Содержание
- 2. TO SUCCEED IS TO BE UNDERSTOOD IN MAINSTREAM AMERICA, TO BE UNDERSTOOD IS TO BE ABLE
- 3. THERE ARE TWO SETS OF NORMS IN [SE]: INFORMAL STANDARD [USUALLY SPOKEN, SOMETIMES IN A REGIONAL
- 4. BLACK AMERICAN ENGLISH MANY AFRICAN AMERICANS SPEAK AND USE A FORM OF ENGLISH THAT IS SOMEWHAT
- 5. UNAWARENESS OF THE RULES OFTEN, THE STUDENT WHO SPEAKS BLACK AMERICAN ENGLISH IS UNAWARE OF THE
- 6. BECOMING AWARE THE PURPOSE OF THIS PRESENTATION IS TO PROVIDE KNOWLEDGE ABOUT SOME OF THE RULES
- 7. WHY MUST WE UNDERSTAND BLACK ENGLISH? ALL STUDENTS ARE TESTED ON THEIR KNOWLEDGE AND USE OF
- 8. TOOLS FOR UNDERSTANDING SOCIOLINGUISTS [ABRAHAMS, DILLARD, BARATZ AND SHUY, LABOV, JOHNSON, WOLFRAM, DANDY, SMITHERMAN, ETC.] HAVE
- 9. TOOLS FOR UNDERSTANDING THEY HAVE LONG CONTENDED THAT BLACK ENGLISH CONTAINS: PHONOLOGY [SPEECH SOUNDS, PRONUNCIATION PATTERNS]
- 10. TOOLS FOR UNDERSTANDING TEACHERS WHO ARE AWARE OF THESE DIFFERENCES ARE BETTER PREPARED TO TEACH STANDARD
- 11. WHAT IS BLACK ENGLISH? BLACK ENGLISH IS THE LANGUAGE OF BLACK AMERICA. CAUTION: NOT ALL 36
- 12. WHERE DOES [BE] COME FROM? BLACK ENGLISH IS A FUNCTIONAL FORM OF COMMUNICATION THAT EVOLVED FROM
- 13. CONTACT BETWEEN LANGUAGES ENCOUNTERS BETWEEN TWO DIFFERENT SPOKEN LANGUAGES, BETWEEN THE COLONIZED AND THE COLONIZER, HAVE
- 14. STAGES OF CONTACT BETWEEN TWO LANGUAGES: ORIGINAL PIDGIN CREOLE DECREOLIZATION DOMINANT
- 15. ORIGINAL INDIGENOUS LANGUAGE OF PRIMAL [“FIRST” NOT PRIMITIVE] PEOPLE WHO WERE “DISCOVERED” BY OUTSIDE EXPLORERS AND
- 16. PIDGIN FIRST CONTACT LANGUAGE LINGUA FRANCA, COMMON JARGON MEDIUM OF DIVERSE LANGUAGE GROUPS OF PEOPLE WHO
- 17. CREOLE WHEN PIDGIN BECOMES THE ONLY OR PRINCIPAL LANGUAGE OF A SPEECH COMMUNITY (DILLARD, 1972, P.
- 18. DECREOLIZATION BIDIALECTICAL MOVEMENT AWAY FROM THE USE OF SPOKEN CREOLE WITH AN INCREASING USE OF THE
- 19. DOMINANT ACADEMY ENGLISH STANDARD FORM, MAINSTREAM LANGUAGE USED BY HOLDERS OF POWER AND WEALTH LANGUAGE OF
- 20. IN THE SECTIONS THAT FOLLOW ARE EXAMPLES OF FEATURES OF [BE]. I HAVE INSERTED A FEW
- 21. FEATURES OF BLACK ENGLISH PHONOLOGY “SOUNDS MEAN MORE TO ME THAN PLAYING A LOT OF NOTES”
- 22. KENNETH R. JOHNSON: LANGUAGE CONSISTS OF SYSTEMATIC SOUNDS THAT PEOPLE MAKE WITH THEIR VOCAL CORDS THERE
- 23. Sounds occur in a word in 3 ways: Beginning (Initial) sound Middle (Medial) sound Ending (Terminal)
- 24. Some examples of the TH sound in [SE] and [BE]: VOICELESS/INITIAL POSITION: [SE] = Thing, thank,
- 25. THE “TH” SOUND VOICELESS/MEDIAL: [SE] = Bathroom, birthday [BE] = Bafroom, burfday THERE IS AN “F”
- 26. THE “TH” SOUND VOICELESS/TERMINAL: [SE] = With, mouth, path, both, South [BE]= Wif, mouf, paf, bof,
- 27. PS: [PERSONAL STORY] I TAUGHT MATH FOR 8 YEARS IN ALL BLACK PUBLIC HIGH SCHOOLS IN
- 28. [BE] RULE PLURAL ENDINGS: If in the context of the sentence one finds a reference to
- 29. CONSONANT REDUCTION (Consonant sounds in these letters are often not spoken or omitted) e.g. [SE] [BE]
- 30. FEATURES OF BLACK ENGLISH [“TEACHER, HOW MANY TESSES WE GON’ HAVE?”] THE TEACHER MAY RESPOND: [“DON’T
- 31. LET US COMPARE ANOTHER FORM OF [BE] FROM CARIBBEAN CREOLE IN JAMAICA [JE] IN THE PRONUNCIATION
- 32. [PS] PERSONAL STORY I TAUGHT THE STANDARD ENGLISH PRONUNCIATION OF “ASK” AS FOLLOWS: “FIRST YOU HAVE
- 33. A SAMPLE OF SOME OTHER PRONUNCIATION FEATURES [SE] [BE] OUT HERE OUT CHERE LIBRARY LIBERRY SUPPOSED
- 34. A SAMPLE OF SOME OTHER PRONUNCIATION FEATURES [SE] [BE] ABOUT ‘BOUT BEFORE ‘FO BIRTH CERTIFICATE BURF
- 35. LEXICON (VOCABULARY, CODES, WORDSETS) BLACK ENGLISH SPEAKERS HAVE A LARGE REPERTOIRE OF SLANG WORDS UNCOMMON TO
- 36. [BE] RULE INVERSION = When the Standard English word takes on the opposite meaning (bad =
- 37. [BE] RULE One can judge the importance of a concept in a culture (group) by counting
- 38. PSYCHOLOGICAL INTENT OF A WORD: KEN JOHNSON STATED THAT A WORD MAY HAVE THREE PSYCHOLOGICAL CHARACTERISTICS:
- 39. VOCABULARY: [BE] LEXICON WITH [SE] MEANINGS [BE] [SE] 411 DETAILS; GIVE ME THE DETAILS OR FACTS
- 40. VOCABULARY: [BE] LEXICON WITH [SE] MEANINGS [BE] [SE] THE TRUTH THE REAL DEAL, BEST THING GOING
- 41. THE CAN JAIL SMOKE WEED (MARIJUANA) BLUNT GETTING HIGH JACK PHONE CHILL OUT TO STOP ACTION
- 42. WORDS ARE WORDS IF THE BLACK ENGLISH SPEAKER LACKS A STANDARD ENGLISH WORD, HE HAS A
- 43. [PS] PERSONAL STORY: “A WORD A DAY KEEPS IGNORANCE AWAY.” TO EXPAND STUDENTS’ VOCABULARY IN STANDARD
- 44. INTONATION VARIATIONS BLACK ENGLISH HAS ITS ROOTS IN ANCESTRAL TONAL-RHYTHMIC LANGUAGES THAT CAME FROM AFRICA. IT
- 45. INTONATION AND FEELINGS VOICE QUALITY IS AFFECTED BY THE PSYCHOLOGICAL OR EMOTIONAL STATE OF THE SPEAKER.
- 46. CONSIDER THE FOLLOWING SCENARIO: AT A SOCIAL GATHERING, THREE YOUNG AFRICAN AMERICAN WOMEN ARE TALKING ABOUT
- 47. DIALOGUE—3 YOUNG WOMEN: --S’UP GIRL? --’SAP ‘NIN? --DIS PARTY BE KRUNK. --CHECK OUT HOMES! --YO, BLING
- 48. TRANSLATION: 3 YOUNG WOMEN [BE] [SE] --S’UP GIRL? --’SAP ‘NIN? --DIS PARTY BE KRUNK. --CHECK OUT
- 49. GRAMMAR AND OTHER FEATURES THE TEACHER ASKS: “DID YOU DO YOUR HOMEWORK?” [BE] CHILD REPLIES: “TEACHER,
- 50. GRAMMAR AND OTHER FEATURES NOTHING COULD BE FARTHER FROM THE TRUTH! IN EVERY COUNTRY IN THE
- 51. VERB CONJUGATION: [BE] RULE: A REVERSAL: THE PAST TENSE IS INTERCHANGED WITH THE PAST PARTICIPLE e.g.:
- 52. VERB CONJUGATION: [SE] [BE] TAKE, TOOK, HAVE TAKEN TAKE, TAKEN, DONE TOOK SING, SANG, HAVE SUNG
- 53. SYNTAX [WORD ORDER] TO BE OR NOT TO BE According to E. Dandy (1991,p.69), “The verb
- 54. THE USE OF “BE” “BE” INCLUSION HE BE THERE! HE BE ALL UP IN YO’ FACE
- 55. PRONOUN POWER THERE IS ANOTHER FEATURE I’D LIKE TO CALL “PRONOUN EMPOWERMENT,” WHERE THERE IS A
- 56. EXAMPLES OF PRONOUN EMPOWERMENT YOU A STORY (YOU’RE A LIAR) [THE “ARE” IS NOT NEEDED BECAUSE
- 57. OTHER FEATURES OF BLACK ENGLISH COMPRESSED PHONETICS [CONTINUOUS SOUND IN ONE WORD]: WASWRONWITCHOO? [WHAT IS WRONG
- 58. “SOMETIMES YOU HAVE TO SPEAK TWO LANGUAGES JUST TO SURVIVE IN AMERICA, AND YOU KNOW HOW
- 59. CONCLUSION ANY PERSON WHO SPEAKS ENGLISH IN AMERICA SPEAKS A DIALECT [ACCENT] OF ENGLISH. [e.g., BOSTON
- 60. NO MATTER WHAT THE LANGUAGE: “WHAT CHILDREN CAN THINK ABOUT THEY TALK ABOUT. WHAT THEY TALK
- 61. LANGUAGE IS POWER CULTURALLY SENSITIVE TEACHERS CAN TEACH BLACK ENGLISH SPEAKERS TO USE STANDARD ENGLISH, THE
- 62. HOW THEN TO PROCEED? SOME TEACHING TECHNIQUES: BE NOT AFRAID TO CORRECT--IN A CARING WAY—CHILDREN WHO
- 63. SOME TEACHING TECHNIQUES EXPLAIN THAT STANDARD ENGLISH IS “ANOTHER WAY” OF SPEAKING. IT SHOULD NOT “REPLACE”,
- 64. SOME TEACHING TECHNIQUES USE TAPE RECORDERS: ENCOURAGE CHILDREN TO READ STANDARD ENGLISH LITERATURE WHILE RECORDING THEIR
- 65. SOME TEACHING TECHNIQUES INCREASE THE RETENTION OF STANDARD ENGLISH VOCABULARY USING “AGGRESSIVE LEARNING” TECHNIQUES: (SEE RECOMMENDED
- 66. AFFECTIVE DOMAIN: FEELINGS ARE IMPORTANT REMEMBER TO CONSIDER THE FEELINGS OF THE CHILD. IMAGINE THIS: SUPPOSE
- 67. SUGGESTED READINGS SINCE THE LEGAL OUTCRIES IN ANN ARBOR, MICHIGAN, IN THE EARLY 1970s, AND AGAIN
- 68. RECOMMENDED READINGS Dandy, Evelyn B. (1991). Black Communications: Breaking Down the Barriers. Chicago: African American Images.
- 69. RECOMMENDED READINGS Nobile, Phyllis E. (2000). Aggressive Learning. Pelham, NY:The Reading Company, P.O. Box 11, Pelham,
- 70. BIBLIOGRAPHY Abrahams, Roger D. (1964). Deep Down in the Jungle. Chicago: Aldine Publishing Co. Abrahams, Roger
- 71. BIBLIOGRAPHY (CONT.) Johnson, Kenneth R. (1970). “The Language of Black Children: Instructional Implications.” In Racial Crisis
- 72. Websites: http://privateww.essex.ac.uk/~patrickp/aavesem/Biblio.html Patrick, Peter L. (2003). A Bibliography of works on African American English (27 pages).
- 73. SPECIAL THANKS TO: ROJ SMOOVE CHARLES “HONEYBOY” OTIS BLAZE, MICHAEL AND AMELIA, JAVIER, BEVRON, BEVERLY AND
- 74. MUSIC SOUNDTRACK MUSICAL SELECTIONS: INTRODUCTION “MOSQUITO HAWK STOMP” ENDING “FRENCH FRY SANDWICH” CD: MARTY MOST, JAZZ
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