Others bemoan the potentially tragic consequences of interaction between teachers that are unaware of Ebonics and students that speak it (Baugh, 1999, 2000; Margaret 2001; Sulentic, 2001).
Furthermore, the use of Ebonics by students does not necessarily represent an inability to speak "standard" English but rather a conscious choice by students to refuse "to be defined by a language that has never been able to recognize" them (Baldwin, 1998, p.
Despite the immense and variegated body of literature examining Ebonics that is far too substantial to cite completely here, few authors have developed strategies to engage the "Ebonics debate" constructively within the university classroom.
The purpose of this exercise is not a debate of the merits of Ebonics as a language but rather the larger social processes that frame the manner in which Ebonics and other modes of speech are regarded.
Todd's (1997) description of Ebonics includes "abnormal, defective, dysfunctional;" "unfortunate;" "group reinforced speech pathology;" "a major language disorder;" and "poor language habits learned on the streets.
Although Ebonics is the focus of this article, this exercise is by no means limited to the discussion of Ebonics.
The origins of this exercise are found in our desire to more constructively respond to the intense antipathy that students' frequently express towards what is commonly referred to as Ebonics in discussions of the social context of language.
Unfortunately, "discussion" essentially meant that the students, without regard to ethnicity, generally wanted to assail Ebonics and, despite their attempts to avoid this, those that speak it.
28-29) offers interesting discussion of "the power of labeling" and "lexical denigration" in the Ebonics debate on the internet.
Consequently, one student may submit two squares indicating a negative perception of Ebonics, one square indicating a negative perception of English and three squares indicating a positive regard for the British accent, for example.
This argument in support of ebonics quickly leads to a segregated school population involving "instructor certification," implying an urgent need for teachers certified to teach ebonics; as opposed to the standard English language.
Public school speech embracing ebonics can lead to verbal segregation of students, and with ebonies speaking students ill prepared to complete in the career market for jobs in the future.
The interesting fallout of the ebonics controversy is that when race is mapped to speech and speech patterns, suddenly what is really incorrect, imperfect, and imprecise becomes correct, but only for a select few involved in the incorrect usage.
The argument in some circles regarding the ebonics speaking child has been a need to respect each child and tolerate individual differences.
As ebonics elicits debate across America Malcolm X (middle school, 2760 N.