Diana’s Comments (group member since Sep 03, 2010)

Diana’s comments from the Ling AP Lit. and Comp. 2010-11 group.

Post at least 1 question in a new discussion thread, including your response.

Post at least 2 responses to others' questions.

I encourage you to refer to specific scenes and quotes.

Good point, David. I agree it's crucial to connect to Celie through the thread of the "non-Standard" Englishes we all speak.

Thanks also for sharing your anecdote! Would you consider it an example of "linguistic push-pull"?

David wrote: "Thanks Grace for clarifying what Eitan had mentioned in class. But instead of discussing about how subtle or vast the differences between the two dialects are I think it's more important to note th..."

I need to reiterate here what I mentioned in class yesterday:

Nowhere in the chapter does Smitherman advocate for replacing the teaching of Standard English with the teaching of Black English; nor do other supporters of Black English.

I repeat: no one said anything about getting rid of Standard English.

Ling wrote: "In no way does Standard English more superior than Black English. It is just that we have set it as the standard and have grown accustomed to it. I do agree with Alon. If students wanted to learn B..."

In other words, no one has argued for making Black English more important than Standard English.

Diana wrote: "I need to reiterate here what I mentioned in class yesterday:

Nowhere in the chapter does Smitherman advocate for replacing the teaching of Standard English with the teaching of Black English; nor..."

I need to reiterate here what I mentioned in class yesterday:

Nowhere in the chapter does Smitherman advocate for replacing the teaching of Standard English with the teaching of Black English; nor do other supporters of Black English.

I repeat: no one said anything about getting rid of Standard English.

Alon wrote: "I agree with Rachel. I also believe that Black English should not take precedence over Standard English because it does, as Rachel said, represent education, understanding of comprehensive writing ..."

Define majority and African American culture.

I would agree that the majority of students in Tenafly are not native speakers of Black English, and cannot identify with the African American experience because most are not black.

However--how do we account for the popularity and influence of hip hop culture (fashion, music, dance) worldwide, including Tenafly?

And, how about towns across the country (including those neighboring Tenafly), where the majority of students speak Black English with friends and family?

Another thought to consider:

36% of the population is non-white. This percentage is projected to increase significantly, making whites the racial minority in the not-too-distant future.

Even though only 18% of the population is black, the percentage of Black English speakers must be higher if we agree that one need not be black to grow up speaking Black English.

And what do we make of popular Black English words/phrases like "phat" or "bling" that *have* found acceptance into Standard English (e.g. are now in the dictionary)?

http://quickfacts.census.gov/qfd/stat...



Hillary wrote: "I believe the culture is easily rejected in part because it is not something that the majority identifies with. The majority of the country does not feel deeply connected with African American cult..."

I need to reiterate here what I mentioned in class yesterday:

Nowhere in the chapter does Smitherman advocate for replacing the teaching of Standard English with the teaching of Black English; nor do other supporters of Black English.

I repeat: no one said anything about getting rid of Standard English.

I need to reiterate here what I mentioned in class yesterday:

Nowhere in the chapter does Smitherman advocate for replacing the teaching of Standard English with the teaching of Black English; nor do other supporters of Black English.

I repeat: no one said anything about getting rid of Standard English.

Can't tell if you're being sarcastic here, Chunsoo.

Park.chunsoo wrote: "Honestly, I don't think Ebonics is a completely different language, but I still think it can be taught as an elective.

However, I would like to clarify what I said about the "southern accent" o..."

I encourage you to make connections to yourself, The Color Purple, and/or Great Expectations in your comments. Cite quotations to illustrate your ideas, and draw from your thinking during today's discussion as well as from writing your HW.

For example:

When Jordan writes, "We begin to grow up in a house where every true mirror shows us the face of somebody who does not belong there, whose walk and whose talk will never look or sound 'right,' because that house was meant to shelter a family that is alien and hostile to us" (Jordan 123), I think immediately of Celie *and* Pip.

Celie's self hatred and shame is reflected in this statement not only because of the physical and sexual abuse she suffers, but also through the language she does not, and cannot speak.

Compared to Nettie (as Loren mentioned), Celie's world is so tiny. She can only admire (rather than ever join) Nettie, who has learned to speak and write "properly." Nettie sees Africa, England, and New York because she travels with missionaries, who, although they are black, are also conversant in the Standard English of the Bible. As Shug notices, "Ain't no way to read the bible and not think God white" (Walker 202). In other words, conforming to "white standards" (Jordan 124) has not only won them admission (but not necessariy acceptance) to "the house" (Jordan 123), but also a ticket to leave it and explore.

I also think of the Pip-Joe language contrast, but I'll leave that to someone else to discuss.

Hope this helps!

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