It should be said, incidentally, that at least SOME of the overwhelmingly negative reaction to the Oakland resolutions arose because the resolutions were misinterpreted as proposals to teach Ebonics itself, or to teach in Ebonics, rather than as proposals to respect and take it into account while teaching standard English. The method of studying language known as 'contrastive analysis' involves drawing students' attention to similarities and differences between Ebonics and Standard English. Since the 1960s, it has been used successfully to boost Ebonics speakers' reading and writing performance in Standard English, most recently in public schools in DeKalb County, GA, and in Los Angeles, CA (as part of the LA Unified School District's Academic English Mastery Program).
Teaching Standard English While Embracing Dialect Diversity - Blogs
It is not clear whether these unfounded myths are clearly different from each other, except regarding the ethnic affiliations of their authors and their attitudes to using federal or state funds to help the relevant school children. The Ebonics qua Niger-Congo language position has been advocated especially by some African Americans since Williams (1975), whose definition, discussed below, has provided good justification for requesting allocation of funds from Limited English Proficiency (LEP) programs, to teaching standard English to AAE-speakers (Baugh 1998). Since LEP programs were designed for speakers of languages other than English, they argue that AAE can also be treated as a separate language and techniques for teaching standard English to its speakers must be at least similar to those used for teaching it to children of immigrants from non-Anglophone countries.
Code-switching: Teaching standard English in urban
The way to interpret McWhorters position constructively is that AAE is not alone in being different from standard English and that the differences between AAE and American standard English are not necessarily greater than between the latter and other American non-standard English vernaculars. The position implies correctly that techniques for teaching standard English to African-American school children need not be different from those used for teaching it to other American school children who speak English natively, though they should be adapted to subcultural differences. This position does not of course entail that school systems should continue business as usual. It simply suggests that AAE need not be treated as an exceptional or uniquely deviant case in the classroom.
Chapter 4 Teaching Standard English