Linguistic Profiling, African American English, Gullah

http://youtube.com/watch?v=EPGx1icFdLQ

In my linguistics class and in English 3201, I have learned that AAVE is considered a grammatical language. However, I was never taught in any detail about its origin or history. Of course, I heard here and there that it came from slavery. But I did not know much beyond that.

Actually, what I thought I knew about the language, I have come to learn, is incorrect.

Growing up, I've always heard this language being called Ebonics. It was not until last year at LSU that I learned it was widely known as AAVE. I always thought it was an ignorant and lazy language used by those of a lower class. I often associated it with gangs, guns, death, drugs, etc.

But this semester, my eyes have been opened to a completely different concept. Though I've met this concept with apprehension, fear, and resistance, I at times find myself understanding.

I wanted to include this video because of my ignorance. I questioned whether others in this course may have the same void of knowledge I have about AAVE.

As I was watching the video, I, for the first time this semester, slightly understood. We speak Standard English because our ancestors spoke it, and they were never forced to change their dialects. Instead, those on the African coast, the African middle men changed their languages to trade with the white Americans. They created a Pigeon language, and they still speak it today. But those who received the most suffering were the slaves. They were placed in groups in a type of reservation setting where they were held until they were shipped to America. While on these destitute reservations, the blacks (who were about to be enslaved) were separated. They were separated by language, to limit revolts. So, in order to communicate, these slaves had to create their own language, a language which is often referred to as Gullah.

What worries me is that while watching the two African Americans speak Gullah, I could barely understand. Though modern AAVE is not the same dialect as Gullah, it does have its resemblances. This made me wonder whether I truly understand AAVE? Throughout watching this video I also wondered why modern-day America is unable to teach African American children Standard English, and the different groups of people in the video came to form a language through which they could communicate? Is it because African American students feel no need to learn the language, unlike the middle men in Africa? Why can't their be a blend of AAVE and Standard English that is more acceptable and not so widely criticized? Why can't we, all as Americans, break barriers that different cultures and regions of people were able to break? Maybe our school system doesn't fail miserably because teachers constantly correct African American students. Maybe it fails miserably because we have two separate cultures and feel no need to come together and blend our cultures in anyway.

I asked my friend because I was curious of another person's point of view, why she prefers not to communicate with the black community. I found her answer very interesting. She said, "It's frustrating because not only do I not always understand them, but I hate to listen to them butcher the language." But what language? I asked her this and she said, "Standard English. In order for African American to maintain this certain identity they mess up the English language." I think I may almost be coming to a turning point, because my question would be, "But didn't we force them to take on this certain identity? And wouldn't you think that modern AAVE is African Americans' ways of trying to take Gullah and transform it into something that is more of a 'Standard English' dialect?"

Language Issues Prove Challenge to Brown

http://www.foxnews.com/story/0,2933,119393,00.html
-"It's an issue in every part of the country."

This article discusses the issue of discriminiation today in the classroom. There is a segregation of students who are native English speakers and who are not. Public schools are not fulfilling the Brown vs. Board of Education decision that states that there should be "equal access to education opportunity for all." The problem here is that the students who cannot speak proper English successfully are being separated from the students who can. This is discrimination. Just like we have discussed all semester, students who do not naturally speak proper English should not be denied an education. They should be given just as much, or even more attention by teachers so that they can learn proper English. In the article, a 17-year old student named Jackson Gao said that the high school he attended did not even have an ESL program. Do you all think that this is unfair to him? Why should be be denied an opportunity to learn through the English language?

On the other hand, some non-native English speaking students are completely lost when they are placed in English-speaking classes with no help. Should these students be separated completely in school? Or, should they be a part of English-immersion classes, like the article suggested? There is a need for more teachers who are trained in teaching bilingual classes . Should teachers be responsible for this type of language discrimination? Shound more teachers be able to speak a second language fluently? I know that here at LSU, I will be fluent in Spanish by the time I graduate! Either way, failing to address these language issues in the classroom denies education for students.

Free Verse Poetry: My Texas Dialect

Where I come from
We don't ride horses to school
We don't have roaches the size of rats
Even though people who ain't from 'round here think we do
They say everything is bigger in Texas
But that don't mean everything
I ain't from the country, but I'm still a country girl
Houston is a big ole' city, but my country accent still stays
They say you can never take the Texas outta' a Texas gal
No matter what anyone says, Texas is the South for me
I'm always gonna be a Texas girl with a Texas twang
We might not ride horses to school, but we sure 'nuff ride 'em
Either at a ranch, or near Rodeo Houston time, or just for fun
Houston is full of big buildings, roads, and multiple freeways
But that doesn't mean I don't say gosh dern and fixin' to because I do
I will always be a Texas gal, born and raised,
Even if I am in Louisiana for a lil' while!


This is the dialect poem that I wrote for class when Chanclerier "xero" Skidmore came to visit. It basically describes the way that I talk when I am back home in Houston, or just hanging out with friends. I try my best to use proper grammar when I am at school, work, or in any other professional setting. The bold words resemble specific words that show my dialect. As you can see, I am very proud of where I am from, and have a lot of love for my hometown.

Throughout the semester, I have expressed my opinions on the issue of allowing students' home dialects in the classroom. I have stated that I believe that a student should not be criticized for speaking their home language, but to understand the difference between proper English and slang. I know that my Texas "twang" dialect is not proper English, and I would not even think to use that type of grammar in formal essays or papers. However, I think that it is useful to allow students to be able to write in whatever language they wish to in certain free-writing or creative assignments. Does anyone else agree with my views? Does anyone think that students should not be allowed to speak in their home languages in the classroom? There are some teachers who correct students every time they say a word that is not proper grammar. Do you think that teachers should do this? Why or why not? These are questions that I have asked myself after observing a majority of AAVE high school students this semester.

A Bit of Scientific Thought for Our English Class

http://www.iht.com/articles/2007/09/19/asia/talk.php

Some would suggest that there’s not a lot to debate about regarding a simple fact, but there are many important things to consider. The world’s languages are going extinct at a faster rate than any mammal, plant, fish or bird species on Earth. I read somewhere that English, Spanish, and Mandarin Chinese are the fastest growing and currently the most abundantly used languages of modern society. So suppose that one day these were the only 3 languages that were in use. What would the world lose from losing languages? With thousands of the current languages only existing in an oral form, should linguists attempt to preserve these cultural identities by converting them into a written form? It seems like somewhat of a waste of time since in some cases there are only 3 people alive who still speak the language. But because language is oftentimes a huge part of an entire culture, is it worth the time to preserve the language in order to conserve a culture of a particular community?
I would imagine that as languages begin to disappear, the number of dialects of a few languages would skyrocket. What if by the end of the century the 6 billion people of the world spoke only 1 of 3 languages? Surely the variety of dialects would out number the current number of languages in the world today. For example, the Australian dialect is very much different than that of America’s New Orleans’s dialect. And the British dialect is a much different dialect than that which would be created from the Pacific Island region.
Most people do not realize what kind of an impact losing languages would have on our globe. Maybe it’s a little extreme, but if the world would conform to only three forms of communication thousands of cultures, customs, and traditions would also disappear. We’ve worried about differences between AAVE and Standard English. Think of the dialect issues that could occur if a third of the world spoke only one language!

"The Night Before Christmas" in Different Dialects

The following links are to three different variations of "The Night Before Christmas." We are all familiar with the traditional version, and I am sure most of us have even heard "The Cajun Night Before Christmas." However, for those of us who are not familiar, I would like to introduce a new version to think about.

Originial - http://www.christmas-tree.com/stories/nightbeforechristmas.html
Cajun - http://www.wlox.com/Global/story.asp?S=1022468
Ebonics - http://www.gamesquad.com/forums/showthread.php?t=19599

The two variations of the original poem bring insight into two separate regions and cultures. The Cajun poem uses examples of the Cajun French dialect, and the ebonics poem demonstrates use of AAVE. As readers, we find these humorous because they depict a typical stereotype of a particular dialect. However, do some find it offensive? Is it possible that some feel that they are being falsely portrayed? For those of you from Louisiana, do you feel that "The Cajun Night Before Christmas" is amusing because it is an accurate description of your life or of someone you know? Or is it just something you find entertaining overall? As I read the Cajun version , I noticed that it depicts its speakers as overindulgers (mainly with food and alcohol). They also refer to alligators, which is what we are immediately reminded of when we think of the bayou. (When I first became a student at LSU, I remember people asking me if Louisiana residents actually rode alligators.) Moreover, the ebonics version implies that people who speak this way are accustomed to a life of thievery and crime.

I think that taking traditional literature and translating it into another culture can be very helpful when we are trying to understand something we are not part of. The only thing is, we have to be careful not to misrepresent an image or insult a way of life. As I have learned this semester, preserving our diversity is important to our identity and individuality.

New dictionary includes 'ginormous'

http://www.usatoday.com/life/books/2007-07-10-dictionary-new-words_N.htm#open-share-help

In class, we are always discussing how to and if we should allow AAVE in the classroom, be it spoken or written. My question is, what if the word that students use outside of the classroom that is not formal is included in the dictionary? This presents a real problem for me. 'Ginormous' is not a word. It is a combination of two words, gigantic and enormous. Either of those words would be appropriate in a paper, when used as an adjective. However, should 'ginormous' be acceptable? In my opinion, no. It is a word that is to be used outside of the classroom with friends or in a text message. I can tell students that are in high school now that they know the difference between formal and informal words. What I worry about is the students who have yet to enter kindergarden and do not know formal from informal or what a dictionary is. When they learn about the dictionary these words, created words, will be in there. Will there soon be a class where students have to learn which dictionary words are appropriate and which aren't? Are teachers going to have to make a list of which words are appropriate to be used in papers?

MSNBC Ebonics Debate with Tucker Carlson

http://video.msn.com/video.aspx?mkt=en-US&brand=&vid=a2e5e2fe-2bfb-4591-9407-2ef77b52ec3e

I find that this video shows many of the controversial sides of the Ebonics or AAVE debate. I think that this video shows the many struggles and thoughts that we have debated over this semester. I don’t agree with many of Tucker Carlson’s views of Ebonics or AAVE. I find that he presents AAVE as a very negative language and stereotypes these students and the language as being ignorant. He commented how Ebonics is “associated with failure.” After our discussions this semester and reading the various articles, I disagree with this statement. I have seen through my observations how many of the students who use AAVE can be very intelligent and insightful. I do agree with his points about how accents in the workforce can hurt or hinder job chances. I think that this discussion shows how language is very important part of our society and the conflicts that can arise from it.

I find myself being very conflicted when taking into consideration Ebonics in the classroom. Should teachers stress Standard English entirely or is there a place for Ebonics to work with education. I think that the opposing views expressed in this discussion present how AAVE can be used to improve test results. I am left with several questions from the discussion in the video. Should results on a test determine what is correct or not correct in the classroom? Should our society and the education field be mainly concerned with students getting jobs? I am very curious to hear other people’s opinions about the comments that were expressed in this discussion.

Flocabulary

http://www.youtube.com/watch?v=HT8T0wy2pMw

The Flocabulary website states the purpose of this program is to use "educational power of hip-hop music to foster literacy and promote academic success in the classroom and beyond. Through a range of multimedia products and live performance programs, we bring our concept of music and learning to students and teachers worldwide."

The creators of Flocabulary boast that by using SAT-level vocabulary in their lyrics, they are able to increase the interest of students, as well as improve their test scores. This video clip features inner-city students who actively use AAVE as a standard dialect while being interviewed and filmed. They seemed genuinely interesting in learning new material because it was presented in a fun, creative way. The students were also able to catch on quickly because this type of music was obviously relative to their own lifestyles.

I feel that this program would be a great way to incorporate learning with lifestyle. This has been something we as a class have discussed all semester. It would allow the students to be more comfortable and confident in their classroom. The use of Flocabulary (or similar methods of teaching) would let students know that it is okay - and even encouraged - to bring their personality and diversity into the classroom.

After watching this clip, I wonder if this particular technique is only motivating to urban students, or those who live in an area where rap and hip-hop define their culture. For example, would it be as effective if these lyrics were put to country or rock music? Does it depend on the region? What about their age? The statistics that Flocabulary advertises are impressive, but I would be very interested to see something like this firsthand!

For more information, visit http://www.flocabulary.com/.

Fox News: Ax or Asked?

http://www.youtube.com/swf/l.swf?video_id=X_KKLkmIrDk&rel=1&eurl=http%3A//video.search.yahoo.com/video/play%3Fp%3DBlack%2BEnglish%26n%3D21%26ei%3Dutf-8%26js%3D1%26fr%3Dyfp-t-356%26fr2%3Dtab-web&iurl=http%3A//i.ytimg.com/vi/X_KKLkmIrDk/default.jpg&t=OEgsToPDskInpzbnpdo6BDzdkIerGFzq

I found that this news story dealt with many of the issues that we have covered throughout this semester. From this story I find myself seeing Standard English as important in society but I do also see how keeping individual cultures and dialect is important as well. Mr. Mcclendon showed a major focus on the students’ future and how their speech will affect job options. Both teachers interviewed showed a real importance for job readiness and the speech that is needed in the professional world. I do agree that speech is a factor in getting a job. I don’t agree with limiting students in their speech and not teaching them to translate. I find that Mr. Mcclendon’s teaching style tends to be very limiting and oppressive.
I definitely did not see Mr. Mcclendon show the student’s own dialect in a positive manner. This style of teaching is very different from the video we watched a few weeks ago. I find that Mr. Mcclendon did take into consideration their families and the roles that they have in the student’s lives. It seems that he is blaming everyone for the students not know Standard English. How much of the student’s own culture and dialect is lost when using this teaching style? Is this style of teaching really efficient and effective for the student’s learning? Should professional teachers correct grammar in this manner?

White Voters Attracted to Obama's 'Articulate' Side

http://elections.foxnews.com/2008/04/01/clinton-backer-obama-will-probably-win-white-voters-attracted-to-his-articulate-side/

This article seems to show that in today's time it is assumed that African Americans cannot speak 'proper' English. When an African American takes the stage to give a speach, the first thought in many people's head is "oh boy. I wonder if he can speak correctly". What I did not understand about the article was the comment made by Missouri Rep. Emanuel Cleaver. He said, "If you put him on a level with a lot of other African American public speakers, he may not even measure up." What does he mean? Does he mean that Obama's English/speaking skills really aren't that good and considered not 'proper' or correct? This comment also showed that there are African Americans out there who strive to speak standard English and that they judge other speakers, of their own race or different, in the same way that a Caucasion would judge an African American. Another thing that I find interesting about this article is that it seems to be suggesting that white voters are voting for Obama because he is articulate. Do they think that he is representing the "change" because he is an African American who speaks properly? Do they think that white voters are voting for him because they think that just because he speaks properly he must have had a good education and therefore must be intellegent enough to run the country?

Melody of Home

Melody of Home
To my brother on his departure to college

Cotton candy colored skies
Early to bed, early to rise
Fixin’ to melt into the bay
Suggestin’ the end to yet another day
Forty five minute never ending goodbyes
Chocolate, cherry, chestnut pies
Stretchin’ seas of southern snow
That summer smell of grass just mowed
Friday nights the high school game
Teenage boys and their four year fame
Tractor travelled gravel roads
At 5 AM the rooster crows
Right up the road or just down the street
An hour drive pendin’ on who ya meet
Sippin’ on lemonade, “Well I declare”
Sighs the Old Magnolia in her front porch rockin’ chair
“Ya’ll come back real soon, ya hear”
A friendly neighbor always near

Time to get out, no time to be naïve
Hafta see the world, believe, achieve,

Here comes that chance
To run wild and roam
The future - a dance
Set to the melody of home.


I’m not really sure if I need to explain the above poem. It’s not very difficult. Probably more corny than anything else. Basically, it is a poem mostly describing where I am from. Each line depicts a different detail. The end of the poem is just a suggestion that urges one not to forget his or her roots, no matter where the future takes you. As to some of the particulars, “Right up the road” and “Just down the street” are phrases we use to describe distance when asking directions. They can either mean a few blocks or 15 miles depending on who you talk to and where you are going. “Southern snow” is often what people call cotton fields in fall. An “Old Magnolia” is a very elderly, elegant, well respected southern woman who has been pampered and taken care of with the utmost attention her entire life. The other bold words are simply contractions that I just find myself and the people of my area constantly saying as if the real word doesn’t exist. Also, in case you didn’t catch it – alliteration is my favorite literary device when dealing with poetry, so there’s a little of that thrown in.

sample post

Here's something I wrote on my own blog last year, which offers an example of the kind of posting you might do here. Don't consider this a recipe that you need to follow, just a sample to consider.

Key components:
1) Links to articles (in this case, audio clips)
2) My own reflection on those texts
**Note that at no point do I summarize either text: I expect readers to follow the link and read/hear for themselves.
3) Questions posed for readers to consider.

Virigina Woolf delivered this gorgeous "Eulogy to Words" in 1937. Part of the reason that words are dead (or at least are lacking the power they once had), she claimed, was that "we refuse to allow words their liberty, we pin them down to one meaning, their useful meaning...the meaning which makes us pass examinations."

Anna West, a local poet, educator, and mother of a son in public school, describes the same problem in our age of state standards and standardized tests in a poem that speaks for itself, beginning with the title: "Battle for the Board of Ed." She describes what often happens in classrooms, evocatively, as "the castration of the tongue." I love the double-meaning of the word "tongue:" on one hand, it's a physical part of us, the loss of which would leave us unable to speak. At the same time, it's our language, often our home language, our "mother tongue."

So this problem isn't new; maybe it's even one of the few things about English that hasn't changed over the past hundred years. The accents and diction are so different it's hard not to laugh at Woolf's ultra-proper sounding speech, but she and West have homed in on the same problem: education is at odds with powerful, artful, personal language. Tests are easy to blame, and we often do blame them, but I think we all know that the issue is more complex than that.

It's a truism in anthropology that the act of observing a thing changes it. Perhaps it's become a truism in education that the act teaching language dries it up and hollows it out. It's frustrating to imagine that we've known about this problem for nearly a century but haven't made a dent in it.

As a teacher, I'm pained to think that I'm harming what I love most (students and language). What if we're asking kids to write expressively and powerfully even as we're undermining their ability to do just that? No wonder so many of them are fed up, frustrated and totally resistant to school. Not much that we've done since 1937 seems to have altered this, so what do we do next as we try to build a system that lives up to its promises? Can it be done by individual teachers in the current system (and if so, how do we enable more teachers to do it)? Alternatively, is it going to require a radical overhaul of that system? If so, what can we do for students while we wait for (and work on) that long-term reform project? How do we educate them in a way that enlivens and empowers them and their language?

welcome!

Welcome to our class blog. I can't wait to read and discuss with you here. Although I'm sure you don't need it, here's a reminder about norms:

-Keep it professional.
Remember that the world is your audience, and that you're representing not only yourself and LSU, but the teaching profession. What we may know is intended as a joke could appear to be utterly serious to somebody who's never met you.

-Keep it topical.
This is a forum for discussing articles and issues raised by them related to language development and diversity. Make sure your postings and comments are relevant.

-Protect your anonymity, as well as that of others.
Use either first or last names in posts, but not both.

-Seek to understand before being understood.
Voicing disagreement is productive. In order to keep it that way, make sure you understand the point with which you disagree before offering your alternative. It's always a good idea to ask for clarification.

-Hold each other to high standards.
Push each other's thinking. Don't let assumptions go unquestioned. Ask tough and interesting questions. Make connections to other ideas we've talked about. Challenge yourself to think deeply about these issues, rather than simply getting the grade.