The Relationship Between African American English And Standard American English

whom you have an issue or problem is preferred. Someone who won’t face you directly

Talking Black In America addresses how advanced, unique, and culturally important African American English is (Hutcheson and Cullinan, 2017).

Everyone has various styles of speaking and various ranges of vocabulary that they utilize depending upon with whom they speak. This concept, known as code switching, portrays an integral part of our lives in today’s society. The fact that different groups of people speak in different ways necessitates the use of code switching. One would not speak to a group of high school students in the manner that one would speak to a scholar, or speak to a prison inmate in the same regard that one would speak with the President of the United States. Speaking in standard American English and then in African American Vernacular English (AAVE), or Ebonics, portrays the most prominent use of code

African American Vernacular English can be described as an assortment of American English that is mostly used by urban-working class and mostly bi-dialectical middle-class black Americans. The language is also commonly known as Black Vernacular English or Black English. In some cases, particularly outside the academic community, it is referred to as Ebonics given its distinctive features and similarities with other non-standard English varieties. The similarities with other varieties are evident when compared to various standard and non-standard English languages that are commonly used in the United States and the Caribbean. In the past few years, African American Vernacular English has been the subject of various public debates and attracted considerable attention among sociolinguists. This paper examines the development of this language, its distinctive features, cultural context, and socio-economic implications of the use of African American Vernacular English.

Question-Chapter 3 of our text discusses some communication of African Americans (including Black English, dialect, and Ebonics). Apply the readings to the video and reflect on your perceptions of the video. You may include aspects of the students' communication that you found effective, and aspects you found ineffective or damaging to their cause.

First day of school can be terrifying as a child, but imagine starting and going through school not knowing half the things you are supposed to have learned by now and being ridiculed for it. Unfortunately, this is the case for many students across our nation. Many children have difficulty learning Standard English because they have grown up using a different dialect or another language. Such is the case with African American English (AAE) in Oakland. There are two point- of -views that are perfectly depicted by a University of California, Santa Cruz linguistics professor, Geoffrey K. Pullum, and a fellow at the Bunting Institute at Harward/Radcliffe and author of The Good Negress, A.J. Verdelle, towards the use of black vernacular. While Pullum

Black English, also known as African American Vernacular English (AAVE) or Ebonics, is a term that often refers to the dialect spoken by African Americans. Although to some people Black English is considered as improper English, those who are native to this generational English understand its essence for it plays an important part in their everyday life. Although Black English is mostly associated with a person’s dialect, the basis of this term extends out towards culture and a generational aspect as well. When most people think about the dialect that Black English consists of, the first thought that comes to mind is slang or the use of negative concord. However, Black English dialect consists of more than just slang.

I decided to do my project on African American Vernacular English (AAVE) also known as Ebonics. Breaking down AAVE will be very difficult because it is lot to grasp at once. I will have to break down the origins, the grammar rules, the alphabet, and etc. I think the hardest part might be condensing this project. Don’t worry I will be considerate of other time. I just want everybody to learn something new about AAVE and that I don’t leave anything out. Again the main thinking behind doing AAVE as a project is not advocating for it to be the standard language, but for it to be taking seriously and not seen as uneducated. AAVE in the black community goes all up and down the class ladder. It’s not exclusive to poor neighborhoods. Lack of knowledge

Clifton defended and used AAE in many of her books, including this one. Like the book referenced above, this book could bring affirmation and insight to children of African American English. In turn, may spark feelings of belonging and understood. Feelings of pride may accompany a student after reading this book, which is extremely important for all student, especially for student from diverse backgrounds.

What I think is relevance for studying African American vernacular tradition is to understand how Americans delivered messages in songs and poems. To me in the songs and poem and the stories they tell I feel they are telling a deep message to an outsider who is not going through what they are going through at the time. I feel the reason we are being taught this is so we can listen and go deeper into a song to get the real message that is being gave. Also we are studying these traditions is to make us today listen at everything carefully and fully understand what is said and what is meant to be said even though it’s not told in plain text. There is a slight connection I can make between studying folktales, blues, and ballads. He connection I

The origin of AAVE, African American Vernacular English, can be explained by two models. The creole hypothesis explains that modern AAVE is derived from a hybrid of English and West African languages. This is pidgin, when a language is composed of two or more languages. The second model, the dialect hypothesis explains that modern comes from incorrectly speaking English and passing down those mistakes to the next generation. The creole hypothesis seems to be more likely because AAVE despite, not having a separate vocabulary, like other varieties of English it leads to new combination. For this reason, AAVE vocabulary is composed of a form and a meaning, resulting in some forms and meaning being derived from West African sources and in other

Modern writers learn from the past by reading works written by authors of that particular era. Contemporary African-American writers gain knowledge and insight into the horrendous and sometimes harmonious conditions that plagued Africans during slavery and the slave trade. By reading the actual words, thoughts, and feelings of these enslaved Africans, modern writers receive information from the perspective of the victimized. Lucille Clifton's "slaveship" is a vivid example of a contemporary writer borrowing from the past to depict another account of the slave trade. The fact that Clifton's father told her stories about her family's struggle and she, herself, traced her lineage back to

African American English is diverging from Standard American English. As shown in Do You Speak American (2005), AAE originates from the time of the trans-Atlantic slave trade. English was introduced to trade ports in Africa by colonialists, resulting in the creation of pidgin - a mixture of English and African languages that is still in use today. More recently, African Americans who have moved from the South to the North have been more segregated, creating greater divergence between AAE and SAE. As many African Americans maintain ties to the South, such as continued contact with friends or family in the south, similarities between AAE and southern dialects remain. However, each group have selected features that are important, such as maintaining ‘r’ in the North or keeping certain features as a way of preserving history, resulting in different dialect patterns between the North and the South to develop.

For example, in the so called “White South African English” there are another three variants; “cultivated” (pronunciation similar to English standard) which is associated with the upperclass, “General” which is for the middle class, and lastly “Broad” which is associated with the working class and has more similarities with the “Afrikaans English”. In the “black South African language” there are mainly two different kinds; one more prestigious and high-end, and one more common and mainstream. South African English also include other variants such as “Cape Flats English” and “Indian South African

The basis of the word ebonics comes from the fusion of ebony , black , and phonics , grammar. Which is the causation for a black language. We look towards the coining of the word by the california school board in 1966 which allowed for ebonics to be the national language for african americans. Due to this declaration there has been a stigma tied with the use of ebonics with african americans. This stigma has been that those who use ebonics are of lower intelligence and associate with the racial slur of “coon” .