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Black american english

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BLACK AMERICAN ENGLISH NO CHILD LEFT BEHIND © 2003 MAURICE M. MARTINEZ, Ph.D. WATSON SCHOOL OF EDUCATION UNC WILMINGTON [email_address] (910)962-4279
TO SUCCEED IS TO BE UNDERSTOOD ,[object Object],[object Object],[object Object],[object Object]
THERE ARE TWO SETS OF NORMS IN [SE]: ,[object Object],[object Object]
BLACK AMERICAN ENGLISH ,[object Object],[object Object],[object Object],[object Object],[object Object]
UNAWARENESS OF THE RULES ,[object Object],[object Object],[object Object]
BECOMING AWARE ,[object Object],[object Object],[object Object]
WHY MUST WE UNDERSTAND BLACK ENGLISH? ,[object Object],[object Object],[object Object],[object Object]
TOOLS FOR UNDERSTANDING ,[object Object]
TOOLS FOR UNDERSTANDING ,[object Object],[object Object],[object Object],[object Object],[object Object]
TOOLS FOR UNDERSTANDING ,[object Object]
WHAT IS BLACK ENGLISH? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
WHERE DOES [BE] COME FROM? ,[object Object],[object Object]
CONTACT BETWEEN LANGUAGES ,[object Object]
STAGES OF CONTACT BETWEEN TWO LANGUAGES: ,[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object]
FEATURES OF BLACK ENGLISH ,[object Object],[object Object],[object Object],[object Object]
KENNETH R. JOHNSON: ,[object Object],[object Object],[object Object],[object Object]
Sounds occur in a word in 3 ways: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Some examples of the TH sound in [SE] and [BE]: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
THE “TH” SOUND ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
THE “TH” SOUND ,[object Object],[object Object],[object Object],[object Object],[object Object]
PS : [PERSONAL STORY] ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[BE] RULE ,[object Object],[object Object],[object Object]
CONSONANT REDUCTION ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],T P K G D B
FEATURES OF BLACK ENGLISH ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
LET US COMPARE ANOTHER FORM OF [BE] FROM CARIBBEAN CREOLE IN JAMAICA [JE] IN THE PRONUNCIATION OF “ASK” IN THE FOLLOWING SCENARIO: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[PS] PERSONAL STORY ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
A SAMPLE OF SOME OTHER PRONUNCIATION FEATURES ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
A SAMPLE OF SOME OTHER PRONUNCIATION FEATURES ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
LEXICON (VOCABULARY, CODES, WORDSETS) ,[object Object],[object Object]
[BE] RULE ,[object Object],[object Object],[object Object],[object Object]
[BE] RULE ,[object Object],[object Object],[object Object],[object Object],[object Object]
PSYCHOLOGICAL INTENT OF A WORD: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
VOCABULARY: [BE] LEXICON WITH [SE] MEANINGS [BE] [SE] ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
VOCABULARY: [BE] LEXICON WITH [SE] MEANINGS [BE] [SE] ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],VOCABULARY: [BE] LEXICON WITH [SE] MEANINGS [BE] [SE]
WORDS ARE WORDS ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[PS] PERSONAL STORY: “ A WORD A DAY KEEPS IGNORANCE AWAY .” ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
INTONATION VARIATIONS ,[object Object],[object Object]
INTONATION AND FEELINGS ,[object Object],[object Object]
CONSIDER THE FOLLOWING SCENARIO: ,[object Object],[object Object],[object Object],[object Object],[object Object]
DIALOGUE—3 YOUNG WOMEN: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
TRANSLATION: 3 YOUNG WOMEN [BE] [SE] ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],-- WHAT’S UP GIRLFRIEND? --WHAT’S HAPPENING? --THIS PARTY IS EXCITING, “UP”! HOT! --LOOK, A LOCAL GUY --HEY, YOU MEAN THE GUY WEARING SHINING JEWELRY --HE WEARS A LOT OF DIAMOND JEWELRY --TELL ME ABOUT HIM. IS HE A THUG? --NO, HE LOOKS “TOGETHER” --YES, HE IS WELL-ENDOWED --GOOD! HE SURE CAN DANCE THE “CRIP.” --AND HE’S SMART IN SCHOOL --AMAZING! BREATHTAKING! --WHO’S THAT GUY? --A BUM; HE’S A GOOD-FOR-NOTHING --WHY? --HE SMOKES MARAJUANA LACED WITH PCP (ANGEL DUST) AND EMBALMING FLUID --THAT’S NOT GOOD; THAT’S OUT OF IT --AND HE’S ALWAYS REVEALING YOUR PERSONAL BUSINESS IN PUBLIC. HE CAN’T KEEP A SECRET. --OH, YES --REALLY! FORGET ABOUT HIM!
GRAMMAR AND OTHER FEATURES ,[object Object],[object Object],[object Object]
GRAMMAR AND OTHER FEATURES ,[object Object],[object Object]
VERB CONJUGATION: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
VERB CONJUGATION: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
SYNTAX [WORD ORDER] ,[object Object],[object Object],[object Object],[object Object],[object Object]
THE USE OF “BE” ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
PRONOUN POWER ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
EXAMPLES OF PRONOUN EMPOWERMENT ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
OTHER FEATURES OF BLACK ENGLISH ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
“ SOMETIMES YOU HAVE TO SPEAK TWO LANGUAGES JUST TO SURVIVE IN AMERICA, AND YOU KNOW HOW THAT ARE.” --Julian “Cannonball”Adderley, Jazzman ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
CONCLUSION ,[object Object],[object Object],[object Object],[object Object]
NO MATTER WHAT THE LANGUAGE: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
LANGUAGE IS POWER ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
HOW THEN TO PROCEED? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
SOME TEACHING TECHNIQUES ,[object Object],[object Object],[object Object]
SOME TEACHING TECHNIQUES ,[object Object],[object Object],[object Object],[object Object]
SOME TEACHING TECHNIQUES ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
AFFECTIVE DOMAIN: FEELINGS ARE IMPORTANT ,[object Object],[object Object],[object Object]
SUGGESTED READINGS ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
RECOMMENDED READINGS ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
RECOMMENDED READINGS ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
BIBLIOGRAPHY ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
BIBLIOGRAPHY (CONT.) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],BIBLIOGRAPHY (CONT.)
SPECIAL THANKS TO: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
MUSIC SOUNDTRACK ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
NO CHILD LEFT BEHIND

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Black american english

  • 1. BLACK AMERICAN ENGLISH NO CHILD LEFT BEHIND © 2003 MAURICE M. MARTINEZ, Ph.D. WATSON SCHOOL OF EDUCATION UNC WILMINGTON [email_address] (910)962-4279
  • 2.
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  • 75. NO CHILD LEFT BEHIND