Professional Documents
Culture Documents
LEII
Sociolinguistics
2
D. Hes been teaching for 15 years.
E. High school and College (English subject).
F. He does not seem to have a sociolinguistic point of view, so to him, AAVE is just a
deviant form of the English language, i.e. an incorrect way of speaking that has to
be swept off in order that African American children can learn to speak proper
English and be professionally successful.
G. He wanted to write the book; first to make AAVE speakers realize that they are not
speaking properly. Second, he also wants them to identify the mistakes they
commonly make so as to stop making them. He thinks it is important for students to
improve their English because they are missing great and important job
opportunities just because of the way they speak.
H. He thinks that it is teachers responsibility to take the matter into own hands. He
stresses the fact that they are the ones supposed to be in charge of correcting
students grammar. But, unfortunately, they do not seem to be successful at it or
doing it whatsoever, which really bothers him.
I. He suggests that perhaps some teachers do not even identify AAVE as a deviant or
incorrect form of English. So in their view, there is nothing to correct.
J. I partially agree with him on the fact that children and young people should aim at
more standard and professional variety of English, but only for academic or
professional purposes. He intensively criticizes AAVE by calling it a deviation of
the English language. This is where I dont agree. AAVE is just another variety or
dialect of the English language; some linguists even dare say that is just a language
with African substrate and English superstate, i.e. African-languages grammar and
English vocabulary. And as many other varieties of the English language, this shant
be frowned upon. I think the same accounts for Mexico. We have around 17
different dialectal regions each with their own set of particular features ranging
from phonology to lexicon and grammar. I think that in both caseswith AAVE and
Mexican Spanish dialectsthe emphasis should not be on making students aware
that they speak an incorrect version of the language, or a mere attempt to speak it
thats derogatory indeed. On the contrary, teachers should make students see that
they are capable of speaking both dialects by using the principles of
accommodation theory, namely, using the variety that best suits their needs
according the context. Language functions and reactions to it may vary significantly
Facultad de Educacin
LEII
Sociolinguistics
3
depending on the addressee. If students only develop their skills in the standard
variety in an attempt to become more professional and highly-educated, they have
the risk of not being able to communicate effectively with other speakers of the
same speech community. In my case, with Spanish, I would only make students
notice that the variant they are using and the prescribed by the official arbiter of the
Spanish language (RAE) differ from each other and should then use both fluently so
that they can communicative in a wider range of situations and contexts. I do not
want to tell them that the way they speak is wrong just because I am some kind of
self-righteous grammar-Nazi who loves correcting other peoples mistakes. I would
like them to know that their variety is unique and part of who they are, but at the
same time acknowledge that this variety might not be the required to access higher
education or better jobs.
Facultad de Educacin
LEII
Sociolinguistics