Annotated Bibliography

Balester, Valerie M. "The Problem of Method: Striving to See with Multiple Perspectives." College Composition and Communication 52.1 (2000): 129-32.

Balester talks about how it is difficult for use to see other viewpoints since we have been so narrow minded for so long. She agrees that we need to work at seeing more perspectives but recognizes how difficult that may be. She herself tried to study African American students and work to understand them although it was very difficult to do. By avoiding looking at these students as basic or alien, she was able to take a look through their eyes. Even scholars why speak AAVE find it hard to accept it by saying they use it and instead may refer to it as slang. She goes on to talk about how AAVE can actually help students to become better writers. She discusses how the features are not a barrier but enhance the writing. It is damaging to ignore the greatness AAVE can bring and we should learn to embrace it and accept it.

Hollie, Sharroky. “Acknowledging the Language of African American Students: Instructional Strategies.” The English Journal 90.4 (2000): 54-59.

Hollie says that African American students continue to fail because they are told their home language is bad language that should not be used. In fact, this language can help a student become a better writer. She discusses a set of six instructional approaches to help teach AAVE speakers Standard English. They include teacher’s building knowledge of non standard languages, integrating that knowledge into instruction, utilizing the second language acquisition, employ a balanced approach of both languages, design instruction around strengths, and infusing their culture into learning. By using these approaches and allowing AAVE in the classroom while still teaching students Standard English, they will become successful learners.

Marback, Roger. "Ebonics: Theorizing in Public Our Attitudes toward Literacy." College Composition and Communication 53.1 (2001): 11-32.

Marback initially discusses how the reaction to the Oakland Ebonics Resolution was immediate and hostile. The CCCC issued a statement shortly after that talked about the negative attitudes toward Ebonics and how teachers will unwilling to adapt their teaching practices to fit Ebonics speakers. He says that we should listen to the critics and evaluate what they are trying to tell us. The Ebonics debate was really about how attitudes of language affect attitudes on social relations. These people believe that it is the students who should want to talk themselves out of poverty and know that it is up to them to overcome their attitudes that isolate them from mainstream America. The article says that students should pride themselves on find ways to perform at the highest academic levels.

Palacas, Arthur L. "Liberating American Ebonics from Euro-English." College English 63.3(2001): 326-52.

Palacas initially discusses the different features of Ebonics such as the use of the “be” verb and the double negative. He goes on to discuss how he has and effective teacher of writing to Ebonics speakers and how he has taught all students to respect Ebonics and therefore, respect its speakers. He says the goal is to relieve the pressures of the stereotype that since they are Ebonics speakers that they are intellectually inferior and this pressure is often self held. He says that once students are liberated of this pressure, they are able to become confident and realize that they are not stupid but just capable of speaking two different ways. This is when students think of Standard English as another language and approach the learning of it more positively.