African American Vernacular English

African American Vernacular English (AAVE), also known as Black Vernacular, Black English Vernacular (BEV), and occasionally Ebonics (a term that also has other meanings and connotations), is a variety (dialect, sociolect, and ethnolect) of American English natively spoken by most working- and middle-class African Americans and some Black Canadians. Characterized by its unique linguistic features, AAVE has been the subject of scholarly studies and debates, particularly regarding its origins, structure, and the educational implications for African American students.

Origins and Development

The origins of AAVE are still debated among linguists. Some theories suggest that it developed from a creole language that arose during the Atlantic slave trade, which blended the English of settlers with the languages of African slaves. Others argue that AAVE shares more similarities with Southern American English, suggesting a more gradual evolution. Despite these debates, it is widely acknowledged that AAVE has been significantly influenced by the linguistic practices of African slaves and their descendants.

Linguistic Features

AAVE exhibits a range of unique phonological, syntactic, and lexical features. Phonologically, it is known for consonant cluster reduction, the use of the th-stopping (where "this" sounds like "dis"), and the absence of the final consonant in words like "past" (sounding like "pas"). Syntactically, AAVE is recognized for its use of the habitual "be", which indicates actions that occur regularly, and the absence of the copula "is" or "are" in sentences like "He tall" instead of "He is tall". Lexically, AAVE includes words and phrases unique to the dialect, such as "finna" (fixing to, intending to) and "woke" (aware, especially of social injustices).

Social and Educational Implications

The use of AAVE has been a subject of controversy and misunderstanding, particularly in educational contexts. Some view it as a nonstandard form of English that needs to be corrected, while others advocate for its recognition as a legitimate dialect that reflects the cultural heritage of its speakers. The debate intensified in the 1990s with the Oakland Unified School District's resolution on "Ebonics", which proposed recognizing AAVE as a distinct language and using it as a tool for teaching Standard American English.

Current Perspectives

Today, there is a growing appreciation of AAVE's linguistic complexity and its contributions to the richness of American English. Scholars emphasize the importance of understanding and respecting AAVE within educational settings, promoting a bidialectal approach that values students' home language while also teaching the standard dialect.

See Also

• Linguistic discrimination
• Code-switching
• Pidgin and Creole languages
• Sociolinguistics