ebonics

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Related to African-American vernacular English: Black English Vernacular

ebonics:

see Black EnglishBlack English,
distinctive dialect spoken at times by as many as 80% to 90% of African Americans; also called ebonics [from ebony and phonics]. Long considered merely substandard English, it is in fact a distinct form.
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"Word from the Hood: The Lexicon of African-American Vernacular English." African-American English: Structure, History, and Use, edited by Salikoko Mufwene, et al., Routledge, 1998, pp.

Negative Inversion: Camouflage and Style across Two Varieties of US English

"This finding reveals a cyclic pattern in the use of African-American vernacular English that no one expected to see during children's language development," said Janneke Van Hofwegen, a research associate at NC State and co-author of the study.

Language use can go on a roller-coaster ride during childhood

(1998) "Some aspects of African-American Vernacular English phonology." In S.

Reactions to African-American Vernacular English: do more phonological features matter?

Moreover, virtually all of the sociolinguistic studies of African-American language have focused either on the unique grammatical, lexical and phonological features of African-American Vernacular English (see, e.g., Troutman 2001; Scott 2000; Bailey & Thomas 1998; Green 1998; Labov 1970, 1972), or on African-American verbal genres such as signifying, loud-talking, he-said-she-said, or playing the dozens (see, e.g., Smitherman 2000; Morgan 1991; Goodwin 1990; Mitchell-Kernan 1972).

In their own voices: codeswitching and code choice in the print and online versions of an African-American women's magazine

Because Americans tend to look down on certain language variations--such as African-American Vernacular English or Appalachian English--the analysis of language variation and its accompanying practices are met with controversy.

A time and a place: research shows that students achieve more when schools recognize and respect languages other than "standard written English." So, why have educators been slow in adopting corresponding practices? (Focus: reading/language arts)