13.1 Appendix b: deciding for yourself about the research  (Page 5/20)

But Ebonics has distinctive features not shared with Standard English. In grammar, for example, the verb to be is used differently than in Standard English. Instead of simply indicating existence or non-existence, to be can also distinguish between a one-time event and an ongoing, continuous state. Consider these two sentences and their meanings:

1. He tired. (“He is tired right now.)
2. He be tired. (“He is often or always tired.”)

Ebonics also has features of language use or communication, just like a “foreign” language, which are different from Standard English. One is the use of repetitive, rhythmic phrases for emphasis—not unlike the style of an enthusiastic “preacher” in church. Another is the use of call-and-response, in which an individual asks a question or makes a statement to which the group expects to respond in unison.

What is interesting and important about the features of language use is that teachers can use them to communicate more effectively with students, often even if they themselves have not personally learned to speak African-American dialect. Anita Bohn (2003) illustrated this principle by carefully observing the teaching styles of two teachers who regularly incorporated the dialect into conversations with students and who used these conversations as a bridge for students to learn Standard English.

In one observation, for example, the class was beginning a writing activity and the teacher said, “This morning we are going to practice some sentences, and when we do that I want you to listen. Can you say that?” The class responded in chorus, “Listen!” The teacher said, “Do what?” The class replied even louder, “Listen!” The teacher repeated the work a few times together with the students: “Listen…listen…” Then she began clapping in between words: “Listen… [clap]…listen… [clap]…listen… [clap]…” Suddenly she stopped, leaned forward and asked the class, “How you gonna listen? With your feet?” All responded loudly: “Nooo!” After a pause, she asked again, “You gonna listen with your nose?” All responded again: “Nooo!” She asked, “How?” Everyone responded loudly together, “With our ears!”

The teacher’s approach used both repetitive, rhythmic language and a call-and-response style with which, as it happened, many of her students were already familiar. By using these features of African-American communication, she gained students’ attention effectively, but also used the style of communication to support an activity embedded in Standard English, writing sentences. In addition to being a familiar style of interaction, however, the technique worked for another reason: it implied respect for the language and communication skills that students had acquired already. Such respect has been shown to be important for success not only when students are learning two dialects, but also when they are learning two languages, such as Spanish and English (Marinez-Roldan&Malave, 2004).

Questions