Hi everyone,
This post has a 'translation' assignment and then a larger critical discourse analysis question for you to consider.
Based on the features of African American English (AAE) that we discussed in class on Tuesday, and the readings for Thursday, please try to 'translate' the following Standard English passage into AAE. Then, comment on what you focused on as you made the changes.
--The other day, I was walking down the street and thinking about my old friend Jackson. We used to be such good friends, and then one day, out of nowhere, he said he didn't want to be my friend anymore. It was sad. I felt really bad about it for a long time. Then, as I turned the corner, I saw him. He asked me, "How are you doing?" I said, "I'm okay. How are you doing?" He said, "Okay." I told him that I am the new manager of my store. He said, "Congratulations." He said he had been working really hard at his job and he was sorry that he hadn't talked to me in a while. He said I looked good, and hoped that we could get together sooner rather than later. We shook hands and said goodbye.
Now, the critical discourse question. We talked a lot on Tuesday about the unique feature of the AAE variety. It is one of the only (if not the only) English dialect whose speakers did not have a fully formed shared language prior to acquiring English. Unlike Germans or Italians who came to the U.S., slaves brought from Africa did not speak the same languages as each other and thus developed a pidgin based on English for their sole means of communication. Do you think that this has any effect on how speakers of AAE are perceived now? I'm curious, in particular, of the schooling of AAE-speaking children, and why they might not be allowed special funds for language 'bridging' efforts like ESL speakers are afforded. This was at the heart of the Oakland School District controversy. Should AAE-speaking children be treated the same or differently than ESL children in the school environment?
de odeh day, I was walkin' down the skreet an' thinkin' 'bout ma' ol' friend Jackson. We been such good friend befo', an' den one day, ou' of nowhere, he says he done not want be friends no mo'. It sad. I felt real bad 'bout it fo' a long time. Then, a turned a corne', and I see him. He ask me, "How you doin'?". I says, "I'm okay. How you doin'?" He said, "okay". I tells him dat I'm de new manager for my sto'. He says, "Congratulations." He says he been workin' reeal hard at his job and he sorry that he hadna talked de me in a while. He said I look good, and hoped we could get together soon rather dan later. We shook hands and said bye.
ReplyDeleteThe following was made according to the examples given in the texts provided:
- Reduction of final consonant clusters
- Suffix -s absence
- Post vocalic r absence
..etc
It would seem to me that in order to teach Standard American English effectively it would require some kind of program similar to that of ESL. But, realizing that, this is simply a matter of education. Initiatives that are directed towards assisting students learn should be entirely egalitarian.