"African American English" (="AAE") is one name for a collection of varieties (ways of speaking) characteristically used by African Slave Descendants in North America. Over the years a number of names have been used, and a number of different varieties or dialects have been the focus of both linguistic and general public attention. Some of the more common terms include "Black English", "Ebonics", "Black Vernacular English" (="BEV"), and "African American Vernacular English" (="AAVE"). In an earlier period (mid/late 1960s), the name “Negro Non-standard English” was often used. It’s obvious that the terms for this language variety change more or less in step with terms of self-identification for the people who speak it. Thus, the term “Negro” gave way in popular (and eventually out-group) usage to the term “Black”, which was followed by “African American” (though as Geneva Smitherman points out, this term is actually much older).
The use of these names, and their changes over time, has sometimes been cited as an example of “political correctness”. One valid response to this might be to point out that the term “PC” is typically used as a way to attack or show contempt for a set of values, ideas, practices, or a group of people by ridiculing the language they are expressed in. It is a basic that bias against a language or dialect stands in for bias against its speakers. From this point of view, an attack by outsiders on the validity of changing names for an ethnic group of people or their language could be seen as quite simply racist. It’s also worth considering the question of names and ethnic self-identification in a global context, as a case study of Lingustic Human Rights. AAE is a systematic language variety, with patterns of pronunciation, grammar, vocabulary, and usage that extend far beyond slang. Because it has a set of rules that is distinct from those of Standard American English, characterizations of the variety as bad English are incorrect; speakers of AAE do not fail to speak Standard American English, but succeed in speaking African American English with all its systematicity. The term Ebonics (a blend of ebony and phonics) gained recognition in 1996 as a result of the Oakland School Board’s use of the term in its proposal to use African American English in teaching Standard English in the Oakland Schools. The term was coined by Robert Williams in 1973, but it wasn’t until the Ebonics controversy that Ebonics became widely used. Most linguists prefer the term African American English as it aligns the variety with regional, national, and sociocultural varieties of English such as British English, Southern English, Cajun English.
Of cause as all others dialects are alive and always developing. The have a big population among Africans-Americans and so language always has different transmissions. Early, even 20 years ago African American communities were closed, because of social racism, so they kept their dialect without changes. However, now we have a big cultural diversity and their language changing with more influence of white speakers. However, because in same areas still we witnessed cultural limits we need to teach children from those black communities classical English. This will help a future generations to be adapted in the society.
Saturday, March 8, 2008
Wednesday, March 5, 2008
Post 7--African American English
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?
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?
Discussions
What about class analysis I would like to make a little-bit research about that interesting subject. By looking at class and activity in class, I made interesting observation. It is interesting how people from different social, economical, cultural, and vernacular backgrounds try to find solutions and ideas for critical discussions. Class activity and freedom of the speech make us to show all our experience and social issues, which we cannot identify in usual class activity. Say me the way how you are talking and I will say you who you are. Of cause, it is issue that is more psychological, however, it is so interesting to observe characters, and behaviors people by listening them. Not surprisingly, because in that class we learn not just dialectological academical definitions, also we learn parts of anthropology and history. The way how that sciences connect with each other so unique. It is a beautiful picture of development of our mentality and expression toward the world. The ethnical and religious backgrounds mixes give us the most unusual history of humanity in language. Moreover, when we are discussing about those different lingustical paths and variations we share with each other at least one common factor—our experience and expressions, which help us to realize who we are.
Tuesday, March 4, 2008
our class
I have definetly noticed that now that we are farther in class people dont seem to be as interested. What i liked about this class was that instead of being lectured to we were participating and discussing things. But now that the class has gotten a little bit harder people dont engage themselves as much. Maybe a one class break wasn't enough.
Waking Nightmare...
I would be asleep now... but I had one of those waking nightmares... the one where you know that you have forgotten to do something... something important... and then WHAM!! "Oh no. The blog."
My brother just shipped out for Navy Basic Training and the one piece of advice that he heard over and over - keep your mouth shut and don't get noticed, otherwise plan on doing lots of push ups. Now, I can promise you that my brother has probably done the most push ups of any recruit to date. But he always was a glutton for physical fitness and he could never keep his mouth shut.
But me, not so much. I'm tired of push ups.
The more tired I get, the less school becomes about experience and participation and the more it becomes to be about survival. There are days when just making it to class feels like an achievement.
But for me, there is another end to it. This will be the only humanities class I take... ever. I'm a physics major. And while I enjoy the class, it has been a lot more work than expected - and has required more time than I would have liked to have invested in a general education class. I guess, in a way, I have reached a tipping point in participation vs priorities.
As far as the class as a whole is ... I think as we shift in to more specific dialects, it becomes harder to participate. For example, in last weeks discussion on Spanish/Latino dialects only three members of the class had first hand knowledge of the culture or language in a way that allowed them to legitimately participate in the discussion.
Tiffany made this apparent, "So-and-so, I'm glad your here, we're going to pick on you if that's OK..."
For anyone else to participate, they have to do so with caution or risk coming across as ignorant if they incorrectly stereotype a culture.
So it would make sense that more listening is required.
Good night.
My brother just shipped out for Navy Basic Training and the one piece of advice that he heard over and over - keep your mouth shut and don't get noticed, otherwise plan on doing lots of push ups. Now, I can promise you that my brother has probably done the most push ups of any recruit to date. But he always was a glutton for physical fitness and he could never keep his mouth shut.
But me, not so much. I'm tired of push ups.
The more tired I get, the less school becomes about experience and participation and the more it becomes to be about survival. There are days when just making it to class feels like an achievement.
But for me, there is another end to it. This will be the only humanities class I take... ever. I'm a physics major. And while I enjoy the class, it has been a lot more work than expected - and has required more time than I would have liked to have invested in a general education class. I guess, in a way, I have reached a tipping point in participation vs priorities.
As far as the class as a whole is ... I think as we shift in to more specific dialects, it becomes harder to participate. For example, in last weeks discussion on Spanish/Latino dialects only three members of the class had first hand knowledge of the culture or language in a way that allowed them to legitimately participate in the discussion.
Tiffany made this apparent, "So-and-so, I'm glad your here, we're going to pick on you if that's OK..."
For anyone else to participate, they have to do so with caution or risk coming across as ignorant if they incorrectly stereotype a culture.
So it would make sense that more listening is required.
Good night.
Monday, March 3, 2008
post 6
I don't know about anyone else, but I am a little burnt out. I have not really noticed a big difference in class participation and so forth. This time during the semester is always a challenge. Tests, assignments, projects etc. all seem to hit you at the same time, hard. I do not think that the decreased engagment level (if any) of our class is due because of the content or the way it is presented. I think this sort of thing happens to everyone in every class. At least that is what I am going through right now.
Class discourse analysis
I have noticed that there has been less engagement with the class. I think a lot has to do with that it is in the middle of the spring semester, and everyone is just burt out. Even though the class was more difficult earlier on, doesn't mean peoples other classes are getting easier if anything most of my other classes are a lot harder than earlier. So I think it is a good equalizer that you had the class just a bit more difficult earlier in the semester. It did help that you gave us that day off. I do agree with you, when you said that you are lecturing more. I don't think there is much you can do to help my learning experience, I think that you are doing a good job with my learning experice atleast. One thing I can do is come more awake especially when all we do is lecutre.
This is then
Throughout the last couple of weeks I can only say that Ive personally noticed a lack in engagement with myself. I have not been attending class regularly. I feel that this reflects alot of personal issues that Im dealing with that are directed mainly at my psychologically well-being. I am very interested in the course load and the readings that we have been assigned and I feel that this course is something thats important in the direction of my life and everything thats lead to this point. I have noticed more lecture and video presentation and I feel that this is just as informative and interesting as group discussion; while group discussion and class participation is helpful in pointing out and understanding particular concepts I enjoy lecture based classes and collectively gaining information and reflecting on my own. This is how I've done most of my schooling and one can point out both the pro's and con's in either context. While having that preference I can say that I've enjoyed the direction of this class and although my attendance is irregular I've come to learn alot about language and its immense horizons. While considering student discourse Im not much of a talker in class but I do learn alot from what others have to say and while in small group conversation I feel my participation has increased.
I think whats necessary at this point is my full participation in a more lively and interactive way. Everything else in the context of this class seems to be in alignment to me; while always considering how each individual feels personally. I dont like to push or rush people and I feel that the best learning environment is one thats based off of student and teacher understanding. I think coming to learn and understand one another, who we are and where we've come from in terms of life experience is essential in creating that environment. Its meeting each other half way. Like so many of our readings have commented on about language difference and when two language groups learn to meet at the middle. Im glad that this was the post for the week because its helped me look deeper into myself and attempt to figure out why I've been the way I've been. Non-the-less I think your dedication is inspiring and the way you present and attempt to involve participation is exactly where it needs to be; its my lack of motivations internally. Thank you for the post and Im looking forward to where this may lead.
I think whats necessary at this point is my full participation in a more lively and interactive way. Everything else in the context of this class seems to be in alignment to me; while always considering how each individual feels personally. I dont like to push or rush people and I feel that the best learning environment is one thats based off of student and teacher understanding. I think coming to learn and understand one another, who we are and where we've come from in terms of life experience is essential in creating that environment. Its meeting each other half way. Like so many of our readings have commented on about language difference and when two language groups learn to meet at the middle. Im glad that this was the post for the week because its helped me look deeper into myself and attempt to figure out why I've been the way I've been. Non-the-less I think your dedication is inspiring and the way you present and attempt to involve participation is exactly where it needs to be; its my lack of motivations internally. Thank you for the post and Im looking forward to where this may lead.
Participation
This is an excellent blog assignment for all your students to get there heads on straight and start thinking about school once again. I have felt my level of attentiveness has gone down quite considerably. Not using this as an excuse but I have been real worried about my surgery coming up on the 14th of March. So it has been hard to stay focused on the task at hand. With this blog assignment it has helped me realize what my goals are and how to pursue those goals. Also, with how the class was going where we started getting harder and harder week by week I feel because of the work load the class felt completely burnt out and had nothing left to give.
I think that we all need to take a step back and let it all sink in to get the most out of the class. I think our attentiveness will get back on track considering the class is getting easier from now on and we are able to focus our energy on the class itself and not on the hard language analysis papers.
I think that we all need to take a step back and let it all sink in to get the most out of the class. I think our attentiveness will get back on track considering the class is getting easier from now on and we are able to focus our energy on the class itself and not on the hard language analysis papers.
Hmmm...
First off I think this a good blog assingment. Engagment in class by everyone has dropped but I think it is due to the period of this semester, at this time it is pretty much a peak of the semester, for me at least. As for me, I know that I am overwhelmed with all the work that I have to do for all my classes. The subjects we talk about in class are very interesting and I can relate to alot of them. Just can't find the energy to speak out at this time. I suppose we are all looking forward to spring break to become rejuvenated.
Sunday, March 2, 2008
Burned out!
I know my level of participation has dropped but it is due to outside factor such as work and personal issues. I find the class to be very engaging and interesting. But as most other students have stated I'm burned out and know I'm coming to class very exhausted. So when we're engaging in talk about different cultures and races I find myself shying away from making a comment. Because I know I'm not thinking clearly and don't want to offend someone because I can't articulate my thought.
I also find myself interested in what the other students have to say. I don't have much experience with languages because I have always had a very difficult time picking them up. I only spoke english in my house so I don't have much to contribute and find it more interesting to listen to people with first hand experience.
I think the class is just as interesting as it was in the beginning of the semester. I also find the visual aides to be a help, being able to listen to different dialects adds a whole new level to the reading. I really just believe its the material we're going over right now. It has become a bit more selective because not everyone has grown up in a bilingual household, and don't have much to add to that part of the lecture.
I also think the topic of immigration is a sensitive one and most people tend to shy away from it. Because it can become very heated. I know I have some strong feelings about it and when I'm tired I don't feel like defending them or trying to articulate them.
Post 6
As far as my level of participation in the class is concerned, well, I have never been the type that voluntarily participates in class discussions, no matter how interested I am in the subject being taught, so my personal level of participation hasn't changed much. I find this class very interesting, and I think that what we are learning about now is just as interesting as what we discussed in the first half of the semester. Though I cannot speak for the rest of the class, it seems to me that perhaps the reason participation has dropped off, besides it being so close to spring break and everyone being worn out, is because of the content we are learning about. Before, we were learning concepts about speech which required us to find examples and do analysis. However, now we are learning content, which is more fact based, and therefore requires less involvement and discussion from us.
Post 6--Class Discourse Analysis
well i have to admit that my participation in class has dropped a little bit, the reason for that beaning is that i am tried most of the time from other classes and life styles. i think that most of my class mates would have to agree with me. but i think that once we get back from spring break most of us will be a lot better and will be more engaged more. and i don't think you have to do with any of this changes because the topics that your are bringing are very interesting. oh and one more thing the media you are bringing in is great i am a visual learner and it works well with me.
My thought on our class
Yes, I have noticed the level of engagement change in our class, but overall I think people are still very interested. It’s difficult for me to discern the different reasons for why this might be, but I can only really speak for myself.
As far as the content of the class goes, we started out learning about more general principles of language. It was a bit challenging for me personally, to look at language in a way I never had before, but I loved it. As the course has went on, the level of difficulty has started to decline, which I think might be a reason why the level of participation has gone down as well. As we’ve started learning about more specific examples of language (as it pertains to different cultures) I find myself still very interested, but less challenged, which is an important part of learning in general. The structure of this class is interesting that way. We started out with much harder principles, now it’s less difficult. For that reason I can understand why a typical class course is structured the way it is: start out with general principles, and as time passes, things get more difficult. It forces students to not only stay on track, but makes them anticipate “FINALS”- the most difficult part of an entire semester. However this class is not that way. I am in no way implying that we should have a final, for it may not work in this class, but I think it is a good idea to have more challenging work saved for last.
Personally, the reason for my decline in interest is much different. There’s a certain cycle I go through every semester, REGARDLESS of the class. Right about this time in the semester, I loose my stream. I start to become a little drained with all my classes, and want a break. Especially during this time of the year, the weather is nice and I just want to go out and play! This causes me to become lazier with class work and less interested in school in general.
But overall, what is more important is that I really enjoy this class. This is my most favorite class this semester. I have talked to many students who enjoy both the class and Tiffany very much. Hope is not lost…Let’s all make more of an effort to be involved!!
As far as the content of the class goes, we started out learning about more general principles of language. It was a bit challenging for me personally, to look at language in a way I never had before, but I loved it. As the course has went on, the level of difficulty has started to decline, which I think might be a reason why the level of participation has gone down as well. As we’ve started learning about more specific examples of language (as it pertains to different cultures) I find myself still very interested, but less challenged, which is an important part of learning in general. The structure of this class is interesting that way. We started out with much harder principles, now it’s less difficult. For that reason I can understand why a typical class course is structured the way it is: start out with general principles, and as time passes, things get more difficult. It forces students to not only stay on track, but makes them anticipate “FINALS”- the most difficult part of an entire semester. However this class is not that way. I am in no way implying that we should have a final, for it may not work in this class, but I think it is a good idea to have more challenging work saved for last.
Personally, the reason for my decline in interest is much different. There’s a certain cycle I go through every semester, REGARDLESS of the class. Right about this time in the semester, I loose my stream. I start to become a little drained with all my classes, and want a break. Especially during this time of the year, the weather is nice and I just want to go out and play! This causes me to become lazier with class work and less interested in school in general.
But overall, what is more important is that I really enjoy this class. This is my most favorite class this semester. I have talked to many students who enjoy both the class and Tiffany very much. Hope is not lost…Let’s all make more of an effort to be involved!!
Response to teacher request
I would like to begin by saying very emphatically that this course has always been fascinating to me - I love the study of languages. I would also say that my participation in the class has remained constant, with few exceptions as a result of serious changes in my life (new job placement and workplace, new apartment). In essence, I've been a willing member of the class since its inception - despite being discouraged from speaking at times.
The reticence of many of my classmates seems strange to me. With the kind of controversial materials that we've been studying one would assume that they would have generated some sort of opinion on the material. Have you all been interested or are you unwilling to fabricate any response to what has been said? It would seem to me that because of the serious importance of what we've been discussing I would hope that you would be considering all of what has been presented - do you care about these subjects?
I suppose that it may be appropriate to enact students to respond, by calling on them - though I am certain you'd have difficulties with this. I think, as a Professor, you do what you feel is most appropriate with our class. Or, perhaps, sparking more controversy might cause a reaction.....
The reticence of many of my classmates seems strange to me. With the kind of controversial materials that we've been studying one would assume that they would have generated some sort of opinion on the material. Have you all been interested or are you unwilling to fabricate any response to what has been said? It would seem to me that because of the serious importance of what we've been discussing I would hope that you would be considering all of what has been presented - do you care about these subjects?
I suppose that it may be appropriate to enact students to respond, by calling on them - though I am certain you'd have difficulties with this. I think, as a Professor, you do what you feel is most appropriate with our class. Or, perhaps, sparking more controversy might cause a reaction.....
Participation Pattern
I have found a drop in class participation in not only this class, but most of my others as well. I have also noticed a drop in participation in previous semesters around midterm and finals. I don't know if anyone else has noticed this, or if it has just been a coincidence. However, it seems to me, a lot of people just get burnt out around this time. I think students are often more overloaded juggling schoolwork and their lives outside of school around these times. Many students get excited about school at the start of the semester - then reality kicks in and they start doing just the bare minimum to get by.
As a class, I think we could all make more of an effort to respond during class discussion, come to class often and prepared and participate on the blog. I don't think the participation drop has anything to do with this particular class. I expect, since we are getting to an easier point in our schedule, participation to go up soon.
As a class, I think we could all make more of an effort to respond during class discussion, come to class often and prepared and participate on the blog. I don't think the participation drop has anything to do with this particular class. I expect, since we are getting to an easier point in our schedule, participation to go up soon.
Class Discourse Analysis-Reply
Of course I notice a difference in the level of engagement. Then again when it comes to what I perceive my other classmates' level of engagement is or is not all depends on how I perceive the world and my environment around me. But so as not to get too deep in psychological psyco-babble I believe that there is a lower level of engagement from the class. I believe that is typical I mean we have a lot of reading (not that I am complaining) but, I do have to admit I love not taking tests (not speaking for everyone here).
My personal engagement has stayed the same since the beginning of the class, I am usually quiet and I like to listen to the discussions and think about them later as the dominantly social people spray their opinions at one another. I like to observe when other people are engaging in deep conversations it is fascinating, especially this class, I love it when we get into conversations. They are always so interesting.
I think some of the issues affecting the classroom probably span variously among the different individuals in our class. Other students might be busy with a job or swamped with other classes or who knows what else. The other issue I believe is that this class is a requirement so I believe that most students want to perhaps (just my opinion remember, I am not saying this is how it is) do as little as possible, maybe skip most of the readings or skim through them, and just come as little as possible, and do the bear minimum. Not all students are like this, maybe no students are like this, it is just my observation of myself when it has come to occasional classes as well as observing other students' as well as my friends. So I don't think the issue is the class content or the teacher, maybe she has a factor in the drop of engagement, but I believe that it is mostly what I stated above as well as some other factors I believe.
Well every student learns differently, and I think the way you are teaching so far is pertinent to my learning style. I mean you don't have any tests, you let us turn in our assignments as much as we want until the desired grade is made, and your lectures are thought provoking and bring up many good discussion points.
Honestly, I think I could do the readings a little more, some of them I skimmed over, and others that I read all the way through didn't make total sense to me, so I think reading them maybe more than once could help, and trying to show up to class as much as possible.
In conclusion, I think the class is taught and set up in a perfect way to accommodate most if not all students no matter how hectic their lives are or have become. Again, I think not having tests is great, and your discussions are interesting, you let us turn in our essays over and over till desired results are met as well, and finally, you give us ample time to finish things. If a student is lagging behind I have seen the our teacher work with them. She gave us a day off, and well, I don't want to keep ranting and raving, I will finish with that. Keep doing things the same way, and I am fine, I don't know what the other students thoughts are but I would like to read what they have to say.
My personal engagement has stayed the same since the beginning of the class, I am usually quiet and I like to listen to the discussions and think about them later as the dominantly social people spray their opinions at one another. I like to observe when other people are engaging in deep conversations it is fascinating, especially this class, I love it when we get into conversations. They are always so interesting.
I think some of the issues affecting the classroom probably span variously among the different individuals in our class. Other students might be busy with a job or swamped with other classes or who knows what else. The other issue I believe is that this class is a requirement so I believe that most students want to perhaps (just my opinion remember, I am not saying this is how it is) do as little as possible, maybe skip most of the readings or skim through them, and just come as little as possible, and do the bear minimum. Not all students are like this, maybe no students are like this, it is just my observation of myself when it has come to occasional classes as well as observing other students' as well as my friends. So I don't think the issue is the class content or the teacher, maybe she has a factor in the drop of engagement, but I believe that it is mostly what I stated above as well as some other factors I believe.
Well every student learns differently, and I think the way you are teaching so far is pertinent to my learning style. I mean you don't have any tests, you let us turn in our assignments as much as we want until the desired grade is made, and your lectures are thought provoking and bring up many good discussion points.
Honestly, I think I could do the readings a little more, some of them I skimmed over, and others that I read all the way through didn't make total sense to me, so I think reading them maybe more than once could help, and trying to show up to class as much as possible.
In conclusion, I think the class is taught and set up in a perfect way to accommodate most if not all students no matter how hectic their lives are or have become. Again, I think not having tests is great, and your discussions are interesting, you let us turn in our essays over and over till desired results are met as well, and finally, you give us ample time to finish things. If a student is lagging behind I have seen the our teacher work with them. She gave us a day off, and well, I don't want to keep ranting and raving, I will finish with that. Keep doing things the same way, and I am fine, I don't know what the other students thoughts are but I would like to read what they have to say.
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