FREE ESSAY ON EBONICS

EBONICS

Ebonics
The United States is filled with many different ethnicities, cultures, customs,
languages, etc. Supposedly, our public schools are equipped with classes, teachers,
curriculums and materials in order to educate that part of the student population whose
first language is something other than the English language. Bilingual classes,
transitional classes, ESL classes are just a few of the programs that have been developed
to instruct non-English speaking students in order for them to acquire the English
language. 
However, there has been a language use among African American students; language that has
not been examined closely nor acknowledged until recently. Ebonics is classified as Black
English or Black sounds, or Pan African Communication Behavior or African Language
systems which originates from the West African languages such as Ibo, Yoruba, and Hausa
(Amended Resolution of the Board of Education, 1997. P. 1). During the times of slavery,
ebonics was also spoken as Gullah, which is a combination of West African languages, and
English. Ebonics is a term coined by psychologist Robert Williams, resulting from the
combination of two words, ebony and phonics in order to describe its dialect (The Daily
O'Collegian Editorial Board. 1997. P. 1). The controversy behind ebonics is whether or
not it is actually a language or and should it be instructed as a foreign language. 
Language is defined as a system of words formed from such combinations and patterns, used
by the people of a particular country or by a group of people with a shared history or
set of traditions (Microsoft Bookshelf. 1996-1997 edition). Ebonics is a form of
communication of feelings, thoughts, opinions and ideas at is being used by our students
in the classroom who feel very comfortable using ebonics because they are accustomed to
express themselves in that way. 
As a result of many students using ebonics in a school setting, it has been recognized in
our educational system and it is believed that the understanding, the application, the
principles, the laws and the structure of ebonics would help African American students
(Amended Resolution of the Board of Education, 1997. P. 1). Ebonics would be used to help
learn Standard English. Therefore, ebonics has been studied for the last 15 years due to
the State of California recognizing the unique language stature of descendants of
Africans (Amended Resolution of the Board of Education, 1997. P. 1). As a result, the
State of California is trying to mandate an education program that is in the interest of
vindicating their equal protection of the law rights under the 14 Amendment (Amended
Resolution of the Board of Education, 1997. P. 2).'' The 14 Amendment states:
All persons born or naturalized in the United States, and subject 
to the jurisdiction thereof, are citizens of the United States and of 
the State wherein they reside. No State shall make or enforce any 
law which shall abridge the privileges or immunities of citizens of 
the United States; nor shall any State deprive any person of life, 
liberty, or property, without due process of law; nor deny to 
any person within its jurisdiction the equal protection of the laws 
(Microsoft Bookshelf. 1996-1997).
The Oakland school district is trying to pass a program based on ebonics because it is
considered that it will benefit African American students in their first language. In
addition, the Oakland school district believes that if ebonics is these students first
language that would make them bilingual and must receive some form of bilingual
education. Under the Bilingual Education Act (1968), 
confirmed by a Supreme Court decision (1974) and mandating help for 
students with limited English proficiency, requires instruction in the
native languages of students. (Microsoft Bookshelf. 1996-1997).
Oakland's concern is based on the outcome of the standardized test of reading and
language skills among many African American students, according to the Amended Resolution
of the Board of Education (1997), the scores on the standardized test were below state
and national levels. In addition to the low standardized test scores, Wasserman (1997)
argues that the grade point average among African American students is D+. The program
they envisioned featured African American system principles to move students from the
language patterns they bring to school to English proficiency (Amended Resolution of the
Board of Education, 1997. P.2). 
According to The Daily O'Collegian Editorial Board (1997), the Oakland school district
believes that in order to teach their African American students to be proficient in
English language, the teachers must first understand how ebonics is spoken through
learning the way it is spoken, used, written and the actual meaning of the material. In
addition, teachers will become more effective instructors if they understand the
cognitive constructions associated with Black Vernacular English (Oubr. 1997, P.
5). According to Oubr, the teachers who have the experience to relate to this
dialect is better equipped to communicate, and teach this population. Furthermore, by
learning the dialect, teachers are bridging the gap between themselves and African
American ebonics speaking students. They are also helping overcome the constraints of
ethnic prejudice, value judgement and social condemnation in the classroom (Oubr.
1997. P. 5).
According to Faull (1997), who is a child development and behavior specialist, she places
ebonics into the bilingual category. Faull's (1997) views are that students who speak
ebonics are similar to bilingual students who switch from his or her native language to
American English and back again, and a student who speaks ebonics should be able to
follow the same pattern as the bilinguals . Therefore, Faull (1997) states that a teacher
must have a understanding of ebonics and understand that children are learning languages;
the language used in the classroom and the language used in the home (Faull. 1997. P. 2).

In the Oakland area, Black students make up 71% percent of those in special education.
According to Miloy, misplacing African American students in classes because of language
differences is occurring all over the United States. According to Love (1997), Robert
William who coined the term ebonics, implies that 70 to 90 percent of the African
American children speak ebonics and it should be taught as a linguistic heritage as
opposed to placing these students in remedial classes. Studies done by researchers at
Stanford University show that black children who have been taught using the ebonics
program which recognized so-called black English as distinct from standard English - have
improved their ability to read and write standard English (Miloy. 1997. P.1). This shows
that there isn't a need to place African American students in remedial classes just
because they speak ebonics. It is not a question of intelligence. Most of those African
American students who speaks ebonics have a high IQ and remedial classes for them is not
the answer. Miloy (1997) points out that these studies have shown that by using the
ebonics method improves reading, writing, and speaking among the African American
students. As a result of instituting this program, students taught with ebonics have
moved up two grade levels in one year (Miloy. 1997. P 2).
But, many people feel that just because ebonics is used frequently, it is not a language,
although many feel that it falls in the definition of language. According to Wasserman
(1997), ebonics is not considered a language nor is it seen as a nonstandard of English.
Wasserman (1997) stated that ebonics is a language pattern rather than a language based
on grammar, punctuation and word, therefore, it should not be seen as an actual
language.
However, The American Speech, Language and Hearing Association classifies ebonics as a
dialect of English and this includes all the grammatical variations that go with it. For
example, he ain't here or he on up in that car is now part of the English language (Zeis.
1997. P1). Now, ebonics or the African-American Language System is sees as the primary
language of blacks of many inner city, urban, rural and suburbs. (Cuckler. 1997. P. 1).
However, there are those who laugh at the idea of ebonics even being a dialect much less
a language. According to Zeis (1997), American English and British English are two
different dialects but they both have grammar structures that is correct. Since, ebonics
lack this structure, it cannot be considered a dialect but it can be considered a form of
improper English, slang or jive. According to Zeis (1997), when high school students who
speak ebonics go to college, they will have to take English 101 because they are
classified as foreign speaking students whose first language is something other than
English.
Black English is a representation of the culture of many African American students and
teachers must recognize this use of language and in doing so, they also acknowledge the
rich culture of the students that has been marginalized for years. Educators in
California believe that these students can only learn through their roots and that the
only way they can get African American students to learn Standard English is by using
Ebonics as bridge. According to Wasserman (1997), this concept is ludicrous. It seems
like educators are turning to desperate measures to improve the chronic gap in academic
achievement between black and white students (Sanchez. 1997. P. A1). In addition,
Wasserman (1997), believes that such an act will only shortchange the students in the
long run. According to Woodall (1997), if these students want to work in the future, they
will have to learn Standard English. The United States is a competitive world and many
businesses require certain tools and skills, among them is a strong command of the
written and spoken Standard English, to obtain a job.
By teaching and encouraging African American students to speak ebonics, educators are
allowing these students to believe that this manner of speaking is acceptable and will
give them an entry to society and the workforce. However, ebonics does them no favor at
all (Woodall. 1997. P.1). Some educators believe that by instituting ebonics in the
school system will result in the further erosion of our educational system. In order to
graduate for high school, there are some prerequisites that must be completed which are
the necessary standards of mathematics, science, and English, for the purpose of
producing successful citizens of our country (Cuckler. 1997. P.1). According to the
article Ebonics and Education (Internet), Standard English is the language of economics
and it would cause problems within the economy and society if students assume that
learning ebonics will help them progress. 
Throughout this paper, there are various views on the use of ebonics in the schools and
in society. These ideas are all put in a way, which softens the blow on this sensitive
manner. However, there are those who feel very strongly about the issue at hand.
According to Banks (1997), racist educators have used the education of Black English
speaking students as a weapon to sabotage their learning for centuries. To many
educators, the ebonics system has been a "handy tool used to label them retarded,
warehouse them into special education curriculum, and set them upon the fast track to
lifetimes of academic failure (Banks. 1997. P.1)." As stated before, there are many
African words that which have been incorporated in American English such as "uh-uh,
uh-huh, goober and okra." Banks (1997) supports his ideas by stating that African
contributions are ignored because society has labeled Black English as slang. Banks sees
this society as a racist one where everything black is bad "i.e. blackmail, blacklisted
and blackball (Banks. 1997. P. 2)." Banks fails to take mention that not all words
associated with black are bad. For example, when someone in an economic situation is in
the black that is a positive and good factor.
There are many other languages in use by students that are considered to be good.
Students read Shakespeare in the classroom but Shakespearean English is not portrayed to
be slang but theatrical, scholarly and great works to read. Languages such as French,
Spanish and Japanese, according to Banks (1997), are viewed as "profitable and chic."
However, Banks suggests that "Black English is not being rejected for its difference, but
for its blackness (Banks. 1997. P. 2)."
By declaring ebonics as a separate language from English, the Oakland school district has
pole-vaulted ebonics from what some have considered a slang language and improper English
language to a bilingual issue. Since the school district sees this population as
bilingual they feel that courses, curriculums, classes and teachers should be made
available to instruct the Black English speaking students. In doing so, the Oakland
school district will become eligible for federal funding. According to the Applebome
(1997), Oakland school districts are asking for $2 million to be spent over a five-year
period on the ebonics program. Many criticize the Oakland school district for exploiting
the bilingual program to get federal funding. 
The formation of one's ideas is very complex and at times it is also related to one's own
language capacity and/or dialect ability. However, I agree with may of the educators and
people who have voiced their opinion on the matter of ebonics. Students will need to know
and use Standard English in order to function well economically, socially and
professionally in society. In addition to the outward form of Standard English, students
must also have the written ability of English, which means the proper use of spelling of
words, appropriate use of grammar, punctuation, etc. Many of the African American
students are unable to pass tests or receive low IQ scores because of the fact that they
do not have a grasp on Standard English. By constantly correcting of ebonics and
promulgating the correct forms of Standard English in the classroom, will help the
students in the long run. After repeated corrections and developments of lessons to
encourage the use of Standard English, eventually students will begin to speak as it is
being taught in the classroom by the teacher..
In order for teachers to help the African American students, they should have a grasp of
what is being considered ebonics. This is recommended so that the teachers can understand
the students and what they are trying to express in order to correct the incorrect speech
patterns. However, even though I am suggesting that teachers should know basic ebonics to
understand the students, I am not suggesting that ebonics should be implemented or use it
as a bridge because it will eventually lead to the downfall of many schools and students.
If our school systems were to incorporate an ebonics program, I believe that this would
be highly damaging to the African American students. In a way, it is as if we are
agreeing and encouraging for this type of English to be spoken. By doing so, we
disillusion these students into believing that they are prepared for the future job
market. 
The total abolishment of someone's culture is not the answer to the growing concern of
the growing use of ebonics. The ultimate goals is to improve the communication between
the teachers and the students in order to aid our future lawyers, doctors, politicians,
teachers, etc. in reaching and achieving their maximum potential in school and in future
references. Ebonics is seen as away to help African American students learn Standard
English. Children to do not learn the same way so as teachers, we have to use any
technique necessary to help our students.
By instituting the ebonics programs, we will have a great number of students who are not
prepared for the workforce. I hate to speculate what will happen to them but it must be
done. If these students are unable to find a job, most likely they will end up on public
assistance, selling drugs on the corner or receiving minimum wage for the rest of their
lives. This will lead to an even greater destruction of our economy, society, morals and
in life in general. 
Two questions that arises are when is enough, enough? and what is next? First we pass
ebonics as a language and get funding for bilingual courses. As a result, the whole
secondary and university level of curriculum and coursework must be changed in order to
accommodate this new program. After implementing ebonics for African Americans, maybe a
new proposal should be made to have the way Hispanics speak English in many barrios as a
language and not a form of slang. We can call it Spanglish, which is a formation of some
Spanish words and English words by combining to make a new word such as trocas, la yarda,
el rufo, la marketa, etc. This sound ridiculous and that is the point I am trying to
make. Spanglish like ebonics is not a language but a form of improper English or Spanish.
Stop the insanity.
Bibliography
References:
Applebome, Peter. 'Ebonics' Omitted in Oakland report on Teaching English. New York
Time: May 6, 1997.
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. Internet
Address: http://www.magn-ground.com/news/school-papers/laduepanorama.htlm
Woodall, Bert. 1997. Training for Failure. Internet Address:
http://www.puoncbews.com/issues/759/editorial.com
Zeis, Robert. 1997. Ebonics is a silly concept; they ain't got no sense: It's jive.
http://www.dany.fastate.edu/voulumes/Spring9//Jan-23//op2.htlm
Bibliography
Applebome, Peter. Dispute Over Ebonics Reflects a Vouatile Mix That Roils Urban 
Education. New York Tines: March 1, 1997, A, 10:1
Dorsett, Charles. ( 1997). 21st Century Racism. Internet Address:
http://memers-tripod.com/~cdorse/t/ebpnics.html
Kalb, Deborah. Ebonics Issue Goes Before Panelthat Controls School Aid. USA Today:
January 24, 1997, A, 3:2
Loveless, Tom. The Academic Fad That Gives Us Ebonics. Wall Street Journal: January
22, 1997, A, 14:3.
Schorr, Jonathan. Give Oakland's School a Break New York Times: January 2, 1997, A, 
18.
Turns of Phrase:Ebonics. Internet Address:
http://crever.net/quimon/words/turnsophrase/up.htlm