1. Introduction
African American Vernacular English (AAVE) is the variety formerly known as Black English Vernacular or Vernacular Black English among sociolinguists. It is also called Ebonics outside the academic community. While some features of AAVE are apparently unique to this variety, in its structure it also shows many similarities with other varieties including a number of standard and nonstandard English varieties spoken in the US. AAVE has been the subject of several public debates. The analysis of this variety has caused a lot of discussion among sociolinguists and also among the American people.
AAVE is a language that I hear every day through the music I hear and the Internet I use. This was the main reason that I chose to learn more about AAVE. Many people think AAVE is the same as Standard American English but this is not true.
In this paper I will investigate whether AAVE is a dialect or a slang. And also the origins of AAVE and the features of AAVE (Phonological-, grammatical and lexical features) and the social and educational context of AAVE will be explained more in this paper.
Through many research in the library of the university of Antwerp and the library of the university of Leuven but also through many research on the internet I was able to collect and investigate this subject. With the great help of my teacher I was able to make this paper
Table of Contents
1. Introduction
2. What is AAVE?
2.1. Who speaks AAVE?
3. The origins of AAVE
3.1. The Afrocentric view
3.2. The Eurocentric view
3.3. The Creolist view
4. The Oakland school Board proposal
5. Features of AAVE
5.1. Phonological features
5.2. Grammatical features
5.2.1. Tense and aspect
5.2.1.1. Optional past-tense marking
5.2.1.2. Obligatory aspect marking
5.2.1.3. Markers of tense, mood and aspect
5.2.1.4. Semantic features
5.2.1.5. Negation
5.3. Lexicon of AAVE
6. Conclusion
Objectives and Topics
This paper aims to investigate the sociolinguistic status of African American Vernacular English (AAVE), specifically addressing whether it should be classified as a dialect or merely slang, while exploring its historical origins, systemic grammatical and phonological features, and its educational context in American schools.
- Historical theories regarding the origins of AAVE (Afrocentric, Eurocentric, and Creolist views).
- Phonological and grammatical structures that differentiate AAVE from Standard American English.
- The impact and controversy surrounding the 1996 Oakland School Board resolution.
- The role of lexicon and the evolving social perception of AAVE in popular culture.
- Pedagogical strategies using AAVE to improve mastery of Standard English.
Excerpt from the Book
5.1. Phonological features
Phonology is “the study of the sound system of a given language and the analysis and classification of its phonemes”( Miller (2009)). In the late 1960s and early 1970s there were many difficulties in teaching young African Americans Standard English. Linguists saw the phonological differences between AAVE and Standard American English crucial to the reading difficulties and standardized test biases faced by African American children. If linguists and teachers were able to recognize these ‘problems’, they would be able to teach the children Standard American English more easily and in a correct way.
First, I explain what the phonological features of AAVE are. There are a lot of features, but in this paper I will explain 12 features typical of AAVE. These are the most important differences between SAE and AAVE.
1- Loss of the 2nd consonant in AAVE, at the end of a word the consonant is not pronounced . This phenomenon also appears in other varieties of English, but it is most frequent in AAVE. For example: “cold” col_ and “hand” han_
2- Deletion of one unstressed syllable of a word. This is also called “unstressed syllable deletion”. This is most frequent in AAVE, but it is also found in other English varieties. For example: “about” _bout and “government” gov’ment
3- Hapology (the deletion of a reduplicated syllable). This means that a syllable which is written double in a word is not pronounced. This is common in most English varieties. For example: “Mississippi” Misipi and “general” genral
Summary of Chapters
1. Introduction: Presents AAVE as a unique language variety and outlines the author's research goal to define its status as a dialect versus slang.
2. What is AAVE?: Defines AAVE, clarifies the distinction between AAVE and Ebonics, and explains why linguists classify AAVE as a systematic dialect.
3. The origins of AAVE: Examines three academic perspectives—Afrocentric, Eurocentric, and Creolist—regarding how the language variety developed.
4. The Oakland school Board proposal: Discusses the 1996 resolution to recognize AAVE in schools and the resulting public debate and pedagogical implications.
5. Features of AAVE: Provides a technical breakdown of the phonological, grammatical, and lexical markers that characterize the AAVE language.
6. Conclusion: Summarizes the findings, reaffirming that AAVE is a recognized dialect essential for the educational success of African American students.
Keywords
AAVE, Ebonics, Dialect, Linguistics, Oakland School Board, Phonology, Grammatical features, Creole, Pidgin, Standard American English, Sociolinguistics, Syntax, Lexicon, Language variety, Education
Frequently Asked Questions
What is the core subject of this research?
The paper focuses on African American Vernacular English (AAVE), examining its linguistic characteristics, historical development, and the ongoing social and academic debates surrounding its status.
What are the primary themes discussed in the text?
The central themes include the classification of AAVE as a systematic dialect rather than slang, its complex phonological and grammatical rules, its historical origins in the context of slavery, and the educational applications of the language in modern classrooms.
What is the main objective of the paper?
The main objective is to investigate whether AAVE is a dialect or slang, while explaining its features and social context to clarify misunderstandings that led to public controversy.
Which scientific methods were applied in this study?
The research relies on a comprehensive literature review and linguistic analysis, utilizing academic sources from universities and linguistic authorities to document the structural rules of AAVE.
What topics are covered in the main body of the paper?
The main body covers the definition of AAVE, three major theories regarding its origin (Afrocentric, Eurocentric, and Creolist), the controversy surrounding the Oakland School Board proposal, and a detailed list of phonological, grammatical, and semantic features.
Which keywords best characterize this work?
Key terms include AAVE, Ebonics, Dialect, Linguistics, Oakland School Board, Phonology, Grammatical features, Creole, and Standard American English.
How does AAVE differ from the historical term "Ebonics"?
The paper identifies Ebonics as the precursor to AAVE, noting that Ebonics refers to the language spoken by enslaved people, whereas AAVE is the more modern, distinguished, and rule-governed dialect that evolved afterward.
What did the Oakland School Board proposal actually intend to achieve?
The board did not intend to teach AAVE as a primary language, but rather to use it as a pedagogical tool to help students better transition to and master Standard American English.
Why are semantic features like "bad" considered important in AAVE?
Semantic features demonstrate the complexity of AAVE, where words can have "counterlanguage" meanings known only to insiders, which linguists use as evidence of the variety's sophisticated, systematic nature.
What is the significance of the "Creolist" view mentioned in the text?
The Creolist view is significant because it explains the emergence of AAVE through the creation of pidgins and creoles among enslaved people, who had to bridge the communication gap between different African backgrounds and the English language.
- Quote paper
- Haider Madhloum (Author), 2011, African American Vernacular English - Origins and Features , Munich, GRIN Verlag, https://www.grin.com/document/168294
