Ling AP Lit. and Comp. 2010-11 discussion
The Search for Identity
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Linguistic Push-Pull
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DISCUSSION QUESTION: If Ebonics is an actual language,does it have a place in the classroom?
This question is very similar to mine and Gabe's question. I think there are many factors to consider when deciding if a language should be taught in school. I think Ebonics is very interesting and is valued among African Americans, but since it is not standard, it should not replace Standard "White" English. It should not replace it, beacause we learn a language to be able to communicate with each other, and without the knowledge of standard English, communicating would become a difficulty. I do think Ebonics should be offered as an elective or second language. There is so much history routed in Ebonics and Ebonics is routed within our country's history. Thus, I think Ebonics should be offered as a type of elective.
I absolutely agree with what Arielle said. I cannot stress more that although Ebonics is part of the African American cultural heritage, it should be separated from the standard English that we are taught in school. Part of the reason that we learn English in high school is to be able to learn how to effectively express and communicate our ideas through our writing. The whole idea of a standard is to have something, in this case a language, considered by general consent to be the norm. Without actually having a norm, there is no 100% way to properly and efficiently communicate our thoughts. Without a standard of English, conversing over an internet forum such as this would be extremely difficult and frustrating.This does not just apply to grammar, but also with spelling. For example: ef Ai taiped lik tis, wood u understand mee (If I typed like this, would you understand me?). Thus, it is extremely important to set standards.
To come back to the original question, I think that it really does not have any place being taught in the classroom. With regards to it being spoken in the classroom, I believe it is up to the discretion of the teacher.
The idea of having Ebonics offered as an elective, however, is an interesting idea. I do not think it would right to substitute it as a foreign/second language requirement because as Anjali already discussed in my group's thread (Black Speech--Language or Dialect?): "The Standard English user...feel at ease with learning."
I feel Ebonics is a dialect, and not a language, but it is not at all bad (in the Standard English definition of the word). Nevertheless, Ebonics, as Arielle mentioned has "so much history routed" in it that you can not simply dismiss it as being as 'baby talk' (I believe it's on page 5 in Bill Cosby's quote, but I forgot to bring my packet with me).
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" or whatnot. One of the main reasons Black English is getting so much attention is because of the fact that it is such a large part of the Black community, and is a symbol of their culture and identity, just like the many ways Blacks wear their hair*, for instance. Isn't that the same with all different dialects of English? Even if the southern accent is just "an accent," doesn't the unique way of speaking still serve as such a symbol? I think so. So then, let's make a class for every single dialect and accent in existence! (same reasoning to teach AAL in the classroom)
You guys all make very good points. When our group came up with this question at first, we agreed that Ebonics does not have a place in the classroom as a main language of study, as many of you pointed out as well. However, we liked the idea of SEEK, which teaches students Standard English by comparing it to Ebonics. Therefore, we agreed that it does have a place in the classroom in the sense that it can be used to help students understand Standard English.
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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..."
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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.
If Ebonics were an actual language, then can it be taught in the classroom? Well, I believe teaching Ebonics would be extremely difficult. How can we truly learn anything without passion? How can students read summer assignments and produce a quality essay without a true appreciation for the literature works? Likewise in order for Ebonics (or any other subject) to become a school's second language, elective, or even a main curriculum, students and faculty must have a firm appreciation and a desire to learn it. However, the article states a few points that contradict this condition. The author quotes Bill Cosby saying, "'You can't be a doctor with that kind of crap coming out of your mouth... There's no English being spoken...'" (8). This "crap" is Black English. According to the author's explanations in my assigned section (Black speech--language or dialect?), non-linguists consider language as a symbol of social status. However, students like us and most people (like Bill Cosby) do not consider dialects as "high status" (15). Hence, people (even the launchers of SEEK) naturally label AAL as a symbol of poverty and under-education(?) among the southern populations. This being said, I believe that America and its young students will find it extremely difficult to accept AAL as not only as an education curriculum but also as a part of everyday life because of natural, subconscious tendencies to look down upon Ebonics.
I agree with David that it would not be an easy task to try and teach Ebonics in schools, but would that not be more the reason to try? If we are all so subconsciously haughty towards Ebonics, do we believe it is justified? If it is not justified then the only way to attack the issue is to make it available in classrooms. I do not believe it would make sense to change our whole language/arts learning structure, but maybe to include it as a couple units of study in the English curriculum. I believe this will have a positive effect on the push/pull because those who look down upon Ebonics will gain a better understanding and those who see it as a flaw in themselves will get a chance to recognize its non-negative distinction. And by knowing the distinction between their "mother language(or dialect)" and standard English, I believe it will give the students a more open minded approach to learning standard English.
I had the same response to David's post as Loren did. I think that the lack of respect and acknowledgement that Ebonics receives is exactly why it should be at least looked at in schools. If we were to learn more about it, perhaps we wouldn't be so biased against it, and perhaps those who speak it would stop considering their native tongue a "crap language." I don't believe Ebonics should be "taught" as a language--but I do think it should be discussed as a huge factor of the African-American culture.
Thanks guys for the feedback. I completely agree that Ebonics should not modify the entire language curriculum in schools but maybe taught as a "cultural understanding" course. I also agree that applying Ebonics in this way will create and develop an appreciation and clarify any misconceptions of this precious dialect.
The “push-pull” nature of the language is also highlighted by the fact that many Black Language words have made their way into acceptable Standard English. The author also comments on the fact that some teachers spend too much effort correcting students’ grammar than allowing them to express themselves freely and explore their creativity while writing.