For example, Floyd Brown was one of these students. One day he was going after school, and he replied:

"Ima fi'n na go to da crib n axe ma fo some bread." -

“You think that he was going to kill his mother who was in a baby crib (obviously a midget) and take her food. But it is he was going home to ask his mother for some money”.

Ebonics had been coined for this speech deficiency in 1973. A dissection of the word Ebonics, which you will not find in the dictionary and should not find in any classroom in American school systems, yields a definition based on its two syllables. Ebo means black, and nics, which is taken from phonics, means sounds. This breaking apart of the word Ebonics simply yields its meaning as, black sounds.

According to Jane Hill, a political columnist for the Chicago Tribune, Ebonics was first recognized in America in the 1800's when African slaves were first brought to America. These slaves did not speak Standard English because they were not taught to do so. They spoke a form of what some people now call Ebonics, because they did not know any better, but African Americans in today's school systems have been taught better and should know better. (35, 33)

Education is best built upon what we already know, but if what we already know is incorrect English, then we must discard it and learn from correct tutorial tools. This includes practicing reading, writing and speaking with adherence to English grammar rules. Strong reinforcement of Standard English through repetitious reading and writing exercises is one solution to the problem of illiteracy in ethnic groups in America. When necessary, another solution may be speech therapy.

This is the kind of learning structure we need in the classrooms in their country. They must demand it of their teachers, and they must deliver. They should be culturally sensitive to all ethnic groups in an educational setting, but let's not lose sight of the goal in the process, which is mastery of the English language. Any incorporation of non-standard use of the English language could make it harder for all students to learn Standard English. What is worse is that these bad English-speaking students may become complacent with Ebonics and feel that they now have their own identifiable language and not attempt to learn Standard English. If students transfer nothing other than proper English to their long-term memory during their education, they will at least have the basis for success in the general population. Good communication skills are a must in almost every occupational field. (33, 56)

Who will lose as a result of a mandatory incorporation of Ebonics into our school systems? First, those students in English as a Second Language programs will feel the effects of such a fiasco. Funding for Ebonics will most likely come from this area and as a result, necessary, commendable programs such as this could be short-changed. Secondly, teachers who have spent their careers attempting to condition the tongues of their students to English discipline will have to concede to bad English. Lastly, the students who are placed in these classes will suffer the greatest loss. Ebonics classes will be composed primarily of students who belong to various ethnic groups, which will contribute to segregation and racism, and American history has proven that segregation in any form can only serve to keep minorities down.

While it is true that many of the words Americans speak today come from African origin, those words are clearly pronounceable and are understood by most Americans. Some of these words are: jubilee, banana, jumbo, gumbo, jazz and banjo. These words are not slang. According to Connie Eble, a member of the linguistic association of Canada and the US, slang can be defined as the dropping of a consonant at the end of a word and attaching it to the next word. The following is an example of slang: (working last) translated into slang as (workinlas). This is a common combination that some people believe composes parts of Ebonics. This type of slang has artistically contributed to the film industry with productions such as Roots and Glory, but that only makes it marketable, not correct. It as exploitation of inadequate education of both the characters in the film who speak it, and the viewer who pays to see it.

In Martin Luther's speech “I Have a Dream”, and in his writings such as “Letter from Birmingham Jail”, you can't find one word of what may be deemed improper English or Ebonics. If Martin Luther King could speak and write this clearly without the aid of Ebonics to bridge the gap, this must surely dispel any theory of the speaking of bad English being genetically connected to African Americans. I believe that if he could hear the arguments supporting Ebonics he would roll over in his grave. Ebonics was not part of his dreams for black Americans; he hoped for educational boundaries to be broken not re-created as Ebonics has the potential of doing

The list of prominent figures in society who oppose Ebonics includes Jessie Jackson who openly speaks on television broadcast shows and in various publications about his contempt for Ebonics. United States Secretary of Education Richard Riley has publicly declared Oakland's program of Ebonics ineligible for federal funding. Bill Cosby calls Ebonics "Igmo-bonics." An urbanized version of the English language which if allowed evolving will leave only body language as a common standard language to the next generation. (34, 144).

As a society interested in the future of our youth we must realize that there is no substitute for hard work and study in the classroom, and there are no shortcuts to learning the English language. The educational system must strive to make children mainstream communicators. Ebonics is a misguided, ill represented, detrimental shortcut that will only create confusion and disappointment in the classroom. It is a cancer that must be sent into permanent remission by the clear and coherent voices of Americans.

Chapter III. Linguistic Aspects of Black English.

1. Phonetic peculiarities

AAVE and Standard English pronunciation are sometimes quite different. People frequently attach significance to such differences in pronunciation or accent and as such the study of phonology (the systematic a patterning of sounds in language) is an important part of sociolinguistics. It should be noted that phonology has nothing to do with spelling. The way something is spelt is often not a good indication of the way it "should be", or much less is, pronounced.

When two consonants appear at the end of a word (for instance the st in test), they are often reduced: the final t is deleted. This happens, to some extent, in every variety of English including standard ones. In AAVE the consonant cluster is reduced variably (i.e. it does not happen every time) and systematically.

Sociolinguists have shown that the frequency of reduction can be expressed by a rule which takes account of a number of interacting facts. Crucially, the frequency of reduction depends on the environment in which the sound occurs. The following two factors, among others, have been found to affect the frequency of reduction in consonant clusters

If the next word starts with a consonant, it is more likely to reduce than if the next word starts with a vowel. For example, reduction is more likely to occur in west side (becoming Wes side) than in west end.

A final t or d is more likely to be deleted if it is not part of the past tense -ed than if it is. (The past tense -ed suffix is pronounced as t or d or Id in English depending on the preceding sound.) For example, reduction is more likely to occur in John ran fast (becoming John ran fas) than in John passed the teacher in his car.

The th sounds: The written symbol th can represent two different sounds in English: both an "unvoiced" sound as in thought, thin and think, and a "voiced" sound as in the, they and that. In AAVE the pronunciation of this sound depends on where in a word it is found.

At the beginning of a word, the voiced sound (e.g. in that) is regularly pronounced as d so 'the', 'they' and 'that' are pronounced as de, dey and dat. AAVE shares this feature with many other nonstandard dialects, including those of the East Coast of United States and Canada.

Less common in AAVE is the pronunciation of the unvoiced sound as t. Thus 'thin' can become tin but rarely does. This however is a very common feature of Caribbean creoles in which 'think' is regularly pronounced as tink, etc. When the th sound is followed by r, it is possible in AAVE to pronounce the th as f as in froat for 'throat'.

Within a word, the unvoiced sound as in nothing, author or ether is often pronounced as f. Thus AAVE speakers will sometimes say nufn 'nothing' and ahfuh 'author'. The voiced sound, within a word, may be pronounced v. So 'brother' becomes bruvah, etc.

At the end of a word, th is often pronounced f in AAVE. For instance 'Ruth' is pronounced Ruf; 'south' is pronounced souf. When the preceding sound is a nasal (e.g. n or m) the th is often pronounced as t as in tent for 'tenth'; mont for 'month'. (10, 69)

The sounds l and r:

When they do not occur at the beginning of a word l and r often undergoes a process known as "vocalization" and are pronounced as uh. This is most apparent in a post-vocalic position (after a vowel). For instance 'steal', 'sister', 'nickel' become steauh, sistuh, nickuh. In some varieties of AAVE (e.g. in the Southern US), r is not pronounced after the vowels o and u. The words door and doe, four and foe, and sure and show can be pronounced alike.

Vowels. /Nasalized vowels:

When a nasal (n or m) follows a vowel, AAVE speakers sometimes delete the nasal consonant and nasalize the vowel. This nasalization is written with a tilde (~) above the vowel. So 'man' becomes mг.

Nasals consonants and front vowels:

In many varieties of English, including standard varieties, the vowels i in pin and e in pen sound different in all words. In AAVE, these sounds are merged before a nasal (like n or m). So in AAVE pin and pen are pronounced with the same vowel. Most Southern US varieties of English merge these vowels too, so this is only a distinctive feature of AAVE in the northern United States.

Diphthongs:

Some vowels like those in night and my or about and cow are called "diphthongs". This means that when the vowel is pronounced, the tongue starts at one place in the mouth and moves as the vowel is being pronounced. In AAVE the vowel in 'night' or in 'my' is often not a diphthong. So when pronouncing the words with this diphthong, AAVE speakers (and speakers of Southern varieties as well) do not move the tongue to the front top position. So 'my' is pronounced ma as in he's over at ma sister's house.

Stress:

AAVE s from some other varieties in the placement of stress in a word. So, where words like police, hotel and July are pronounced with stress on the last syllable in Standard English, in AAVE they may have stress placed on the first syllable so that you get po-lice, ho-tel and Ju-ly.

Sounds:

Creole has some characteristics which are associated with regional and working-class varieties of English and some others which are found only in Caribbean Creole. Some of the most important differences:

The vowel of CUP is like the vowel of British English COP /kVp/

The vowel of ALL is like the vowel of British English ARE /a:l/

The vowels of DAY and HOME are diphthongs /dI@/ and /huom/

The first consonant of THESE /Di:z/ is /d/: /di:z/

the first consonant of THUMP /TVmp/ is /t/: /tVmp/ (16,128)

2. Grammar peculiarities

Some of these characteristics, notably double negatives and the omission of certain auxiliaries such as the has in has been are also characteristic of general colloquial American English.

The linguist William Labov carried out and published the first thorough grammatical study of African American Vernacular English in 1965.(37)

The copula BE is often dropped, as in Russian, Hebrew, Arabic and other languages. For example: You crazy! ("You're crazy") or She my sister ("She's my sister"). The phenomenon is also observed in questions: Who you? ("Who're you?") and Where you at? ("Where are you (at)?"). On the other hand, a stressed is cannot be dropped: She is my sister. (37)

The general rules are:

- Only the forms is and are (which in any case is often replaced by is) can be omitted

- These forms cannot be omitted when they are pronounced with a stress (whether or not the stress serves specifically to impart an emphatic sense to the verb's meaning).

- These forms cannot be omitted when the corresponding form in Standard English cannot show contraction (and vice-versa). For example, I don't know where he is cannot be reduced to *I don't know where he because in Standard English the corresponding reduction *I don't know where he's is likewise impossible. (Though I don't know where he at is possible.)

Possibly some other minor conditions apply as well.

Present-tense verbs are uninflected for number/person: there is no -s ending in the present-tense third-person singular. Example: She writes poetry ("She writes poetry"). Similarly, was used for what in Standard English are contexts for both was and were.

The word it or is denotes the existence of something, equivalent to Standard English there in "there is", or "there are". This usage is also found in the English of the US South. Examples Is a doughnut in the cabinet ("There's a doughnut in the cabinet") and It ain't no spoon ("There isn't a spoon", also "They ain't no spoon").

Altered syntax in questions: In “ Why they ain't growin'?” ("Why aren't they growing?") and “Who the hell she think she is?” ("Who the hell does she think she is?") lack the inversion of standard English. Because of this, there is also no need for the auxiliary DO. (29, 48)

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