For another, these writers needed to write in a manner that was directly comprehensible to their prospective European- American readers, as well as to literate fellow African Americans.
Northern African Americans had to write in a way for their audience to understand what they were trying to convey or prove a point.
Even among native speakers of AAVE, most African-American writers use SE in their formal writing (e.g., for publication or for business audiences), whether or not they do so in their informal writing (e.g., when texting, tweeting, e-mailing, or corresponding with family or friends).
African Americans use translanguaging between speaking and writing in SE and AAVE.
Though they needed to communicate clearly with European Americans so that they could understand and be understood by European Americans, they nonetheless had an opportunity to develop their own distinctive AAVE.
By African Americans developing their own AAVE. They developed an English language that both their community and the European Americans can understand.
Their rich literature was passed along from person to person and generation to generation through the oral tradition.
I think this is how Ebonics was developed into what the language is now.
Like jazz, which Ebonics has influenced along with hip-hop, blues, and other musical styles, however, Ebonics has its own particular take on the conventional American wisdom and it is a vital means for subverting that wisdom.
Ebonics will continue to be spoken and taught within the African American community.
Leon W. Todd, Jr., states, Ebonics is a politically correct term for dysfunctional speech. Legitimizing poor language habits will not help children find a job nor take control of their affairs later in life.
Scholars like Leon Todd may believe that SAE is the professional and correct English language that should be taught to students.
He notes that the current reality is that Standard American English (SAE) is the money language. Black English is identified with poverty and, therefore, holds a great stigma.
By making ebonics a second language this may diminish the poverty stigma that it encloses.
African American parents hold that their children suffer from linguistic problems deriving from structural differences in their spoken language just as Latino children do.
By African American children having the option of using Ebonics as a second language they have the opportunity to understand and comprehend Standard American English profoundly.
Teachers wish to use Ebonics to teach African American students so that they will perform better academically.
Educators using ebonics may allow student to significantly improve in their academics.
Ebonics is defined by Williams as a language spoken by African Americans that is not a variety of English but a separate language with its own mode of expression and rules of grammar.
Ebonics is spoken by African Americans to be able to express their form on the English language.
The use of diverse teaching materials and methodscaters to various learning styles, addressing the individual needs of each student.
Each student is able to learn in their own ways and what they are comfortable in.
nnovative English teaching methods have a profound impact on students’ language acqui-sition and overall educational experience
Students tend to have a better learning experience with different teachings that are engaging.
It has been suggested that some children do not experience much ‘abstract’ language of this kind at home, and that they therefore start from behind when they get to school.
By allowing children to learn a more complex English language at a young age, this will guide them to be more successful when communicating with others when they are older.
Difference theories tend to focus strategically on the language of the school, and to propose strategies for broadening its communicative norms so that they are accessible to a wider range of children.
By schools focusing on the language of the school the children will be more successful in mastering proficient English in writing and communication.
Without making value judgments, they suggest that there is nonetheless a wider gap between home and school language for some children than for others
Are some of the children at home being taught extensively than others? Will this allow them to be more successful when learning SAE?
children learn most successfully under conditions which resemble those of the home.
Does being a present and involved parent lead the child to be more prone on learning extensive language?