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Black English vs standard English
Vernacular tradition of African American
Essay on african american vernacular
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Recommended: Black English vs standard English
In “Teaching to Transgress: Education as the practice of Freedom”, Author, feminist, and social activist Bell hooks made a point to go beyond Standard English and express ourselves through one's own cultural language. Hooks believes that African Americans created a speech that could convey more than Standard English does. I agree with Hooks because different languages are used in many different ways, whether it is to insult someone or to express how much you care. I believe that Standard English became a symbol of oppression and Standard English covers up the true language of Black Vernacular English. There is a wide variety of English other than the standard, for example, Black Vernacular English. Black Vernacular English is a speech that African Americans created to express themselves. Common sense seems to dictate that Standard English is not the easiest language to learn but it is the most well-used language in America. Hooks claims that “The power of this speech is not simply that it enables resistance to white supremacy, but that it also forges a space for alternative cultural production.” (pg. 171, par.6) I admire Hooks claim because Black Vernacular should not be a way to rebel against Standard English but a way to include different cultural languages. In “Teaching to Transgress: Education as the practice of Freedom”, Hooks asserts that …show more content…
some young white immature people use black speech in rap as a way of talking down on Black Vernacular, almost like it is less important. This is an example of a way that Black Vernacular speech means more than how people use it. Standard English is the language that is accepted as the correct form to use when communicating.
As I see it, Standard English secretes Black Vernacular English and other languages. According to Hooks, “It is a mask which hides the loss of so many tongues, all those sounds of diverse, native communities we will never hear…” (pg.168, par. 2) Hooks makes a good point because people are expected to speak Standard English but in reality people speak different languages. Vernacular English speakers are trying so hard to speak Standard English because that is what they are told to do that they forget about their own
language. Words only have power if people give them power. I believe language and how a person uses language says a lot about them. African Americans’ and every culture should be able to speak as they want to. We should be able to express ourselves through our language. Hooks explains this by saying “words impose themselves.” (pg.167, par.1) I think this is true because people use words to express hate, love, and so many other emotions. Hooks argues that “How they shape it to become a territory that limits and defines, how they make it a weapon that can shame, humiliate, colonize.” (pg.168, par.3) I praise Hooks claim because some white people discriminate against different languages like Black Vernacular English. Standard english became a symbol of oppression. Hooks is teaching to transgress language, this can result in people speaking freely and expressing their feelings through their own language. Americans have always believed that Standard English should be a primary focus on learning. I believe communication should be diverse and people should be able to express themselves with their own language.
In Verhsawn Ashanti Young’s article titled, “Nah, We Straight: An argument Against Code Switching,” he makes his objectives clear as he argues against people Right to their own language. The author questions the advantage of standard American English as opposed to other types of English. He refers to those aspect as code switching, which he believes can lead to racist thinking. Code switching, according to Young, calls out for one way of speaking to be omitted in favor of others, based on one's rhetorical situations. The author points out that students are required to translate from Afro-American English or Spanglish to standard English and not the other way around, which is concerning. Youngs method to get around this segregation is the usage
Allison Joseph asks many questions in this poem bring a black American and how someone of the black community is expected to speak. Some of these questions include, “Was [she] supposed to sound lazy, / dropping syllables here and there/ not finishing words but/ slurring their final letters/ so each sentence joined/ the next, sliding past the listener?”(34-39), and “Were certain words off limits, / too erudite for someone whose skin/ came with a natural tan?” (40-42).
Joseph's poem "On Being Told I Don’t Speak Like a Black Person" presents the idea that just because one is African American does not mean they should speak a certain way. Speech is powerful, but the message is what's most important no matter the race of the individual from which the message is being
In bell hooks’ “Seeing and Making Culture: Representing the Poor”, she discusses the portrayal and misrepresentation of poverty in our society and the methods behind the dilemma. In this excerpt, retrieved from her book Outlaw Culture: Resisting Representations (1994), hooks focuses on the negative effects of contemporary popular culture and its contribution to the negative societal views on poverty.
Throughout history society has created many stereotypes and assumptions based on race and nationality to confine us into categories. The reality is, not every individual fits a specific category because we are unique even within the same ethnic group. In “On Being Told I Don’t Speak Like a Black person” Allison Joseph illustrates some speech stereotypes that come hand in hand with her racial background and how even people from the same racial background and house hold don’t all sound alike. The author portrays that race and linguistic has such a huge impact on our daily life and how society sees her differently to others when they see she does not fit in the stereotype of sounding “like a black person” and feels frustration to being compared
Bell Hooks is a well-known Feminist. She has achieved a lot through her lifetime, and is still going strong. Bell Hooks is mostly known for her fight for feminism and for mainly African American females. She is also known for the many books she has written and for her public speaking. But besides all the major facts above, there is a lot more to Bell Hooks then you think. Throughout your readings you will learn a little more about Bell and her accomplishments. The main resource I used to do my research was the internet.
Lisa Delpit’s book, “The Skin We Speak”, talked about language and culture, and how it relates to the classroom. How we speak gives people hits as to where we are from and what culture we are a part of. Unfortunately there are also negative stereotypes that come with certain language variations. There is an “unfounded belief that the language of low income groups in rural or urban industrial areas is somehow structurally “impoverished” or “simpler” than Standard English” (Delpit 71). The United States is made of people from various cultures and speak many different variations of languages. As teachers we must be aware of some of the prejudices we may have about language and culture.
In the essay if Black English Isn’t a Language, Then Tell Me, What is? by James Baldwin and Mother Tongue by Amy Tan both shows idea of uses of slang and language in different context. In the essay if Black English Isn’t a Language, Then Tell Me, What is? Baldwin states that how language has changed and evolved overtime, Baldwin describes how black English were used as white English, in civil rights movement where blacks were treated as slaves and the used slang language to communicate so that the whites won’t understand. This slang was taken from black language and now everyone uses to make the communication short. In the essay Mother Tongue Tan explains that how language could affect people from different culture. Tan states that how Asian students in America struggle in English. Tan also states that her mother is smart but she couldn’t communicate in English. Tan thinks that’s a big disadvantage for her mother and people coming from different countries cannot show their talent because of their weakness in communication.
Baldwin’s essays are well written in formal English where he discusses the real problem of socially constructed idea of the Negro’s. According to Baldwin, language is an important to group identity, further connected to the power of the black’s identity. According to the James Baldwin essay If Black English Isn’t a Language, Then Tell Me, What Is?, demonstrate that the language is something through which you convey your message to others. The native language can also be called as a
In her novel called “Feminist Theory: From Margin to Center” one of the many areas bell hooks speaks of is the perpetual racial confinement of oppressed black women. The term double-bind comes to mind when she says “being oppressed means the absence of choices” (hooks 5). The double-bind is “circumstances in which choices are condensed to a few and every choice leads to segregation, fault or denial” Therefore, this essay will discuss how hooks’ definition of oppression demonstrates the double-bind in race relations, forcing the socially underprivileged minority to “never win,” and as a result allowing the privileged dominate “norm” to not experience perpetual segregation.
During the second week of class, we were instructed to read a reading written by Bell Hooks titled “Come closer to Feminism.” This reading is what I consider to be a very important addition to this unit. Unit one is all about Making waves, Confronting Oppression. According to Frye, it is a fundamental claim of feminism that women are oppressed (Frye, 1983). Before taking upon this reading, my understanding of the feminist movement was not nearly as clear as it is now. After reading this short handbook, I too agree that feminism is for everybody.
In Baldwin 's article If Black English Isn 't A Language Then Tell Me What Is? starting off by telling the readers about French speaking people. He is explaining how different dialects doesn 't mean people aren 't speaking the same language. Going deeper about language saying that it ties into the culture. Give an example of Black Culture and how their expression of English is different. Talking about the phrases like jazz me, baby, sock it to me, and funky; being used that way they weren 't meant to. Finally introducing how the African American culture has been disrespected or ignored. Telling
I agree with hooks that it is important to understand what our students need to ìtransform consciousness.î At the same time, why must we force students to express themselves without giving them the chance to choose how? Is language really how we give our students a voice in the classroom? Hooks believes in order to give our students a voice, enforcement is necessary. But do we know if what the student reads is really how she thinks and feels? How do we teach the student to not please the teacher by reading just anything, instead reading something she cares about?
...e be accepted in the larger. This idea not exclusively a group goal, but is even expressed on the individual level as shown in this interview. The language that the individual associates him or herself with seems to play a key role as to which group the individual wishes to belong. Speakers of SE identify with mainstream America, speakers of AAVE with the black culture created in opposition of the mainstream culture. Bi-dialectal people, like Irving, identify with the black culture almost exclusively, but seem to use SE as a tool or "weapon" within the mainstream society. Irving doesn't seem to accept standard English as anything other than a necessity. He doesn't believe that SE is an integral part of himself, but rather an extension of his ability to communicate with others. Standard English really is a weapon to Irving, and a weapon that he wields proficiently.
In a sociolinguist perspective “the idea of a spoken standardized language is a hypothetical construct” (Lippi-Green, 2012, pp. 57). They are the form of Britain English and American English that are used in textbooks and on broadcasting. Giles and Coupland observe that “A standard variety is the one that is most often associated with high socioeconomic status, power and media usage in a particular community” (1991, p. 38). Both native speakers and learners of English, where English is taught as a second or foreign language (hereafter ESL/EFL), speak dialect of English in everyday conversation (Kachru, 2006, pp. 10-11; Owens 2012, p.