پاورپوینت کامل BLACK AMERICAN ENGLISH 82 اسلاید در PowerPoint

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پاورپوینت کامل BLACK AMERICAN ENGLISH 82 اسلاید در PowerPoint

اسلاید ۴: پاورپوینت کامل BLACK AMERICAN ENGLISH 82 اسلاید در PowerPointMANY AFRICAN AMERICANS SPEAK AND USE A FORM OF ENGLISH THAT IS SOMEWHAT DIFFERENT FROM STANDARD ENGLISH.EVERY LANGUAGE SYSTEM CONTAINS RULES. THE RULES OF پاورپوینت کامل BLACK AMERICAN ENGLISH 82 اسلاید در PowerPoint [BE] ARE FUNCTIONAL TO THOSE WHO USE THEM.THESE RULES ARE SYSTEMATIC AND ARE APPLIED OVER AND OVER AGAIN IN EXACTLY THE SAME WAY.MORE RECENTLY, BLACK ENGLISH HAS BEEN REFERRED TO AS ENGLISH USED IN A “CASUAL REGISTER.” (Payne)

اسلاید ۵: UNAWARENESS OF THE RULESOFTEN, THE STUDENT WHO SPEAKS پاورپوینت کامل BLACK AMERICAN ENGLISH 82 اسلاید در PowerPoint IS UNAWARE OF THE RULES OF STANDARD ENGLISHLIKEWISE, MANY TEACHERS ARE UNAWARE OF THE RULES OF پاورپوینت کامل BLACK AMERICAN ENGLISH 82 اسلاید در PowerPointTHE “BLAME” SHOULD NOT BE PLACED UPON THE STUDENT OR THE TEACHER, BUT UPON “UNAWARENESS.”

اسلاید ۶: BECOMING AWARE THE PURPOSE OF THIS PRESENTATION IS TO PROVIDE KNOWLEDGE ABOUT SOME OF THE RULES AND FEATURES OF BLACK ENGLISH AS SPOKEN IN AMERICA. HOW CAN WE, AS TEACHERS, BEST SUCCEED IN OUR “NO CHILD LEFT BEHIND” EFFORTS WE CAN BEGIN BY TRYING TO UNDERSTAND THE LANGUAGE SPOKEN BY AFRICAN AMERICAN CHILDREN

اسلاید ۷: WHY MUST WE UNDERSTAND BLACK ENGLISHALL STUDENTS ARE TESTED ON THEIR KNOWLEDGE AND USE OF STANDARD ENGLISH [SE] [LWC].THESE TESTS DO NOT VALUE OR REWARD OTHER STRUCTURES OR FEATURES OF ENGLISH, AS FOUND IN BLACK ENGLISH.SUCCESS IN SCHOOL IS MEASURED BY HOW WELL THE STUDENT USES STANDARD ENGLISH.MANY AFRICAN AMERICAN STUDENTS ARE “LEFT BEHIND” BECAUSE OF THEIR LOW SCORES ON STANDARDIZED TESTS IN READING AND WRITING.

اسلاید ۸: TOOLS FOR UNDERSTANDINGSOCIOLINGUISTS [ABRAHAMS, DILLARD, BARATZ AND SHUY, LABOV, JOHNSON, WOLFRAM, DANDY, SMITHERMAN, ETC.] HAVE PROVIDED US WITH TOOLS TO BETTER UNDERSTAND—RATHER THAN CONDEMN—BLACK SPEECH.

اسلاید ۹: TOOLS FOR UNDERSTANDINGTHEY HAVE LONG CONTENDED THAT BLACK ENGLISH CONTAINS: PHONOLOGY [SPEECH SOUNDS, PRONUNCIATION PATTERNS]LEXICON [VOCABULARY, TERMS, CODES, WORDSETS]GRAMMAR [WORDS, INFLECTIONS, SYNTAX, RULES] VERBS, AND OTHER FEATURES THAT ARE DIFFERENT FROM STANDARD ENGLISH.

اسلاید ۱۰: TOOLS FOR UNDERSTANDINGTEACHERS WHO ARE AWARE OF THESE DIFFERENCES ARE BETTER PREPARED TO TEACH STANDARD ENGLISH TO AFRICAN AMERICAN CHILDREN.

اسلاید ۱۱: WHAT IS BLACK ENGLISHBLACK ENGLISH IS THE LANGUAGE OF BLACK AMERICA.CAUTION: NOT ALL 36 MILLION AFRICAN AMERICANS CHOOSE TO SPEAK BLACK ENGLISH, ESPECIALLY THE EDUCATED MIDDLE AND UPPER INCOME BLACKS.BLACK ENGLISH HAS BEEN CALLED: NONSTANDARD BLACK DIALECTBLACK ENGLISH VERNACULAR [BEV]AFRICAN AMERICAN ENGLISH [AAE]AFRICAN AMERICAN VERNACULAR ENGLISH [AAVE]EBONICS [USEB]BLACK COMMUNICATIONS [BC]BLACK POVERTY LANGUAGECASUAL REGISTER ENGLISHRAP

اسلاید ۱۲: WHERE DOES [BE] COME FROMBLACK ENGLISH IS A FUNCTIONAL FORM OF COMMUNICATION THAT EVOLVED FROM THE CREOLIZATION OF PLANTATION ENGLISH AND THE TRANSPORTED LANGUAGES SPOKEN BY ENSLAVED AFRICANS.BLACK ENGLISH REPRESENTS A CROSS-FERTILIZATION OF LANGUAGES NURTURED AND PASSED DOWN FROM ONE GENERATION TO THE NEXT IN AN ORAL AND AURAL TRADITIONAL CLIMATE, SINCE LAWS [BLACK CODES] MANDATED THAT ANY PERSON CAUGHT TEACHING A SLAVE TO READ OR WRITE COULD BE FINED AND PUT IN JAIL.

اسلاید ۱۳: CONTACT BETWEEN LANGUAGESENCOUNTERS BETWEEN TWO DIFFERENT SPOKEN LANGUAGES, BETWEEN THE COLONIZED AND THE COLONIZER, HAVE PRODUCED VARIANT FORMS OF EXPRESSION IN FIVE STAGES OF DEVELOPMENT FROM THE ORIGINAL “NATIVE” LANGUAGE OF THE COLONIZED TO THE “DOMINANT” ACADEMY MAINSTREAM STANDARD LANGUAGE OF THE COLONIZER.

اسلاید ۱۴: STAGES OF CONTACT BETWEEN TWO LANGUAGES: ORIGINALPIDGINCREOLEDECREOLIZATIONDOMINANT

اسلاید ۱۵: ORIGINAL INDIGENOUS LANGUAGE OF PRIMAL [“FIRST” NOT PRIMITIVE] PEOPLE WHO WERE “DISCOVERED” BY OUTSIDE EXPLORERS AND SUBSEQUENTLY COLONIZED. MOTHER TONGUE“NATIVE” LANGUAGELANGUAGE EXISTING AMONG A GROUP OF PEOPLE LIVING IN ISOLATION WITH NO CONTACT WITH ANOTHER OUTSIDE LANGUAGE GROUPe.g. AFRICANS; AMERINDIANS PRE-COLUMBIAN SOCIETIES [BEFORE COLUMBUS]

اسلاید ۱۶: PIDGINFIRST CONTACT LANGUAGELINGUA FRANCA, COMMON JARGON MEDIUM OF DIVERSE LANGUAGE GROUPS OF PEOPLE WHO HAVE NO FIRST LANGUAGE IN COMMONLANGUAGE OF TRADE AND COMMERCESIMPLFIED USE OF DESCRIPTIVE NOUNS, VERBS, AND ADVERBS e.g. “GO SMALL SMALL!” [GO SLOWLY]COMMON CORE WITH REGULAR PRINCIPLES OF SENTENCE CONSTRUCTION [Dillard, 1972, P. 75], SHARED SOUND FEATURES AND PATTERNS OF SPEECHINTONATION VARIATIONS

اسلاید ۱۷: CREOLEWHEN PIDGIN BECOMES THE ONLY OR PRINCIPAL LANGUAGE OF A SPEECH COMMUNITY (DILLARD, 1972, P. 300)e.g. PLANTATION CREOLE (SPOKEN BY SLAVES), HAITIAN CREOLE, LOUISIANA FRENCH CREOLE. ETC.PATOIS [PROVINCIAL/RURAL FORM OF SPEECH]A MIXTURE OF FEATURES FROM BOTH ORIGINAL AND DOMINANT LANGUAGESe.g. “DID YOU HEARD WHAT I SAW”“I’M NOT PLAYIN’ WITH YOU, NO!”“YOU GONNA PAY ME, FOR TRUE”(NEW ORLEANS CREOLE ENGLISH)USE OF “ME” INSTEAD OF “I”e.g. : “ME BE BORN AT JAMAICA.” “ME ASK (AXE, OX) ME MUDDER.”[ALSO IN FRENCH]: “MOI ALLER” [ME GO] INSTEAD OF “JE VAIS” [I GO]

اسلاید ۱۸: DECREOLIZATIONBIDIALECTICAL MOVEMENT AWAY FROM THE USE OF SPOKEN CREOLE WITH AN INCREASING USE OF THE MAINSTREAM STANDARD DOMINANT LANGUAGESTYLE CHANGE, A VARIATION IN TERMS OF FORMALITY [Dillard, 1973, P. 304]PROGRESSING FROM THE INTIMATE TO THE FORMAL AND SOMETIMES TO A “BOOGY” [BOURGEOISIE] STILTED UNNATURAL STYLE:INTIMATE—A SERIES OF (UNSPELLABLE) NASAL SOUNDS, USUALLY ACCOMPANIED BY SHOULDER SHRUGS, UNDERSTOOD ONLY BY IN-GROUP MEMBERSCASUAL—“I DUNNO”SEMI-FORMAL—“I DON’T KNOW”FORMAL—“I DO NOT KNOW” “BOOGY” STILTED -“INDEED, I KNOW NOT”

اسلاید ۱۹: DOMINANTACADEMY ENGLISHSTANDARD FORM, MAINSTREAM LANGUAGE USED BY HOLDERS OF POWER AND WEALTHLANGUAGE OF EUROPEAN COLONIZERS THE RATE OF MOVEMENT FROM THE ORIGINAL LANGUAGE OF THE COLONIZED TO THE DOMINANT LANGUAGE OF THE COLONIZER IS OFTEN DETERMINED BY THE AMOUNT OF SOCIAL CONTACT AND FREEDOM ALLOWED TO THE COLONIZED. SOCIAL ISOLATION AND SEGREGATION SLOWS DOWN STANDARD ENGLISH LANGUAGE ACQUISITION

اسلاید ۲۰: IN THE SECTIONS THAT FOLLOW ARE EXAMPLES OF FEATURES OF [BE]. I HAVE INSERTED A FEW [PS]“PERSONAL STORIES” OF MY EXPERIENCES AS A TEACHER IN ALL BLACK PUBLIC HIGH SCHOOLS IN NEW ORLEANS.

اسلاید ۲۱: FEATURES OF BLACK ENGLISH PHONOLOGY“SOUNDS MEAN MORE TO ME THAN PLAYING A LOT OF NOTES” – BB KING (Bluesman)TEACHERS WHO USE A PHONICS APPROACH TO TEACH READING SHOULD BE AWARE OF THE REPERTOIRE OF SOUNDS IN BLACK ENGLISH.KENNETH R. JOHNSON, WALT WOLFMAN, BARATZ, AND OTHERS HAVE PRESENTED SPECIFIC CHARACTERISTICS, PHONOLOGICAL AND GRAMMATICAL STRUCTURES, AND FEATURES OF BLACK ENGLISH. HERE ARE SOME OF THEIR RESEARCH FINDINGS:

اسلاید ۲۲: KENNETH R. JOHNSON:LANGUAGE CONSISTS OF SYSTEMATIC SOUNDS THAT PEOPLE MAKE WITH THEIR VOCAL CORDSTHERE ARE TWO SOUNDS: 1.VOICED (A “BUZZ” OCCURS IN THE VOCAL CORDS) 2.VOICELESS (NO BUZZING SOUND IN THE VOCAL CORDS)

اسلاید ۲۳: Sounds occur in a word in 3 ways: Beginning (Initial) soundMiddle (Medial) soundEnding (Terminal) sounde.g. The sound “TH” [SE] speakers have 2 sounds for TH[BE] speakers have 5 sounds for TH depending on whether they are “voiced” or “voiceless” and where they occur in a word (Initial, Medial or Terminal)

اسلاید ۲۴: Some examples of the TH sound in [SE] and [BE]: VOICELESS/INITIAL POSITION:[SE] = Thing, thank, thigh, thought [BE]= Thing, thank, thigh, thought (NO DEVIATION)VOICED/INITIAL POSITION:[SE] = This, that, them, these, those[BE] = Dis, dat, dem, dese, doseTHERE IS A “DUH” SOUND SUBSTITUTED FOR THE “TH” SOUND IN THE BEGINNING OF THE WORD

اسلاید ۲۵: THE “TH” SOUNDVOICELESS/MEDIAL:[SE] = Bathroom, birthday[BE] = Bafroom, burfdayTHERE IS AN “F” SOUND SUBSTITUTIONVOICED/MEDIAL: [SE] = Mother, brother[BE] = Muvah, bruvah [“MY MUVAH COOK GRITS.”] THERE IS A FRICATIVE “V” SUBSTITUTIONNOTE: WHEN USING PROFANITY IN COMBINATION WITH THE “F” WORD [AS IN M.F.], [BE] SPEAKERS PRONOUNCE “MOTHER F_ _ _ _ _” CORRECTLY IN [SE].

اسلاید ۲۶: THE “TH” SOUNDVOICELESS/TERMINAL: [SE] = With, mouth, path, both, South[BE]= Wif, mouf, paf, bof, SoufTHERE IS AN “F” SUBSTITUTION AT THE END [BE] SPEAKERS ENTER KINDERGARTEN SAYING “WIF’ AND GO THROUGH GRADUATE SCHOOL SAYING “WIF.” IN SPITE OF GOOD INTENTIONS, THE SCHOOLS HAVE NOT CHANGED MANY FEATURES OF BLACK SPEECH.

اسلاید ۲۷: PS: [PERSONAL STORY]I TAUGHT MATH FOR 8 YEARS IN ALL BLACK PUBLIC HIGH SCHOOLS IN NEW ORLEANS. ON THE BOARD I HAD WRITTEN THE FOLLOWING EQUATION: 3A + 3B = 33. AN AFRICAN AMERICAN STUDENT READ: “ TREE AEY PLUS TREE BEE EQUAL TOITY-TREE.” I REALIZED THAT THERE WAS A COMPLETE ABSENCE OF THE USE OF THE “TH” SOUND.REMEDY: THE NEXT DAY, I WROTE ON THE BOARD:“THE THINKER THREW THREE THOUSAND THINKING THOUGHTS TO THEM, THESE, THEY AND THOSE.” STUDENTS WERE ASKED, IN A CARING WAY, TO IMAGINE THAT THEY HAD CANDY STUCK ON THE FRONT OF THEIR TEETH AND HAD TO REMOVE IT BY STICKING THE TIP OF THE TONGUE OUT BEYOND THEIR FRONT ROW OF TEETH, AS THEY SAID THE ABOVE EXPRESSION AT LEAST 20 TIMES DURING THE DAY.THERE WERE NO MORE “TREES” OR “TOITYS” MENTIONED IN MATH. IN ADDITION, STUDENTS WERE TAUGHT THAT IN THIS MATH EQUATION, THE SYMBOL = IS PRONOUNCED “EQUALS” [WITH AN S AT THE END], NOT “EQUAL.”

اسلاید ۲۸: [BE] RULEPLURAL ENDINGS: If in the context of the sentence one finds a reference to “more than one” (plural), it is not necessary to add an “s” to the noun e.g. 50 cents = 50 centTHE CONTEXT CLARIFIES THE MEANING. e.g. “HE HAD A SECOND HAR TRANSPLANT”

اسلاید ۲۹: CONSONANT REDUCTION (Consonant sounds in these letters are often not spoken or omitted)e.g. [SE] [BE]NUMBER = NUMMER [“GIMMIE YO’ NUMMER.”]COMB = COM’ [“SHE COM’ HER HAIR.”] COLD = COL’ [“I WENT AN GOT ME A COL’.”]GOING = GOIN’ [“YOU GOIN’ OR NOT”]MASK = MAS’ [“ZORRO WOE A MAS’.”]HAPPEN = HAH’UM [DAS DA WAY IT HAH’UM]HEART = HAR also HARD = HAR [“DA’S HAR’.]TEST = TES [“TEACHER, WHEN WE GON’ HAVE A TES”]TES PRESENTS ANOTHER PROBLEM. WITH THE OMISSION OF THE ENDING “T”, TES NOW ENDS IN A SIBILANT SOUND. WORDS THAT END IN “S” WHEN PLURALIZED, WE ADD “ES” TO THE WORD: e.g., KISS-KISSES; BOSS-BOSSES; HENCE: TES-TESSES. TPKGDB

اسلاید ۳۰: FEATURES OF BLACK ENGLISH[“TEACHER, HOW MANY TESSES WE GON’ HAVE”] THE TEACHER MAY RESPOND: [“DON’T SAY TESSES, SAY TESTS!”]. THE [BE] SPEAKER MOST OFTEN CAN’T HEAR THE DIFFERENCE. THE SAME IS TRUE FOR MASK: MASS-MASSES; FLASK-FLASSES [“HOW MANY FLASSES YOU BROKE IN THE LAB THIS YEAR”]THE “SIZ” PLURAL ENDING (I FOUND IN NEW ORLEANS)e.g. ANTS = ANTSIZ [“LOOK AT ALL DEM ANTSIZ]ARTISTS = ARTISIZ [“WHERE THE ARTISIZ IS AT”]A COMMOM USAGE: [SE] [BE]ASK = AXE

اسلاید ۳۱: LET US COMPARE ANOTHER FORM OF [BE] FROM CARIBBEAN CREOLE IN JAMAICA [JE] IN THE PRONUNCIATION OF “ASK” IN THE FOLLOWING SCENARIO:The teacher asks each pupil to get permission from his/her mother to go on a field trip. The next day, in response to the question: “Did you ask your mother” the teacher heard:[SE] I asked my mother and she said that it was o.k.[BE] Ah axe ma mama ‘n she say it be cool.[JE] Me ox me muddah (or“mooma”in rural Jamaica) ‘n she say dat be fine mon fo’ go on