Black Vernacular English: Definitions and Debate
Greetings. The following materials are intended to provide an introduction to Black Vernacular English: Definitions and Debate. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records is presented at the end of this file.
Chia-Hui Lin
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Center for Applied Linguistics Ebonics Information Page
Dialect Education: Not Only for Oakland
Dialects in Education Resource Guide Online
Black Vernacular English: A Bibliography
Hooked on Ebonics
Ebonics - A Failure to Communicate
The Ebonics Page
Black English Information
African American Vernacular English: A Brief Overview
African American Vernacular English Information from Language Varieties
Citations from the ERIC Database
AN: ED443290
AU: Ramirez,-J.-David, ed.; Wiley,-Terrence-G., ed.; de-Klerk,-Gerda, ed.; Lee,-Enid, ed.
TI: Ebonics in the Urban Education Debate. [Revised].
CS: California State Univ., Long Beach. Center for Language Minority Education and Research.
PY: 2000
AV: California State University Long Beach, Center for Language Minority Education and Research, 1250 Belflower Blvd., Long Beach, CA 90840 ($24.95). Tel: 562-985-5806.
PR: Document Not Available from EDRS.
DE: *Black-Dialects; *Politics-of-Education
DE: Blacks-; Elementary-Secondary-Education; English-Second-Language; Nonstandard-Dialects; Second-Language-Instruction; Second-Language-Learning
AB: This book is a collection of conference proceedings, papers, comments, and other documents that was compiled as a response to the national controversy that erupted in the aftermath of the resolution on Ebonics by the Oakland Unified School District in late 1996. That resolution affirmed the need to incorporate an explicit focus on Ebonics in instruction as a means to combat allegedly racist practices in the schooling of African American children. The contributors to this volume are generally supportive of the inclusion of Ebonics into curricula and support the concept of language diversity in general. The book has two parts. Part one is entitled: "Ebonics in the Urban Education Debate: A Dialogue" and has nine titles: "Eboni
CS: Background to the Current Policy Debate"; "Response to 'Eboni
CS: Background to the Current Policy Debate'"; "Using the Vernacular To Teach the Standard"; "Educational Implications of Ebonics"; "Response to 'Educational Implications of Ebonics'"; "Black Language and the Education of Black Children: One Mo Once"; "Ebonics and Education in the Context of Culture: Meeting the Language and Cultural Needs of LEP African American Students"; "Response to 'Ebonics in the Context of Culture'"; and "Language Varieties in the School Curriculum: Where Do They Belong and How Will They Get There?" Part two is entitled "Background to the Ebonics Debate" and includes a variety of documents, including Oakland Unified School District's original resolution and a subsequent clarification; examples of legislative reaction from the 105th Congress, the Virginia General Assembly, and proposed California legislation; legal precedents; the reactions and comments of five renowned linguists; and organizational responses to the controversy from four national professional groups. (KFT)
AN: EJ608154
AU: Pandey,-Anita
TI: TOEFL to the Test: Are Monodialectal AAL-Speakes Similar to ESL Students?
PY: 2000
SO: World-Englishes; v19 n1 p89-106 Mar 2000
NT: Symposium on the Ebonics Debate and African American Language.
DE: *Black-Dialects; *English-Second-Language; *Teaching-Methods
DE: Comparative-Analysis; Language-Tests; Second-Language-Instruction; Standard-Spoken-Usage; Testing-
AB: Draws attention to the validity of the Oakland School Board's resolution on Ebonics and to the value of English-as-a-Second-Language (ESL)-based approaches to teaching standard American English to speakers of other dialects. Demonstrates validity of comparisons made between monodialectal speakers of African-American language/Ebonics and ESL through the Test of English as a Foreign Language. (Author/VWL)
AN: EJ608153
AU: Croghan,-Michael
TI: History, Linguistic Theory, California's CLAD, and the Oakland Public Schools Resolution on Eboni
CS: What Are the Connections?
PY: 2000
SO: World-Englishes; v19 n1 p73-87 Mar 2000
NT: Symposium on the Ebonics Debate and African American Language.
DE: *Black-Dialects; *Linguistic-Theory; *Teacher-Certification
DE: Cultural-Pluralism; Diachronic-Linguistics; Language-Research; Multilingualism-; Teacher-Education; Teaching-Methods; Theory-Practice-Relationship
AB: Traces historical, linguistic, and educational contexts for the Oakland School Board resolution. Suggests the resolution is a sensible extension of the linguistic and cultural history of the African-American community, a reasonable implementation of research and theory, and an intrinsic desire of parents to have their children's teachers acquire principles that frame California's Cross Cultural, Language, and Academic Development certification. (Author/VWL)
AN: EJ608152
AU: Hinton,-Linette-N.; Pollock,-Karen-E.
TI: Regional Variations in the Phonological Characteristics of African American Vernacular English.
PY: 2000
SO: World-Englishes; v19 n1 p59-71 Mar 2000
NT: Symposium on the Ebonics Debate and African American Language.
DE: *Black-Dialects; *Blacks-; *Language-Variation; *Phonology-; *Regional-Dialects
DE: Contrastive-Linguistics; Pronunciation-
AB: Investigated African American Vernacular English dialect features in the midwestern community of Davenport, Iowa, and compared them to those reported by Pollock and Berni (1997) for Memphis, Tennessee--specifically productions of vocalic and postvocalic /r/ across African-American speakers from Davenport and Memphis. (Author/VWL)
AN: EJ608151
AU: Wolfram,-Walt
TI: Issues in Reconstructing Earlier African-American English.
PY: 2000
SO: World-Englishes; v19 n1 p39-58 Mar 2000
NT: Symposium on the Ebonics Debate and African American Language.
DE: *Black-Dialects; *Diachronic-Linguistics; *Language-Variation
DE: Oral-Language; Written-Language
AB: Identifies the major issues that need to be confronted in resolving the controversy over the historical roots of African American Vernacular English. and discusses their implications for reconstruction. (Author/VWL)
AN: EJ608150
AU: Pandey,-Anjali
TI: Linguistic Power in Virtual Communities: The Ebonics Debate on the Internet.
PY: 2000
SO: World-Englishes; v19 n1 p21-38 Mar 2000
NT: Symposium on the Ebonics Debate and African American Language.
DE: *Black-Dialects; *Content-Analysis; *Discourse-Analysis; *Electronic-Mail; *Internet-
DE: Linguistics-; Social-Problems
AB: Presents a content analysis of the electronic debate on Ebonics that spanned over 18 months, drawing scholars from all over the world, and culminating in over 70 postings on an electronic bulletin board. Demonstrates that in contesting the issues, using the national social debate on Ebonics, linguists seek to assert their power as a group by excluding and marginalizing those parties that do not belong. (Author/VWL)
AN: EJ608149
AU: Baron,-Dennis
TI: Ebonics and the Politics of English.
PY: 2000
SO: World-Englishes; v19 n1 p5-19 Mar 2000
NT: Symposium on the Ebonics Debate and African American Language.
DE: *Black-Dialects; *English-; *Language-Variation; *Politics-
DE: Inner-City; Linguistics-
AB: Discusses the politics of English and suggests that English varieties of the inner city and the socially disenfranchised continue to be stigmatized by speakers of more esteemed varieties. (Author/VWL)
AN: ED442112
AU: Wang,-Xiao
TI: Accommodating Marked Features of Ebonics in Freshman Essays: From a Narrative Essay to a Research Paper.
PY: 2000
NT: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (51st, Minneapolis, MN, April 12-15, 2000).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED442112
DE: *Black-Dialects; *Black-Students; *Freshman-Composition; *Student-Needs; *Writing-Assignments
DE: Academic-Discourse; Class-Activities; Classroom-Techniques; Community-Colleges; Discourse-Communities; Two-Year-College-Students; Two-Year-Colleges
AB: For an educator who teaches English in a multicultural setting, the best way to accommodate marked features of African-American vernacular English (AAVE) in black students' freshman essays is to preserve these features in teaching students narrative writings and guide African-American students to avoid these features in expository (academic) essays such as argumentative essays and research papers. This paper explores classroom research which focuses on how to guide black students in using their personal voices appropriately when writing narrative essays and avoid these features in their expository essays and research papers. Personal interviews were used and classroom activities were designed that engage black students in understanding that their personal voices are acceptable in their discourse communities or in narrative essays but not in academic discourse. Some of the classroom activities involved sequenced writing assignments focusing on AAVE features for an English 1101 class with a majority of black students. The assignments consisted of: (1) a narrative essay; (2) a comparison and contrast essay; (3) an evaluation essay; (4) an argumentative essay; and (5) a research oriented solution essay. This sequenced assignment method has proved to be useful and effective with most of the ebonics-influenced writers in the class. Educators should explain to their students that everyone comes from a different discourse community, but that understanding people from different communities is easier when all can communicate in the communal discourse community: edited American English. (NKA)
AN: ED440538
AU: Maddahian,-Ebrahim; Sandamela,-Ambition-Padi
TI: Academic English Mastery Program: 1998-99 Evaluation Report.
CS: Los Angeles Unified School District, CA. Research and Evaluation Branch.
PY: 2000
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED440538
DE: *Black-Dialects; *English-; *Instructional-Effectiveness; *Nonstandard-Dialects; *Standard-Spoken-Usage
DE: Elementary-Secondary-Education; Language-Proficiency; Metalinguistics-; Program-Effectiveness; Second-Language-Instruction; Second-Language-Learning; Student-Evaluation; Writing-Evaluation
AB: This document evaluates the effectiveness of the Los Angeles Unified School District's Academic English Mastery Program, a program designed to serve students whose lack of proficiency in standard American English is an impediment to academic performance. This study used random sampling, experimental and control groups, and three principle data collection instruments (writing and speaking language assessment measures, teacher surveys, and observation checklists). Three main conclusions are drawn: (1) The Academic English Mastery program is an effective program for improving academic use of the English language for African American speakers of non-mainstream English; better utilization of the program improved student progress, and program effectiveness can be improved if teachers are motivated to implement and utilize program principles to their fullest extent; and teachers with more experience and education are more successful in improving student achievement. Given these results, recommendations are made for expanding the program, including focusing on other nonstandard English language minorities in future program evaluations and conducting longitudinal studies to examine the long-term impact of the program. Included are an executive summary, several tables, an explanation of purposes and methods, a summary of findings, conclusions and recommendations, two appendices (the teacher survey and the observation matrix), and extensive references. (KFT)
AN: EJ602729
AU: Flowers,-Doris-A.
TI: Codeswitching and Ebonics in Urban Adult Basic Education Classrooms.
PY: 2000
SO: Education-and-Urban-Society; v32 n2 p221-36 Feb 2000
NT: Theme issue, "The Crisis in Urban Adult Basic Education."
DE: *Adult-Basic-Education; *Adults-; *Black-Dialects; *Blacks-; *Code-Switching-Language; *Language-Usage
DE: Cultural-Differences; English-; Interviews-; Urban-Areas
AB: Examined codeswitching to negotiate power or solidarity in adults' conversational exchanges and discusses ebonics as used by African Americans in urban adult basic education programs. Findings from 12 interviews and 20 videotapes show how adult learners use language to inform and interpret themselves in the world. (SLD)
AN: EJ600551
AU: Meacham,-Shuaib-J.
TI: Black Self-Love, Language, and the Teacher Education Dilemma. The Cultural Denial and Cultural Limbo of African American Preservice Teachers.
PY: 2000
SO: Urban-Education; v34 n5 p571-96 Jan 2000
DE: *Black-Culture; *Black-Dialects; *Black-Teachers; *Racial-Identification
DE: Academic-Achievement; Diversity-Faculty; Elementary-Secondary-Education; Higher-Education; Politics-of-Education; Preservice-Teacher-Education; Racial-Bias; Student-Teachers; Urban-Schools
AB: Investigated the phenomena of cultural denial and cultural limbo among African American preservice teachers with linguistic allegiance to African American English, presenting data from interviews with two preservice teachers. Discusses African American self-love within the language politics of teacher education. Examines survival strategies used by the student teachers to cope with linguistic ideological pressures within their preservice programs. (SM)
AN: ED436789
AU: Parks,-Stephen
TI: Class Politi
CS: The Movement for the Students' Right to Their Own Language. Refiguring English Studies.
CS: National Council of Teachers of English, Urbana, IL.
PY: 2000
AV: National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 06781-3050: $21.95 members, $28.95 nonmembers). Tel: 800-369-6283 (Toll Free); Web site: .
PR: EDRS Price MF01/PC15 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED436789
DE: *Black-Dialects; *Language-Usage; *Politics-of-Education; *Social-Influences
DE: Elementary-Secondary-Education; Higher-Education; Political-Influences
AB: This book relates the story of the 1974 Conference on College Composition and Communication (CCCC) resolution on Students' Right to Their Own Language (SRTOL), and sets this up against the story of how Composition Studies developed as a professional field and sets both against the larger history of 1960s movements, the liberal welfare state, and the Cold War. The first half of the book examines how the term "student" organized the activities of organizations such as Student Nonviolent Coordinating Committee, Students for a Democratic Society, and the Black Panthers. The second half of the book studies how the political, scholarly, and organizational work around student politics produced the resolution on Students' Right to Their Own Language. After a foreword by Richard Ohmann and an introduction, chapters in the book are: (1) "Tracking the Student"; (2) "New Left Politics and the Process Movement"; (3) "Black Power/Black English"; (4) (4) "Locking Horns: The NUC Encounters the MLA [Modern Language Association], NCTE [National Council of Teachers of English], and CCCC, 1968-1972"; (5) "The Students' Right to Their Own Language, 1972-1974"; and (6) "A Coup d'Etat and Love Handles, 1974-1983." A concluding chapter, "Ozymandias--Creating a Program for the SRTOL," discusses how a version of community-based critical pedagogy can produce a composition studies focused on issues of social justice and progressive politics. The first appendix provides the entire text for the resolution on language adopted by members of the CCCC in April 1974; the background statement explaining and supporting that resolution; and a 129-item bibliography. Appendix 2 presents "The fourth and final draft of the report of the CCCC Committee on the Advisability of a Language Statement for the 1980s and 1990s." (RS)
AN: ED444172
AU: Sulentic,-Margaret-Mary-Martine
TI: Inventing Culturally Relevant Pedagogy in Two Fourth/Fifth-Grade Combination Classrooms: Diversity and Diglossia among Black English Speakers.
PY: 1999
NT: Ph.D. Thesis, Graduate College of the University of Iowa.
PR: EDRS Price MF01/PC13 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED444172
DE: *Black-Culture; *Black-Dialects; *Cultural-Differences; *Diglossia-; *Teacher-Behavior
DE: Black-Students; Cultural-Context; Elementary-School-Students; Ethnography-; Grade-4; Grade-5; Intermediate-Grades
AB: When educators lack the knowledge, understanding and acceptance of their students' language and culture, especially when it differs from their own, a huge mismatch can and often does occur between school and home. What happens to African American children who are raised speaking Black English but schooled in standard English? How do teachers help students who differ from the mainstream mediate socio-cultural tensions and navigate demands of two cultures and speech communities? This qualitative study examines the socio-cultural context of language, diglossia, and diversity in two fourth/fifth grade, predominantly African American classrooms in Waterloo, Iowa. A nesting design was selected for this study to situate Black language interactions within each classroom, the school district, the Waterloo communities and language classification in American society at large. The ethnographic techniques of participant observation, audiotaping, and interviewing were used to collect data. Historical data was collected to understand the historical and political contexts of the African-American community in this city as it connects to the Delta of Mississippi as well as to larger society. The code-switching and diglossia of four focal students was given particular focus to understand children's negotiation of the language demands of several communities. Data analysis led to three major categories: inventing classroom culture, language choice decisions, and culturally-relevant pedagogy. This investigation suggests that certain strategies employed by two teachers facilitate the language learning of the African American students they teach: teachers' attitude of acceptance, a direct behavior management style, the use of antiphonal response, code-switching, acceptance of standard English approximations, and recognition of the verbal nature of many African American students. Based on James Banks' theory about multicultural education, a language equity pedagogy model was developed from the study's findings. This model explains how two speech communities, one Black English-speaking and the other standard English-speaking, overlap in the classroom and demand a pedagogy that meets the specific language and culture needs of these students. (Contains 131 references, and 15 tables and 8 figures of data. Appendixes contain a summary of distinct linguistic features of Black English, the "Oakland Resolution," a list of distinctive African American cultural expressions often at odds with school culture, mission statements of two schools, and interview questions for the four focal students.) (Author/RS)
AN: ED443128
AU: Gupta,-Abha
TI: What's Up wif Ebonics, Y'all?
CS: International Reading Association, Newark, DE.
PY: 1999
AV: http://www.readingonline.org.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED443128
DE: *Black-Dialects; *Black-Students; *Language-Role
DE: Classroom-Techniques; Elementary-Secondary-Education; English-Instruction; Standard-Spoken-Usage
AB: This paper examines the controversy surrounding the use of Ebonics among African American students in schools in the United States, with a twofold purpose: (1) to focus on the primary function of language as a tool of communication that varies in its use according to the social context; and (2) to provide suggestions to teachers of ways to support students' acquisition of standard English without devaluing the nonstandard variants they may have learned in their homes and communities. The discussion is highlighted in the paper with classroom stories, anecdotes, and vignettes. The paper contains the following sections: Introduction; The Ebonics Controversy; Black English: A Dangerous Label; Focus on Function, Not Form; Strategies for Teaching "Conventional" English; A Balanced View of Language; and Useful Links on the Subject of English Variants. Contains 12 references. (Author/NKA)
AN: EJ600520
AU: Ogbu,-John-U.
TI: Beyond Language: Ebonics, Proper English, and Identity in a Black-American Speech Community.
PY: 1999
SO: American-Educational-Research-Journal; v36 n2 p147-84 Sum 1999
NT: Research supported by the University of California, the Carnegie Corporation of New York, the W. T. Grant Foundation, the Russell Sage Foundation, and the Spencer Foundation.
DE: *Black-Dialects; *Blacks-; *English-
DE: Adults-; Beliefs-; Bidialectalism-; Black-Culture; Elementary-Secondary-Education; Social-Dialects; Urban-Language; Urban-Youth
AB: Describes and explains the sociolinguistic factors that affect the performance of black children speaking standard English. Uses data from a 2-year study of black speech and bidialectalism involving 40 adults and 76 students to show how the black community and its children have difficulty learning proper English because of their incompatible beliefs about standard English. (SLD)
AN: EJ597450
AU: Hall,-Geoff
TI: Literacy in the Modern World.
PY: 1999
SO: Journal-of-Sociolinguistics; v3 n3 p381-99 Aug 1999
DE: *Literacy-; *Literacy-Education
DE: Language-Variation; Politics-; Sociolinguistics-
AB: Reviews the following books: "The Politics of Writing," (Romy Clark, Roz Ivanic); "Literacy in Society," (Ruqaiya Hasan, Geoff Williams); "Text, Role, and Context: Developing Academic Literacies" (Ann M. Johns); "Changing Literacies" by (Colin Lankshear with James Paul Gee, Michele Knobel, Chris Searle); and "Vernacular Literacy: A Re-evaluation" (Andree Tabouret-Keller, Robert Le Page, Penelope Gardner-Chloros, Gabrielle Varro.) (Author/VWL)
AN: EJ597449
AU: Ronkin,-Maggie; Karn,-Helen-E.
TI: Mock Eboni
CS: Linguistic Racism in Parodies of Ebonics on the Internet.
PY: 1999
SO: Journal-of-Sociolinguistics; v3 n3 p360-80 Aug 1999
DE: *Black-Dialects; *Internet-; *Language-Attitudes; *Parody-; *Racial-Bias
AB: Analyzes outgroup linguistic racism in parodies of Ebonics that appeared on the Internet in the wake of the Oakland School Board resolution on improving the African-American students English skills. Shows that Mock Ebonics is a system of graphemic, phonetic, grammatical, semantic, and pragmatic strategies for representing an outgroup's belief in the inferiority of Ebonics and its users. (Author/VWL)
AN: EJ597445
AU: Rickford,-John-R.
TI: The Ebonics Controversy in My Background: A Sociolinguist's Experiences and Reflections.
PY: 1999
SO: Journal-of-Sociolinguistics; v3 n2 p267-75 May 1999
DE: *Black-Dialects; *Language-Variation; *Sociolinguistics-
DE: Educational-Policy
AB: Discusses the role that Sociolinguistics should play with respect to the Ebonics debate in the United States. Argues that the fundamental perspective Sociolinguistics has taken with respect to this issue is sound, namely that Ebonics like any other linguistic variety is just as rule-governed and systematic. (Author/VWL)
AN: ED436984
AU: Fasold,-Ralph-W.
TI: Ebonic Need Not Be English. ERIC Issue Paper.
CS: ERIC Clearinghouse on Languages and Linguistics, Washington, DC.
PY: 1999
AV: ERIC/CLL, 4646 40th Street, NW, Washington, DC 20016-1859. For full text: http://www.cal.org/ericcll
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED436984
DE: *Black-Dialects; *English-; *Standard-Spoken-Usage
DE: Educational-Policy; Elementary-Secondary-Education; Language-of-Instruction; Languages-; Structural-Analysis-Linguistics
AB: Since the 1996 Oakland School Board decision regarding the use of Ebonics as a tool of instruction, opinions have clashed over whether Ebonics is a separate language or merely a dialect of English. Called Black Vernacular English (BVE) in the 1960s and 70s, African American Vernacular English (AAVE) in the 1980s and 90s, and Ebonic (without the "s") by the author, Ebonics has traditionally been considered a dialect of English by educators and linguists. To understand why Ebonics might be considered a language other than English requires a closer look at what it takes to make a language, as well as what the differences are between a language and a dialect. The author discusses the following questions: What does it take to make a language? Is Ebonic bad English? Is Ebonic a language or a dialect? and Why consider Ebonic a separate language? (Contains a "Resources on Ebonics" Section, with 23 Web and print sources.) (VWL)
AN: EJ595150
AU: De-Klerk,-Vivian
TI: Black South African English: Where to from Here?
PY: 1999
SO: World-Englishes; v18 n3 p311-24 Nov 1999
DE: *Black-Dialects; *English-; *Language-Variation
DE: Foreign-Countries
AB: Explores problems involved in defining Black South African English, such as whether it is a new variety of English or a dialect and relating to whose English it is: the English of those learners who have encountered only a smattering of English in informal contexts or the variety of English acquired during formal schooling. (Author/VWL)
AN: EJ595074
AU: Ibrahim,-Awad-El-Karim-M.
TI: Becoming Black: Rap and Hip Hop, Race, Gender, Identity, and the Politics of ESL Learning.
PY: 1999
SO: TESOL-Quarterly; v33 n3 p349-69 Aut 1999
NT: Special issue: Critical Approaches to TESOL.
DE: *Black-Dialects; *Black-Students; *English-Second-Language
DE: Ethnicity-; Foreign-Countries; Language-Styles; Music-; Race-; Second-Language-Instruction; Second-Language-Learning; Sex-
AB: Examines how a group of continental Francophone African youth at a French high school in Ottawa, Canada "become Black" as they enter a world that already constructs them as Black. These students learn Black English, which they access in hip-hop culture and linguistic styles. Discusses the impact of becoming Black on English-as-a-Second-Language learning. (Author/VWL)
 Bridging: A Teacher's Guide To Metaphorical Thinking |
Other Resources (available either for sale or via interlibrary loan)
Title: Talkin that talk : language, culture, and education in African America.
Author: Smitherman, Geneva
Year: 2001
Publisher: Routledge
Title: Beyond ebonics : linguistic pride and racial prejudice.
Author: Baugh, John
Year: 2000
Publisher: Oxford University Press
Title: African American vernacular English : features, evolution, educational implications.
Author: Rickford, J. R.
Year: 1999
Publisher: Blackwell
Title: African-American English: structure, history, and use.
Year: 1998
Publisher: Routledge
Title: The real ebonics debate power, language, and the education of African-American children.
Authors: Perry, Theresa.& Delpit, Lisa D
Year: 1998
Publisher: Beacon Press
Title: Black English vernacular: from "ain't" to "yo mama" : the words politically correct Americans should know.
Author: Anderson, Monica Frazier.
Year: 1994
Publisher: Rainbow Books
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