Ebonis Vita Ottonis Episcopi Bambergensis (Classic Reprint)

Product Information

The story is not merely a historical concern. To help meet their needs, a handful of districts and schools have quietly returned to the idea of using students’ home dialects to help them learn standard English. This book, or novel, highlights the life of a teenage girl going through extreme difficulties with her father raping her and her mother who dismisses her. The protagonist, Precious Jones, learns to take control of her life and put it into words. The book is written in the AAVE tongue and sharply puts into words the difficulties of urban life. This is a most have for AAVE enthusiasts and those who enjoy a good fiction (urban) story. I grew up in the poorest section of the poorest section of Georgetown, Guyana, the nation’s capital. I grew up speaking what is called conservative Guyanese creole, a stigmatized language variety that was and is considered broken English by most Guyanese and which was not what the teachers wanted when I went to school. Guyana was a former British colony, and English was the official language, and so kids in school weren’t allowed to speak Creole, or what we call Creolese. It was banned. So, of course, it was very difficult for people like me to succeed in school and elsewhere in the society that required English. But some of us did, and managed to learn standard English enough to pass exams and to get scholarships to go to college. Finally, we looked at the models with the scores from the racial bias subscale from the PJAQ race bias subscale, the SRS, CSE-R, and the two BIDR subscales added (means and SEMs are reported in Table 3). For choice, speech stereotypicality remained a significant predictor, B = –0.61, SE = 0.16, p< 0.001. The interactions between the racial bias subscale and voice and the SRS and voice were also significant, B = 0.11, SE = 0.02, p< 0.001, and B = –0.06, SE = 0.01, p< 0.001, respectively. The slope for racial bias on face choice was greater for low stereotypicality voices than high stereotypicality voices, z = 5.71, p< 0.001. At 1 SD above the mean on the racial bias subscale, participants were not significantly more likely to choose the high phenotypicality face after hearing the high stereotypicality voice, z = 1.22, p = 0.442. However, at 1 SD below the mean, participants were over seven times more likely to choose the high phenotypicality face after hearing the high rather than low stereotypicality voice, z = 5.85, p< 0.001, OR = 7.58. Guy G. R., Cutler C. (2011). Speech style and authenticity: quantitative evidence for the performance of identity. Lang. Variat. Change 23

Faul F., Erdfelder E., Buchner A., Lang A.-G. (2009). Statistical power analyses using G*Power 3.1: tests for correlation and regression analyses. Behav. Res. Methods 41 Labov W., Ash S., Boberg C. (2008). The Atlas of North American English: Phonetics, Phonology and Sound Change.

5. Beyond Ebonics: Linguistic Pride and Racial Prejudice

Bates D., Mächler M., Bolker B., Walker S. (2015). Fitting linear mixed-effects models using lme4. J. Statist. Softw. 67

And the NYT’s Peter Applebome wrote a series of pieces about the controversy, fleshing out Oakland’s distinct place in California politics, the political dynamics surrounding the vote in favor of the resolution, and a controversial figure who seemed to be behind the Ebonics proposal. Rakiæ T., Steffens M. C., Mummendey A. (2011b). When it matters how you pronounce it: the influence of regional accents on job interview outcome. Br. J. Psychol. 102

Subscribe to our mailing list

Hart C. M., Ritchie T. D., Hepper E. G., Gebauer J. E. (2015). The Balanced Inventory of Desirable Responding Short Form (BIDR-16). SAGE Open 5 Blair I. V., Judd C. M., Chapleau K. M. (2004a). The influence of afrocentric facial features in criminal sentencing. Psychol. Sci. 15 Mulac A., Rudd M. J. (1977). Effects of selected American regional dialects upon regional audience members. Commun. Monogr. 44 John Baugh has stated [10] that the term Ebonics is used in four ways by its Afrocentric proponents. It may: It still is very much the case that many people, without thinking, can harbor negative assumptions about the different ways other people speak.

AAVE’s linguistic classification is still debated among academics, with some who argue that its proximity to standard English renders it a dialect of English, not a language. Critics of such a classification point out the social implications of subordinating AAVE in such a manner, citing AAVE’s unique grammatical structure and lexicon as justification for identifying it as a stand-alone language. Some also challenge standard English’s stringency and pervasiveness. Regardless of AAVE’s status, correcting or dismissing someone’s way of communicating is inherently discriminatory. These distinctive Ebonics pronunciations are all systematic, the result of regular rules and restrictions; they are not random 'error'--and this is equally true of Ebonics grammar. For instance, Ebonics speakers regularly produce sentences without present tense is and are, as in "John trippin" or "They allright". But they don't omit present tense am. Instead of the ungrammatical *"Ah walkin", Ebonics speakers would say *"Ahm walkin." Likewise, they do not omit is and are if they come at the end of a sentence--"That's what he/they" is ungrammatical. Many members of the public seem to have heard, too, that Ebonics speakers use an 'invariant' be in their speech (as in "They be goin to school every day"); however, this be is not simply equivalent to is or are. Invariant be refers to actions that occur regularly or habitually rather than on just one occasion. What do people think of Ebonics? Bucholtz M., Hall K. (2005). Identity and interaction: a sociocultural linguistic approach. Discourse Stud. 7Hughes S. M., Miller N. E. (2016). What sounds beautiful looks beautiful stereotype: the matching of attractiveness of voices and faces. J. Soc. Pers. Relat. 33 Caruso A. J., Mueller P. B., Shadden B. B. (1995). Effects of aging on speech and voice. Phys. Occup. Ther. Geriatrics 13 Prikhodkine A., Preston D. R. (Netherlands: John Benjamins Publishing Company; ), 137–156. 10.1075/impact.39.06lou Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York: The New Press.