african american english lsa summer institute ......english in language usage among african slave...
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LSA SUMMER INSTITUTE, 2019
AFRICAN AMERICAN ENGLISH
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JUNE 24, 2019 SCHEDULE OF ACTIVITIES CLASS BY JOHN BAUGH
ORIENTATION
• The Roadmap: Where we are going
• Reviewing the Syllabus
• Please complete a sign-in sheet: Your name, Your email address
• The evolution of pertinent nomenclature
• The linguistic legacy of the African Slave Trade
• Some of the foundational figures in linguistic scholarship
• Our introductions
• Where I began: The difference vs. deficit debate
• Plans for June 27, and the remainder of the course
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POLITICAL CORRECTNESS OR ETHNOGRAPHIC SENSITIVITY CLASS BY JOHN BAUGH
THE EVOLUTION OF TERMINOLOGY
• 1964: Nonstandard Negro English
• 1972: Black English Vernacular
• 1975: Ebonics: (The concept becomes most visible in 1996 as a result of the Oakland School board proclamation).
• 1981: African American (Vernacular) English
• 1986: African American Language
• 2019: Back to the Future: Harris Stowe University: We are “Moorish” people
• What would be the most accurate label? English (or other Lgs?) as spoken by descendants of (African) slaves?
• United States slave descendant English?
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BLACK LANGUAGE STUDIES WERE CENTRAL TO THE FORMULATION OF QUANTITATIVE SOCIOLINGUISTICS
SOME OF THE FOUNDATIONAL FIGURES
• The battle of the Bills: William Stewart and William Labov
• William Stewart, J.L. Dillard: Proponents of the “Creole Hypothesis”
• William Labov: An indirect proponent of the “Dialectologist Hypothesis.”
• Walt Wolfram: Synchronic foci: The Neutral Hypothesis (My assessment) No need to get entangled in historical debate (speculation?) because they contemporary speech is available for study.
• Any questions thus far?
• CLASS BY JOHN BAUGH
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PLEASE BE SURE TO COMPLETE THE SIGN-IN SHEET
BRIEF PERSONAL INTRODUCTIONS
• Your name
• Your home institution and your primary linguistic interests
• A brief (very brief) introduction to you. Please share something about yourself that you would like us to know about you.
• If you already know it, please share a brief account of your goals for the course.
• Although we will only meet for eight classes, I hope you will make acquaintances with those enrolled or participating in this class, and join the community of scholars who study the linguistic legacy of the African slave trade.
• CLASS BY JOHN BAUGH
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PROJECT
DATE CLIENTDATE NAME
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PROJECT
DATE CLIENTDATE NAME
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MY FIRST EXPOSURE TO LINGUISTICS: LABOV, 1969 CLASS BY JOHN BAUGH
DEFICIT VS. DIFFERENCE
• The logic of Nonstandard English
• My initial (inadvertent) racist reaction
• Arthur Jensen, Bereiter and Englemann, Basil Bernsten
• William Labov
• Historical relevance to “Dialectologist” vs. “Creole” origins
• Is it [ /Iz/ > /z/ > /0/ ] i.e., ([is] > [s] > [0])
• Or, is it [ /0/ > /z/ > /Iz/] i.e., ([0] > [s] > [is])
• 1983: Thomas Farrell: IQ and Standard English
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JUNE 27 AND BEYOND CLASS BY JOHN BAUGH
NEXT STEPS
• Next class: The historical issues, debates, and controversies in greater detail.
• Lorenzo Turner, Melville Herskovitz, and the marginality of black studies in the sister social sciences, and the centrality of these studies in the development of sociolinguistics.
• Michael Montgomery and Shana Poplack: Finding early attestations of English in language usage among African slave descendants
• Derek Bickerton: His early creole studies, critiques of Labov (and me) and the emergence of the Bioprogram.
• How to select your first assignment: What is best for you? Working toward collective knowledge and shared expertise.