT LISTENING.
SHUT UP ‘FO I SPAZ ON YOU! SHUT UP BEFORE I BEAT YOU UP!
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[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”. HERE’S 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 Nobile’s “AGGRESSIVE LEARNING.”
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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.
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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].
Слайд 46
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
Слайд 47
DIALOGUE—3 YOUNG WOMEN:
--S’UP 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.
--THA’S WACK!
--AN’ HE ALL-UH-TIME BE BLOWIN’ YO’ SPOT.
--I HEAR THAT.
--WORD!
Слайд 48
TRANSLATION: 3 YOUNG WOMEN
[BE] [SE]
--S’UP GIRL?
--’SAP ‘NIN?
--DIS PARTY
![TRANSLATION: 3 YOUNG WOMEN [BE] [SE]--S’UP GIRL?--’SAP ‘NIN?--DIS PARTY BE KRUNK.--CHECK OUT](/img/tmb/15/1417705/2fed3396bf976860f680d6646a71f253-720x.jpg "Black american english")
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.
--THA’S WACK!
--AN’ HE ALL-UH-TIME BE BLOWIN’
YO’ SPOT.
--I HEAR THAT.
--WORD!
--WHAT’S UP GIRLFRIEND?
--WHAT’S 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 HE’S SMART IN SCHOOL
--AMAZING! BREATHTAKING!
--WHO’S THAT GUY?
--A BUM; HE’S A GOOD-FOR-NOTHING
--WHY?
--HE SMOKES MARAJUANA LACED WITH PCP (ANGEL DUST) AND EMBALMING FLUID
--THAT’S NOT GOOD; THAT’S OUT OF IT
--AND HE’S ALWAYS REVEALING YOUR PERSONAL BUSINESS IN PUBLIC. HE CAN’T KEEP A SECRET.
--OH, YES
--REALLY! FORGET ABOUT HIM!
Слайд 49
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.
Слайд 50
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.
Слайд 51
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]
Слайд 52
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]
Слайд 53
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
Слайд 54
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
Слайд 55
PRONOUN POWER
THERE IS ANOTHER FEATURE I’D 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:
Слайд 56
EXAMPLES OF PRONOUN EMPOWERMENT
YOU A STORY (YOU’RE 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]
Слайд 57
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:
I’M GONNA MAKE IT ON TO THE CRIB.
Слайд 58
“SOMETIMES YOU HAVE TO SPEAK TWO LANGUAGES JUST
TO SURVIVE IN AMERICA, AND YOU KNOW HOW THAT
ARE.”
--Julian “Cannonball”Adderley, Jazzman
DOUBLE NEGATIVES = STRONG POSITIVES
HE AIN’T 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.
Слайд 59
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?
Слайд 60
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)
Слайд 61
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.
Слайд 62
HOW THEN TO PROCEED?
SOME TEACHING TECHNIQUES:
BE NOT AFRAID
TO CORRECT--IN A CARING WAY—CHILDREN WHO SPEAK OR WRITE
IN NONSTANDARD ENGLISH.
START WITH THE CHILD’S HOME LANGUAGE.
NEVER BELITTLE OR MAKE FUN OF A CHILD’S 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.
Слайд 63
SOME TEACHING TECHNIQUES
EXPLAIN THAT STANDARD ENGLISH IS “ANOTHER
WAY” OF SPEAKING. IT SHOULD NOT “REPLACE”, “ELIMINATE” OR
“EXTINGUISH” THE CHILD’S HOME LANGUAGE.
A BLACK ENGLISH SPEAKING CHILD ONCE TOLD A TEACHER: “BUT MY MOMMA SAY IT THAT WAY.” THE TEACHER REPLIED: “YES, YOU’RE RIGHT, YOUR MOTHER’S WAY IS ONE WAY OF SAYING THIS. NOW, I’M 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.
Слайд 64
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.
Слайд 65
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.
Слайд 66
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?
Слайд 67
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.
Слайд 68
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.
Слайд 69
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.
Слайд 70
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.
Слайд 71
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.
Слайд 72
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]
BIBLIOGRAPHY (CONT.)
Слайд 73
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 I’m 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
Слайд 74
MUSIC SOUNDTRACK
MUSICAL SELECTIONS:
INTRODUCTION
“MOSQUITO HAWK STOMP”
ENDING
“FRENCH FRY SANDWICH”
CD: MARTY
MOST, JAZZ POET, presents:
DRUMSCUSSION
AVAILABLE AT: AMAZON.COM
![THERE ARE TWO SETS OF NORMS IN [SE]: INFORMAL STANDARD [USUALLY](/img/tmb/15/1417705/14d81a14e87c6e22bd7335c23b999ad0-720x.jpg "Black american english")
![WHERE DOES [BE] COME FROM?BLACK ENGLISH IS A FUNCTIONAL FORM OF COMMUNICATION](/img/tmb/15/1417705/288681e197843bb0a04a2398e340a045-720x.jpg "Black american english")
![ORIGINAL INDIGENOUS LANGUAGE OF PRIMAL [“FIRST” NOT PRIMITIVE] PEOPLE WHO](/img/tmb/15/1417705/d4409610cdf144d31b3951f16b3d2545-720x.jpg "Black american english")
![IN THE SECTIONS THAT FOLLOW ARE EXAMPLES OF FEATURES OF [BE]. I](/img/tmb/15/1417705/552278cce5f5a1e56c0aa2029dd68f4d-720x.jpg "Black american english")
![Some examples of the TH sound in [SE] and [BE]: VOICELESS/INITIAL POSITION: [SE]](/img/tmb/15/1417705/75eea4996adb75c364546758c2282f2f-720x.jpg "Black american english")
![THE “TH” SOUNDVOICELESS/MEDIAL: [SE] = Bathroom, birthday [BE] = Bafroom, burfday THERE IS AN “F”](/img/tmb/15/1417705/7d5021427d7726314d90a129ac5378b6-720x.jpg "Black american english")
![THE “TH” SOUNDVOICELESS/TERMINAL: [SE] = With, mouth, path, both, South [BE]= Wif, mouf,](/img/tmb/15/1417705/c03598e44a95ddc8fe440b339df9f876-720x.jpg "Black american english")
![PS: [PERSONAL STORY]I TAUGHT MATH FOR 8 YEARS IN ALL BLACK PUBLIC](/img/tmb/15/1417705/45c62bbd0ec05d5bbf5866cb868bb561-720x.jpg "Black american english")
![[BE] RULEPLURAL ENDINGS: If in the context of the sentence one finds](/img/tmb/15/1417705/1435bc22f9fe58f91a8cf3f2455d86e8-720x.jpg "Black american english")
![FEATURES OF BLACK ENGLISH[“TEACHER, HOW MANY TESSES WE GON’ HAVE?”] THE TEACHER](/img/tmb/15/1417705/13b5932610964f2993772e17ca18da9e-720x.jpg "Black american english")
![LET US COMPARE ANOTHER FORM OF [BE] FROM CARIBBEAN CREOLE IN JAMAICA](/img/tmb/15/1417705/1299e2bd24a99e1b0cc112017488c2b6-720x.jpg "Black american english")
![[PS] PERSONAL STORYI TAUGHT THE STANDARD ENGLISH PRONUNCIATION OF “ASK” AS FOLLOWS:](/img/tmb/15/1417705/63d45170ff51e75e320910801f13e1c5-720x.jpg "Black american english")
![A SAMPLE OF SOME OTHER PRONUNCIATION FEATURES [SE] [BE]OUT HERE OUT CHERELIBRARY LIBERRYSUPPOSED ‘POSEDSINK ZINKFRIEND FRIEN’PIN PENWANT TO WANNAGOT TO](/img/tmb/15/1417705/b3419edd4551d333a8d79ff5de402c5b-720x.jpg "Black american english")
![A SAMPLE OF SOME OTHER PRONUNCIATION FEATURES [SE] [BE]ABOUT ‘BOUTBEFORE ‘FOBIRTH CERTIFICATE BURF SUSTIFICUTFIFTY FITTYDOESN’T HAVE ANY AIN’T](/img/tmb/15/1417705/1f42d27d27eac7c6b69a22b509e3eeb4-720x.jpg "Black american english")
![[BE] RULEINVERSION = When the Standard English word takes on the opposite](/img/tmb/15/1417705/23db4fa5b8df39ae1568928cd9cd756b-720x.jpg "Black american english")
![[BE] RULE One can judge the importance of a concept in a](/img/tmb/15/1417705/0c337d0c4c49858049095a0df2ab6b98-720x.jpg "Black american english")
![VOCABULARY: [BE] LEXICON WITH [SE] MEANINGS [BE]](/img/tmb/15/1417705/c223bafc85424e889b8ce6e688431c4b-720x.jpg "Black american english")
![VOCABULARY: [BE] LEXICON WITH [SE] MEANINGS [BE]](/img/tmb/15/1417705/dc6ee1e7b1e11f54c8d2ed8d7fca89cc-720x.jpg "Black american english")
![[PS] PERSONAL STORY: “A WORD A DAY KEEPS IGNORANCE AWAY.” TO EXPAND](/img/tmb/15/1417705/71563742f28f22adc1226677cd853147-720x.jpg "Black american english")
![GRAMMAR AND OTHER FEATURES THE TEACHER ASKS: “DID YOU DO YOUR HOMEWORK?” [BE] CHILD](/img/tmb/15/1417705/2f0a71767139a1dc4582423420f0f7af-720x.jpg "Black american english")
![VERB CONJUGATION: [BE] RULE: A REVERSAL: THE PAST TENSE IS INTERCHANGED WITH](/img/tmb/15/1417705/4eb168114499bc085cbd522325d2e302-720x.jpg "Black american english")
![VERB CONJUGATION:[SE] [BE]TAKE, TOOK, HAVE TAKEN TAKE, TAKEN, DONE](/img/tmb/15/1417705/53c3bc47c6f023f5409df0e6f5377695-720x.jpg "Black american english")
![SYNTAX [WORD ORDER] TO BE OR NOT TO BE According to E. Dandy (1991,p.69),](/img/tmb/15/1417705/29bfb497f3b725adca56b435006484a8-720x.jpg "Black american english")
![OTHER FEATURES OF BLACK ENGLISHCOMPRESSED PHONETICS [CONTINUOUSSOUND IN ONE WORD]: WASWRONWITCHOO? [WHAT](/img/tmb/15/1417705/b1806414ddf124c41f22294e4bd2299e-720x.jpg "Black american english")
![CONCLUSION ANY PERSON WHO SPEAKS ENGLISH IN AMERICA SPEAKS A DIALECT [ACCENT] OF](/img/tmb/15/1417705/8bedc2932ef17f521ec4d0e072cc0a79-720x.jpg "Black american english")
