...it's a bastardization of English.
http://msnbc.msn.com/id/8628930/
How condescending and unhelpful.
http://msnbc.msn.com/id/8628930/
How condescending and unhelpful.
It's not a language...
- Thread starter Kvlt Wench
- Start date
Necromunchkin
Lord of the Whisky
That bow-tie wearing bastard needs to be slapped down in the worst way. Somebody shoot John Stewart up with methamphetamines and caffeine and give him a chainsaw then send him to this bastard's new show.
Dying Freedom
Eat shit.
- Mar 19, 2005
- 535
- 4
- 18
- 38
Loner
In Despise
Man, that fucking burns me. What a waste of time and money, not to mention it promotes the idea that people should act differnt because of their race. Ugh, I'm pissed as hell now.
Mephistophiliac
Pfukkuntaschitz
This is seriously the stupidest fuckng thing I've ever heard.
"KELLERMAN: ... because it's a foreign language, essentially."
No, it's something a bunch of morons put togethor over time because they needed new words that would rhyme in rap songs, and dumb impretional minors followed their example.
"KELLERMAN: ... because it's a foreign language, essentially."
No, it's something a bunch of morons put togethor over time because they needed new words that would rhyme in rap songs, and dumb impretional minors followed their example.
Lord Foul
I don't spank men
metalskater7 said:
I am sure you meant "impressionable" there, sir, being a master of pure Aryan English and all
Thorngren
Project Genocide
this is retarded..... just slap the kids n make em speak normal. if they cant, than fuck the dumb bitches
Nightshade
Blonde to the bone
Well, it certainly is a creative solution. I think this can safely be deposited in the same box of crappy ideas as not "failing" kids because it might hurt their feelings. Personally, I think being homeless and hopeless and futureless forever and ever amen would hurt a person's feelings more than a bad grade on one's report card, but then I think water is wet, so who am I to judge....
Captain Beard
No longer active
- Sep 6, 2001
- 28,010
- 99
- 48
Thanks for the tip, jackass.Lord Foul said:I am sure you meant "impressionable" there, sir, being a master of pure Aryan English and all
neal
wizard in black
haha dont be mad 'cause you said all my pals are stupid and he pointed out how you're an idiot as well.
Virgil.
¯\(°_o)/¯
I should start a band called "NiggerNoid". We will tour with the LynchMob and all proceeds will go toward abolishing this new "edjucation" in our schools. word to yo mutha.
PS: Anyone with a red bow-tie on national tv should be shot.
PS: Anyone with a red bow-tie on national tv should be shot.
abrasiverock
Mark Carras
There are times when I am ashamed to be a liberal and this is one of those times. How many people who make over $100,000.00 a year (in a non-celebrity role) speak ebonics at their business meetings? Want them to get good jobs? Make sure they get a good education that includes proper english.
why is it still an issue?
Long Beach Press-Telegram (CA)
January 19, 1997
USING EBONICS TO TEACH STANDARD ENGLISH; EDUCATION: LOCAL TEACHERS USE BLACK ENGLISH TO HELP BLACK STUDENTS WITH DICTION, GRAMMAR.
Sophie Yarborough and Laura Flores
Staff writers
NORTH LONG BEACH It's 10:30 a.m. and time for a grammar lesson in Regina Chaney's English class at Lindbergh Middle School in North Long Beach. She begins by pointing to a sentence she's written on the board behind her:
"He be messin wid me."
Chaney discusses what the words mean with her class of 34 African-American pupils and continues the lesson by writing down the following: "I be, she be, he be, they be, we be, it be."
Then she has the class conjugate the verb "to be" out loud with her in its present, past and future tenses. She tells the students to write them down along with her as she writes them on the board.
"When we say, `He be messin wid me,' we know it means he has offended me in the past, is offending me now and is probably somewhere out there planning to offend me in the future," Chaney says.
"It works for us, but the people who score your tests don't know this one line means all these things. You have to conjugate your verbs."
Chaney's class is one local example of how teachers use Ebonics -- or Black English -- as a tool to help students learn standard English.
"They have to master standard English. They have to, because that's the standard they're being measured by," Chaney says after the class.
On Dec. 18, the Oakland school board sparked a wildfire of debate when it passed a resolution declaring Ebonics the primary language of African-American pupils. President Clinton, poet Maya Angelou and scores of educators have spoken out against Oakland's declaration. Some have dubbed it the Ebonic Plague.
Other educators endorsed it. Los Angeles school board member Barbara Boudreaux has proposed spreading her district's standard English program districtwide to reach as many African-American pupils as possible. Her draft resolution, which acknowledged Ebonics as a distinct language and calls for teacher training, was sent to committee for review and revision Monday without comment. It is due back for a vote next month.
The Los Angeles Unified School District serves the communities of Bell, Carson, Cudahy, Harbor City, Huntington Park, Los Angeles, Maywood, San Pedro, South Gate and Wilmington.
Oakland policy revised
After the onslaught of criticism, Oakland school officials unanimously passed a revised resolution Wednesday that dropped a reference to Ebonics being genetically based and eliminated several references to Ebonics being the primary language of African-American pupils.
Oakland officials say the new policy clarifies the old policy, which they say was misreported and misunderstood.
They also say the essence of the policy calls for using district general funds to train teachers to help students make the transition from Black English to standard English.
Repeatedly, they have stressed it is not their aim to teach Ebonics in the classroom, nor to request federal funds for the program.
Much of what Oakland has proposed to do isn't new. About two dozen other California school districts -- including Compton, Lynwood and Los Angeles -- have for years been using awareness of Black English as a tool to help African-American children acquire standard English skills. And although few statistics are available, some educators say they've have seen dramatic improvement in student performance.
Many educators reject calling Ebonics a separate language, but contend that teachers need to understand the roots of Black English to help pupils learn standard English.
California began its statewide Standard English Proficiency program in 1981. It calls for an understanding of "black language" as a tool to guide AfricanAmerican pupils toward fluency in standard, or mainstream, English, so they can take tests and negotiate jobs.
The program recognizes that some children bring a language other than standard English to school and seeks to build on that as a basis for learning. The program is not about teaching Black language, state officials said.
Oakland schools adopted the state program the same year it was introduced. The Compton, Los Angeles and Lynwood districts followed a few years later.
L.B.'s Ebonics policy
The Long Beach district does not use the state's standard English program. Chaney's class uses Ebonics as a learning tool as part of a pilot project at Lindbergh. It's one of four courses at Lindbergh designed to improve the academic performance of African-American pupils with low test scores and discipline problems.
Long Beach Superintendent Carl Cohn, who said he believes such pilot programs as Chaney's are important to try and study, criticized Oakland's original resolution as a cruel hoax. He objected to the message of the new resolution as well.
"To me, anything that suggests hard work and academic rigor is the answer to low test scores and grades, not some snake oil salesman with some African-language systems principles," Cohn said. "This continues to be a distraction, rather than what urban systems should be about, which is, independent of color, what are we doing to rescue all students that have low standardized test scores and low grades?"
The Los Angeles Language Development Program for AfricanAmerican Students, which borrows some methods from the state's standard English program, is the Los Angeles district's $2.9 million mainstream English program. It's used in 31 schools in the Los Angeles Unified School District, including Leapwood Elementary in Carson.
The state has never assessed its Standard English Proficiency program. The Los Angeles school district has no measurement of its success, either, but plans to begin an assessment program in the next year. Oakland introduced three tests in September to measure how pupils in its Ebonics programs speak, read and write.
Individual schools have shown some measurable success. Most of the pupils in the pilot program at Lindbergh Middle School in Long Beach showed improvement in their language skills on a nationally standardized test given last spring.
Bunche Elementary in Carson, which is in the Compton Unified School District, uses the state's Standard English Proficiency pro gram religiously throughout the school. And despite being among the 10 poorest of the 306 schools in the Long Beach area, its average score on the 1994 California Learning Assessment System exam -- the last year the statewide test was given -- placed it higher than three-quarters of area schools.
Pupils at Bunche, which has a 50-50 split between black and Hispanic pupils, spend 15 minutes a day on phonics, often including standard English drills. Teachers read aloud to pupils each day to model proper pronunciation and help the children read together. And they constantly point out the differences between standard English and the phrases some of the children use with friends or at home.
The teachers focus on the endings of words, the verbs, and other areas that often trip up children who grew up speaking Black English. They encourage the children to slow down and think before they speak and write.
`WHAT did you say?'
Fifth-grade teacher Cowana Emile at Bunche says many children say "umbarella" instead of "umbrella," "wif" instead of "with" and "cambra" instead of "camera." Sometimes all she needs to do is shoot a quizzical look at a pupil or say, "WHAT did you say?" and the children quickly fix it themselves.
"They'll say, `You know what I mean, Ms. Emile,' and I say, `No, you tell me what you mean,' " she says, adding that standard English starts as an oral skill and develops into reading and writing. "They know when they use a term in the wrong tense."
She spent one recent morning going over the difference between "I have a dog" and "I has a dog."
"They say, `Has sounds better,' and I say, `It doesn't matter if it sounds pretty, we have rules we have to follow,' " she said.
Emile has also noticed that when her pupils read back their stories and essays aloud, they change the Black English they've written into standard English. She then makes them rewrite it on the page.
Principal Maple Cornwell says she always teaches standard English, but makes sure teachers never insult pupils for using a Black English word.
"We don't try to destroy them, because then too many think, `I heard my grandma say liberry (instead of library), so she must be dumb,' " Cornwell says.
She remembers once hearing a shy African-American boy, who answered a question in Black English, get shouted down by his teacher, and he never raised his hand again for the rest of the year.
She prefers the more gentle approach of correcting the pupil in her answer. If a pupil says, "Do you got a piece of chalk?" she'll answer, "I have a piece of chalk. Would you like to have it?"
It's obvious that constant coaching of the pupils in standard English pays off.
Pupils in Mabelean Jones' second-grade class at Bunche practiced their speeches for weeks for a show they performed Friday in honor of Martin Luther King Jr.'s birthday.
As they lined up chairs for a skit about Rosa Parks' historic refusal to move to the back of a bus, and the ensuing protest, the children recited their parts with perfect diction.
"We will win," they chanted in unison. "And it doesn't have to do with the color of our S-K-I--N, skin!"
Long Beach Press-Telegram (CA)
January 19, 1997
USING EBONICS TO TEACH STANDARD ENGLISH; EDUCATION: LOCAL TEACHERS USE BLACK ENGLISH TO HELP BLACK STUDENTS WITH DICTION, GRAMMAR.
Sophie Yarborough and Laura Flores
Staff writers
NORTH LONG BEACH It's 10:30 a.m. and time for a grammar lesson in Regina Chaney's English class at Lindbergh Middle School in North Long Beach. She begins by pointing to a sentence she's written on the board behind her:
"He be messin wid me."
Chaney discusses what the words mean with her class of 34 African-American pupils and continues the lesson by writing down the following: "I be, she be, he be, they be, we be, it be."
Then she has the class conjugate the verb "to be" out loud with her in its present, past and future tenses. She tells the students to write them down along with her as she writes them on the board.
"When we say, `He be messin wid me,' we know it means he has offended me in the past, is offending me now and is probably somewhere out there planning to offend me in the future," Chaney says.
"It works for us, but the people who score your tests don't know this one line means all these things. You have to conjugate your verbs."
Chaney's class is one local example of how teachers use Ebonics -- or Black English -- as a tool to help students learn standard English.
"They have to master standard English. They have to, because that's the standard they're being measured by," Chaney says after the class.
On Dec. 18, the Oakland school board sparked a wildfire of debate when it passed a resolution declaring Ebonics the primary language of African-American pupils. President Clinton, poet Maya Angelou and scores of educators have spoken out against Oakland's declaration. Some have dubbed it the Ebonic Plague.
Other educators endorsed it. Los Angeles school board member Barbara Boudreaux has proposed spreading her district's standard English program districtwide to reach as many African-American pupils as possible. Her draft resolution, which acknowledged Ebonics as a distinct language and calls for teacher training, was sent to committee for review and revision Monday without comment. It is due back for a vote next month.
The Los Angeles Unified School District serves the communities of Bell, Carson, Cudahy, Harbor City, Huntington Park, Los Angeles, Maywood, San Pedro, South Gate and Wilmington.
Oakland policy revised
After the onslaught of criticism, Oakland school officials unanimously passed a revised resolution Wednesday that dropped a reference to Ebonics being genetically based and eliminated several references to Ebonics being the primary language of African-American pupils.
Oakland officials say the new policy clarifies the old policy, which they say was misreported and misunderstood.
They also say the essence of the policy calls for using district general funds to train teachers to help students make the transition from Black English to standard English.
Repeatedly, they have stressed it is not their aim to teach Ebonics in the classroom, nor to request federal funds for the program.
Much of what Oakland has proposed to do isn't new. About two dozen other California school districts -- including Compton, Lynwood and Los Angeles -- have for years been using awareness of Black English as a tool to help African-American children acquire standard English skills. And although few statistics are available, some educators say they've have seen dramatic improvement in student performance.
Many educators reject calling Ebonics a separate language, but contend that teachers need to understand the roots of Black English to help pupils learn standard English.
California began its statewide Standard English Proficiency program in 1981. It calls for an understanding of "black language" as a tool to guide AfricanAmerican pupils toward fluency in standard, or mainstream, English, so they can take tests and negotiate jobs.
The program recognizes that some children bring a language other than standard English to school and seeks to build on that as a basis for learning. The program is not about teaching Black language, state officials said.
Oakland schools adopted the state program the same year it was introduced. The Compton, Los Angeles and Lynwood districts followed a few years later.
L.B.'s Ebonics policy
The Long Beach district does not use the state's standard English program. Chaney's class uses Ebonics as a learning tool as part of a pilot project at Lindbergh. It's one of four courses at Lindbergh designed to improve the academic performance of African-American pupils with low test scores and discipline problems.
Long Beach Superintendent Carl Cohn, who said he believes such pilot programs as Chaney's are important to try and study, criticized Oakland's original resolution as a cruel hoax. He objected to the message of the new resolution as well.
"To me, anything that suggests hard work and academic rigor is the answer to low test scores and grades, not some snake oil salesman with some African-language systems principles," Cohn said. "This continues to be a distraction, rather than what urban systems should be about, which is, independent of color, what are we doing to rescue all students that have low standardized test scores and low grades?"
The Los Angeles Language Development Program for AfricanAmerican Students, which borrows some methods from the state's standard English program, is the Los Angeles district's $2.9 million mainstream English program. It's used in 31 schools in the Los Angeles Unified School District, including Leapwood Elementary in Carson.
The state has never assessed its Standard English Proficiency program. The Los Angeles school district has no measurement of its success, either, but plans to begin an assessment program in the next year. Oakland introduced three tests in September to measure how pupils in its Ebonics programs speak, read and write.
Individual schools have shown some measurable success. Most of the pupils in the pilot program at Lindbergh Middle School in Long Beach showed improvement in their language skills on a nationally standardized test given last spring.
Bunche Elementary in Carson, which is in the Compton Unified School District, uses the state's Standard English Proficiency pro gram religiously throughout the school. And despite being among the 10 poorest of the 306 schools in the Long Beach area, its average score on the 1994 California Learning Assessment System exam -- the last year the statewide test was given -- placed it higher than three-quarters of area schools.
Pupils at Bunche, which has a 50-50 split between black and Hispanic pupils, spend 15 minutes a day on phonics, often including standard English drills. Teachers read aloud to pupils each day to model proper pronunciation and help the children read together. And they constantly point out the differences between standard English and the phrases some of the children use with friends or at home.
The teachers focus on the endings of words, the verbs, and other areas that often trip up children who grew up speaking Black English. They encourage the children to slow down and think before they speak and write.
`WHAT did you say?'
Fifth-grade teacher Cowana Emile at Bunche says many children say "umbarella" instead of "umbrella," "wif" instead of "with" and "cambra" instead of "camera." Sometimes all she needs to do is shoot a quizzical look at a pupil or say, "WHAT did you say?" and the children quickly fix it themselves.
"They'll say, `You know what I mean, Ms. Emile,' and I say, `No, you tell me what you mean,' " she says, adding that standard English starts as an oral skill and develops into reading and writing. "They know when they use a term in the wrong tense."
She spent one recent morning going over the difference between "I have a dog" and "I has a dog."
"They say, `Has sounds better,' and I say, `It doesn't matter if it sounds pretty, we have rules we have to follow,' " she said.
Emile has also noticed that when her pupils read back their stories and essays aloud, they change the Black English they've written into standard English. She then makes them rewrite it on the page.
Principal Maple Cornwell says she always teaches standard English, but makes sure teachers never insult pupils for using a Black English word.
"We don't try to destroy them, because then too many think, `I heard my grandma say liberry (instead of library), so she must be dumb,' " Cornwell says.
She remembers once hearing a shy African-American boy, who answered a question in Black English, get shouted down by his teacher, and he never raised his hand again for the rest of the year.
She prefers the more gentle approach of correcting the pupil in her answer. If a pupil says, "Do you got a piece of chalk?" she'll answer, "I have a piece of chalk. Would you like to have it?"
It's obvious that constant coaching of the pupils in standard English pays off.
Pupils in Mabelean Jones' second-grade class at Bunche practiced their speeches for weeks for a show they performed Friday in honor of Martin Luther King Jr.'s birthday.
As they lined up chairs for a skit about Rosa Parks' historic refusal to move to the back of a bus, and the ensuing protest, the children recited their parts with perfect diction.
"We will win," they chanted in unison. "And it doesn't have to do with the color of our S-K-I--N, skin!"
