Responds to an earlier article on Ebonics and the Oakland School Board's resolution. The author of that article responds to these comments. (Author/VWL)

This article aims to (1) propose a new approach to establishing English-as-a-second-dialect programs in schools isolated from professional English-second-language personnel, (2) to report on the procedures applied at one particular high school, and (3) to discuss linguistic features typical of the Negro students in this school. (Author/FB)

Two articles examine Ebonics and its relation to the teaching of English as a Second Language. The first suggests that teachers of English, literacy instructors, and educational policy makers need to take language differences into account. The second suggests that the issues around Ebonics are the issues vital to all language educators--language,…

Goldstein questions the way Awad El Karim M. Ibrahim portrayed her research on the language and identity of Hispanic English-as-a-Second-Language learners in his article, "Becoming Black: Rap and Hip-Hop, Race, Gender, and Identity and the Politics of ESL Learning." Ibrahim responds to these comments. (Author/VWL)

A study comparing Black dialect-speaking children and white children in grades 3-6 on their ability to hear final consonant stops showed the Blacks significantly less able to hear these sounds than the whites. The results indicate a need for special help in reading instruction. (CK)

Paper presented at the annual meeting of the American Council on the Teaching of Foreign Languages, November 1970, in Los Angeles, California. (DS)

Describes the procedures used in a study designed to examine differences in nonstandard grammatical usage among and between Negro and white working-class informants in the community of Alexandria, Virginia. (Author/FB)

Contends that despite many overlapping characteristics, second dialect teaching requires a methodology distinct from that used in second language teaching, and discusses psychological, sociological, cultural, and linguistic aspects of second dialect teaching. (FB)

Examines how a group of continental Francophone African youth at a French high school in Ottawa, Canada "become Black" as they enter a world that already constructs them as Black. These students learn Black English, which they access in hip-hop culture and linguistic styles. Discusses the impact of becoming Black on…

Revised version of a paper presented to the 1972 TESOL Convention in Washington, D.C. (DD)

In a study demonstrating that Black English was target for Hispanic boys acquiring English as second language, it was shown that extensive peer contact with Blacks was necessary but not sufficient for acquisition of two features of Black English (negative concord and distributive "be") and that choice of Blacks as reference played no role in…

Summarizes research on educational programs that use stigmatized varieties of English in the classroom, and reviews relevant theory and research in psycholinguistics and second language acquisition. Research on educational programs shows that using the stigmatized variety in formal education seems to have a positive effect on the acquisition of…