In the United States, there is a diverse population with people from various ethnicities, cultures, customs, and languages. Public schools offer bilingual classes, transitional classes, and ESL classes to educate students who do not speak English as their first language. The goal of these programs is to assist non-English speaking students in learning the English language. However, there is now recognition of a distinct language use among African American students known as Ebonics. Ebonics is also referred to as “Black English,” “Black sounds,” “Pan African Communication Behavior,” or “African Language systems.” Its origins can be traced back to West African languages such as Ibo, Yoruba, and Hausa. During the time of slavery, Ebonics was spoken as Gullah which combined these West African languages with English. Psychologist Robert Williams coined the term Ebonics by combining the words “ebony” and “phonics” to describe its dialect. The controversy surrounding Ebonics revolves around whether it should be classified as a language and if it should be taught as a foreign language according to Microsoft Bookshelf (1996-1997). In our classrooms, students utilize Ebonics as a means of communication for expressing their feelings, thoughts, opinions, and ideas. These students find comfort in using Ebonics as it is a familiar way for them to express themselves.The Board of Education recognizes the prevalence of Ebonics in our educational system and believes that African American students would benefit from understanding and applying its principles, laws, and structure (Amended Resolution of the Board of Education, 1997, p.1). The goal is to use Ebonics as a tool to help these students learn Standard English. As a result, research on Ebonics has been conducted for the past 15 years since California acknowledged the unique language status of African descendants (Amended Resolution of the Board of Education, 1997, p.1). California aims to mandate an educational program that upholds equal protection rights under the 14th Amendment for these individuals (Amended Resolution of the Board of Education, 1997,p.2). According to this amendment, all individuals born or naturalized in the United States and subject to its jurisdiction are citizens at both federal and state levels. The Oakland school district is attempting to implement an Ebonics-centered program with the belief that it will be advantageous for African American students who consider it their first language. Additionally, they claim that if Ebonics is recognized as a primary language, these students will be considered bilingual and therefore entitled to some form of bilingual education.According to the Bilingual Education Act (1968) and a Supreme Court decision (1974), it is mandated by law that students with limited English skills should be instructed in their native languages. This aligns with the information provided in Microsoft Bookshelf from 1996-1997.
The Board of Education’s Amended Resolution (1997) expresses Oakland’s concern about the standardized test results of African American students in reading and language skills, which were below state and national levels. Wasserman (1997) argues that these students have a low grade point average, averaging a D+. The proposed program aims to improve their English proficiency by utilizing principles from the African American system and understanding ebonics. The school district believes that teachers need to learn how ebonics is spoken, used, written, and its actual meaning in order to effectively teach African American students to be proficient in English. Oubr? (1997) suggests that teachers experienced with this dialect are better equipped to communicate and teach this population, bridging the gap between themselves and African American students who speak ebonics. This also helps overcome ethnic prejudice, value judgment, and social condemnation in the classroom (Oubr?, 1997). Faull (1997), a child development specialist, classifies ebonics as a form of bilingualism. According to Faull (1997), students who speak ebonics should be treated similarly to bilingual students who switch between their native language and American English. It is important for teachers to understand ebonics and recognize that children are learning both the language used in the classroom and the language used at home.According to Miloy, in Oakland, 71% of students in special education are Black. This suggests that the issue of misplacing African American students due to language differences is widespread in the United States. Love (1997) argues that instead of placing these students in remedial classes, ebonics should be taught as a linguistic heritage. Research conducted by Stanford University shows that implementing an ebonics program has been effective in improving reading and writing abilities among black children, indicating that speaking ebonics should not be seen as an indication of low intelligence or warrant placement in remedial classes. Many African American students who speak ebonics have high IQs, highlighting the ineffectiveness of remedial classes (Miloy). According to Miloy (1997), research suggests that using the ebonics method can lead to a two-grade level improvement within one year for African American students’ reading, writing, and speaking abilities. However, Wasserman (1997) disagrees with classifying ebonics as a language because it is based on language patterns rather than traditional aspects like grammar and punctuation.
The American Speech, Language, and Hearing Association categorize ebonics as a dialect of English, also known as the African-American Language System. This means it encompasses grammatical variations like phrases such as “he ain’t here” or “he on up in that car” (Cuckler, 1997). However, not everyone agrees with this classification. Zeis (1997) argues that while American English and British English are recognized as different dialects with proper grammar structures, ebonics lacks this structure and is viewed as improper English or slang. As a result, high school students who speak ebonics may be referred to as foreign-speaking students in college (Zeis, 1997).
The use of Black English by many African American students is a reflection of their culture, which has been marginalized for years. Teachers must acknowledge this language and its cultural significance. Educators in California believe that using Ebonics as a bridge is the only way for African American students to learn Standard English while staying connected to their roots. Wasserman (1997) finds this approach to be absurd and desperate, as it attempts to address the persistent achievement gap between black and white students. Furthermore, Wasserman (1997) argues that this strategy will ultimately shortchange the students. Woodall (1997) asserts that learning Standard English is essential for these students’ future job prospects, as many businesses in the competitive United States require strong written and spoken English skills.
Educators who teach and encourage African American students to speak ebonics are implying that this way of speaking is acceptable and will provide them with opportunities in society and the workforce. However, this is not advantageous for the students as ebonics offers them no benefit. Some educators believe that introducing ebonics into the education system will further deteriorate our educational system. Graduation from high school requires meeting certain prerequisites in mathematics, science, and English to ensure students become successful citizens. Standard English is the language of economics, and assuming that learning ebonics will aid progress can cause problems in the economy and society. This paper discusses various perspectives on the use of ebonics in schools and society, presenting them in a way that softens the impact of this sensitive issue. However, there are individuals who strongly believe in addressing the matter. Racist educators have historically used the education of Black English speaking students as a weapon to undermine their learning. (Banks, 1997)The ebonics system has been seen by many educators as a convenient tool for labeling students as intellectually disabled, segregating them into special education programs, and ensuring their future academic failures (Banks, 1997, p.1). Additionally, African words like “uh-uh, uh-huh, goober, and okra” have become part of American English. However, Banks (1997) argues that these African contributions are often disregarded due to the perception of Black English as slang. He suggests that this reflects a racist society where anything associated with blackness is deemed negative, such as terms like “blackmail, blacklisted, and blackball” (Banks, 1997, p.2). However, Banks overlooks the fact that not all words associated with “black” carry negative connotations. For instance, being “in the black” in an economic context signifies a positive and favorable situation.
There are multiple languages that students consider to be good, including French, Spanish, Japanese, and Shakespearean English. Shakespearean English is not seen as slang but rather as theatrical, scholarly, and great works to read. According to Banks (1997), languages like French, Spanish, and Japanese are seen as profitable and chic. However, Banks suggests that Black English is rejected not for its difference, but for its blackness (Banks, 1997). The Oakland school district has elevated ebonics from being considered slang and improper English to a bilingual issue by declaring it a separate language from English. Because of this, the district believes that courses, curriculum, classes, and teachers should be provided to instruct Black English speaking students. This move makes the Oakland school district eligible for federal funding. Oakland school districts are requesting $2 million over a five-year period for their ebonics program (Applebome, 1997). Many criticize the district for using the bilingual program as a way to obtain federal funding. The development of ideas is complex and can be influenced by one’s language capacity and dialect ability. I agree with many educators and individuals who have voiced their opinion on the matter of ebonics.Students need to understand and utilize Standard English in order to succeed economically, socially, and professionally. This includes mastering written English, which entails proper spelling, grammar, punctuation, and more. Unfortunately, many African American students struggle in tests and perform poorly in IQ assessments because they lack a solid foundation in Standard English. By consistently correcting Ebonics and promoting the use of Standard English in the classroom, teachers can effectively help these students in the long term. Through repeated corrections and engaging lessons that encourage the use of Standard English, students will eventually start speaking as they are taught in class.
Teachers should understand ebonics to aid African American students in comprehending and rectifying their speech patterns. However, it is crucial to note that familiarity with ebonics does not imply advocating for its usage or implementing an ebonics program in schools. Doing so can be detrimental to African American students and may provide them with a false sense of readiness for the future job market. Completely eradicating someone’s culture is not the solution for addressing the use of ebonics. The objective is to enhance communication between teachers and students to help them excel academically and professionally. Ebonics can be viewed as a tool to support African American students in acquiring Standard English, as diverse children learn through various methods necessitating teachers’ utilization of different techniques to assist their students.
Implementing ebonics programs may lead to a significant number of students who are unprepared for the workforce. The potential consequences are uncertain but worth considering, as these students may struggle to find employment and may become dependent on public assistance, involved in drug-selling, or stuck in long-term minimum wage jobs. These outcomes would have negative impacts on our economy, society, morals, and overall quality of life. We must question when these changes will go too far and what other alterations might be proposed next.
Approving ebonics as a language and securing funding for bilingual courses would require substantial changes to secondary and university curricula. It is necessary to accommodate this new program. After implementing ebonics for African Americans, there could be suggestions to recognize the English spoken by Hispanics in many “barrios” as a language instead of slang. This hybrid language can be called “Spanglish,” formed by combining Spanish and English words like trocas, la yarda, el rufo, la marketa, etc. This may seem absurd; however it serves to emphasize the argument being made here: both Spanglish and ebonics are not authentic languages but examples of incorrect English or Spanish usage. It is time to put an end to this unreasonable situation.
Bibliography:References:Applebome, Peter. ‘Ebonics’ Omitted in Oakland report on Teaching English. New YorkTime: May 6, 1997.
The content below contains information about Ebonics and its impact on education. The sources include:
– Banks, Alicia. 1997. Ebonics: Black English/White Weapon. Internet Address: http://www.arronet.com/COLUMN/ARCHIVES/1223988banks.htlm
– Cuckler, Steve. 1997. The Problem with Ebonics. Internet Address: http://www.osu.edu/students/osucr/ebonics1.htlm
– Ebonics and Education. 1997. Internet Address: http://www.edu-ssio.educ.quueensu.ca/qbell/update/tint/postmodernism/ebod.htlm.
Faull, Jan. 1997. Should Children Speak Ebonics at School? Internet Address:http://tammy.disney.com/Categories/Education/Features/family_1997_09/dony9/raebomcs/10/2/98
Love, Alice Ann. 1997. Ebonics Lesson at Black Psychologists’ Convention Internet Address: http://www.atnensnewspapers.com/199//08109//0810.ebonics.htlm
Miloy, Courtland. 1997. Nothing Funny About Ebonics. Internet Address: http://www.engnsnurst.org/ebonpro.htlm
Oubr?, Alondra. 1997. Internet Address: http://www.aaw.com/toc.htlm
Sanchez, Rene. Ebonics: A Way to Close the Learning Gap?; Schools Have Been Experimenting for Years with Using Black English as a ‘Bridge” to Better Skills. New York Tines: January 6, 1997.
Wasserman, Tracey. 1997. Language Shortcuts Do Not Benefit Students. InternetAddress: http://www.magn-ground.com/news/school-papers/laduepanorama.htlmWoodall, Bert. 1997. Training for Failure. Internet Address:http://www.puoncbews.com/issues/759/editorial.comZeis, Robert. 1997. Ebonics is a silly concept; they ain’t got no sense: It’s jive.
Bibliography
Applebome, Peter. Dispute Over Ebonics Reflects a Vouatile Mix That Roils Urban Education. New York Tines: , A, 10:1
Dorsett, Charles. ( 1997). 21st Century Racism. Internet Address:
Kalb, Deborah. Ebonics Issue Goes Before Panelthat Controls School Aid. USA Today:, A, 3:2
Loveless, Tom. The Academic Fad That Gives Us Ebonics. Wall Street Journal: , A, 14:3.
Jonathan Schorr reported in the New York Times on January 2, 1997, that Oakland’s school needs a break, as mentioned in section A, page 18.
Here is a link to a website called “Turns of Phrase:Ebonics” where you can find more information. The website address is http://crever.net/quimon/words/turnsophrase/up.htlm
