CONCLUSION As it turns out, Ebonics is nothing but an old problem, given a new
name. We all like to believe that we have the freedom to choose what to think.
But the very system behind language occurrences like Ebonics seems to be a kind
of naturally working social regularity in any given society at any given time. A
social regularity that we just recently have become aware of. The occurrence of
separatism in societies seems inevitable.
What caused Ebonics seems to be the fact that a large number of the Afro-
American population, by being kept isolated and discriminated, have been forced
into living in a separate language culture, a culture elsewhere since long time
extinct.
The underlying idea behind Ebonics, that Afro-American citizens in all ways need
to distinguish themselves from their oppressors ? the Caucasian-Americans ? has
evolved from a larger movement to distinguish ethic and moral diseases,
Political Correctness. And the resemblance in character of the Political Correct
and the Ebonics movements is revealing. Both movements are based on a genuine
desire to induce an awareness of respect, to make a more dignified world. There
is a need for movements and organisations who is willing to fight for respect
and justice among races and societies. Sadly, the Afro-American movement’s
odious means to obtain recognition and respect seem to have undermined its goals.
The wanted respect is not gained by marking children speaking a dialect as
bilingual.
I have, in my discussion of this topic, felt it necessary to disclose my honest
point of view in this matter. And YES, I have cherished my ‘demagogue’ role. If
I have revealed any meaningful truth that will help to destroy the ignorance
that is causing the lamentable situations haunting this earthly world, then all
the credit is due to my friend, Jesus. Only the mistakes have been mine.
LIST OF LITERATURE
Fleischer, Ral; edfdo on Ebonics, an Internet Interview with edfdo from New
York; Correspondence Interview via the Internet, Nuuk/New York, 6-10 march 1997
Hacker, Andrew; Two Nations Black and White, Separate, Hostile, Unequal;
Ballantine Books, New York; 1992
Leeland, John et al.; Hooked on Ebonics; Newsweek, page 50-51, 13 January 1997
Oakland Unified School District Board of education; SYNOPSIS OF THE ADOPTED
POLICY ON STANDARD AMERICAN ENGLISH LANGUAGE DEVELOPMENT; link from
http://www.geocities.com/CapitolHill/3070/ebonics.html; 08 January 1997
Richardson, Ken et al.; Race, Culture and Intelligence; Penguin Books,
Harmondsworth; 1972
Sanchez, Rene; Ebonics: A way to Close the Learning Gap?; The Washington Post,
page A01, 06 January 1997
Ebonics Debate Comes to Capitol Hill; The Washington Post, page A15, 24 January
1997
Shkirenko, Alexander; Ebonics Pseudo-Intellectualism for the masses;
http://www.geocities.com/CapitolHill/3070/ebonics.html; 08 January 1997
Weiss, Rick; Among linguists, Black English Gets Respect; The Washington Post,
page A10, 06 January 1997
X, Malcolm; The Autobiography of Malcolm X; Penguin Books, Harmondsworth; 196
APPENDIX : Excerpt from the original ‘Declaration of Ebonics’:
OAKLAND UNIFIED SCHOOL DISTRICT SYNOPSIS OF THE ADOPTED POLICY ON STANDARD
AMERICAN ENGLISH LANGUAGE DEVELOPMENT
On December 18, 1996 the Oakland Unified School District Board of Education
approved a policy affirming Standard American English language development for
all students. This policy mandates that effective instructional strategies must
be utilized in order to ensure that every child has the opportunity to achieve
English language proficiency. Language development for African American students,
who comprise 53% of the students in the Oakland schools, will be enhanced with
the recognition and understanding of the language structures unique to African
American students. This language has been studied for several decades and is
variously referred to as Ebonics (literally “Black sounds”), or “Pan-African
Communication Behaviors,” or “African Language Systems.”
This policy is based on the work of a broad-based Task Force, convened six
months ago to review the district-wide achievement data (see Appendix 1) and to
make recommendations regarding effective practices that would enhance the
opportunity for all students to successfully achieve the standards of the core
curriculum (see Appendix 2). The data show low levels of student performance,
disproportionately high representation in special education, and under-
representation in Advanced Placement courses and in the Gifted and Talented
Education Program. The recommendations (see Appendix 3), based on academic
research, focus on te unique language stature of African American pupils, the
direct connection of English language proficiency to student achievement, and
the education of parents and the community to support academic achievement (see
bibliography in Appendix 4).
One of the programs recommended is the Standard English Proficiency Program
(S.E.P.), a State of California model program, which promotes English-language
development for African-American students. The S.E.P. training enables teachers
and administrators to respect and acknowledge the history, culture, and language
that the African American student brings to school. Recently a “Superliteracy”
component was added to ensure the development of high levels of reading, writing,
and speaking skills. The policy further requires strengthening pre-school
education and parent and community participation in the educational processes of
the District.
The recommendations of the Task Force establish English language proficiency as
the foundation for competency in all academic areas. Passage of this policy is a
clear demonstration that te Oakland Unified School District is committed to take
significant actions to turn around the educational attainment of its African-
American students. The Board of Education adopted a policy on teaching English,
not Ebonics. Unfortunately, because of misconceptions in the resulting press
stories, the actions of the Board of Education have been publically
misunderstood. Misconceptions include:
Oakland School District has decided to teach Ebonics in place of English. The
District is trying to classify Ebonics (i.e. “Black English,”) speaking students
as Bilingual. OUSD is only attempting to pilfer federal and state funds. OUSD is
trying to create a system of perverse incentives that reward failure and lower
standards. Oakland is condoning the use of Slang. Oakland has gone too far.
Ebonics further segregates an already racially divided school district. There is
no statistical evidence to support this approach or that this approach will
improve student achievement. Nothing could be further from the truth. 1). The
Oakland Unified School District is not replacing the teaching of Standard
American English with any other language. The District is not teaching Ebonics.
The District emphasizes teaching Standard American English and has set a high
standard of excellence for all its students. 2). Oakland Unified School District
is providing its teachers and parents with the tools to address the diverse
languages the children bring into the classroom. 3). The District’s objective is
to build on the language skills that African-American students bring to the
classroom without devaluing students and their diversity. We have directly
connected English language proficiency to student achievement. 4). The term
“genetically-based” is synonymous with genesis. In the clause, “African Language
Systems are genetically based and not a dialect of English,” the term
“genetically based” is used according to the standard dictionary definition of
“has origins in.” It is not used to refer to human biology.
Hooked on Ebonics, p. 50
Ebonics: A Way to Close the Learning Gap?, p. A01
Among Linguists, Black English Gets Respect, p. A10
Race, Culture and Intelligence, p. 104
Two Nations, Black and White, Separate, Hostile, Unequal, p.42
Ebonics: A Way to Close the Learning Gap?, p. A01
Synopsis of the adopted policy on standard American English Language
development, appendix 1
Ebonics: A Way to Close the Learning Gap?, p. A01