sick and tired of being sick and tired...

"Black English (BE) -- a linguistic variety of English that is socially stigmatized and is spoken by many, though certainly not all, African Americans" - Denise Troutman

So here we go again with the labeling, stigma, and race attached to a style of discourse. Why do the labels African American Vernacular English and BE exist? And why do many people believe these labeled languages are specific to a single race or urban population? (Believe me, they are people in every racial group that use such language.) Since the term "Ebonics" jumped on the scene, I cannot tell you how many conversations I have engaged in regarding users of slang, who they are, and why they disgust prescriptivists. I absolutely loathe all the terms that are meant to describe the slang used by a single ethnic group -- especially when used as a tool of separation to highlight ignorance. They are written loosely in articles and discussions about spoken and written language. I find the terms offensive! I continue to read/hear professionals of the academy refer to these terms in relation to student writing and I am sick and tired of listening to the recycled conversation.

Obviously everyone's primary discourse is heavily influenced by their early environments, education and educators (parents/family). Our discourse is forever evolving as we enter in, adapt to, and adopt from other discourse communities. Therefore, all writers need space to grow into their authentic voice/s. In the article "Whose Voice is it Anyway? Marked Features in the Writing of Black English Speakers" Denise Troutman (1997) argues that when educators follow the proscriptions against marked BE features, they deny BE users affirmation of their linguistic heritage and perpetuate "linguistic self-hatred". When educators ask students to write more like them, they are clearly emphasizing what is valued and considered superior to the teacher. The relationship is a microcosm of our present society. I would argue that completely adhering to the academy's writing standards does not demonstrate one's intellectual ability; it shows how well one can become a carbon copy of regurgitated content and style. I far more respect the bell hooks of the world, who chose to master Standard English only to manipulate at the risk of developing an original voice that reveals one's identity. The purpose of writing is not to please our teachers or even our readers/audience. As writers, we must like the work we produce and publish, we have to believe in it, or else we are succumbing to what Paulo Freire (1970) referred to as oppression through banking education. 

Educators are supposed to support student growth, not stifle it with rhetoric and stereotypes about why a student-writer's composition does not adhere to Standard (American) English. Troutman (1997) asks "shouldn't students be given the right to discover and warm up their authentic voices before they add on other voices?" My response is of course, but until those sitting in positions of power realize how their singular and prescriptivist focus is negatively impacting the progression of others, students like myself will continue to feel the internal struggle of writing for the academy for external rewards or staying to true one's self to avoid producing soulless work. I am passionate about finding the bridge that exists between the two choices.

Bottom line is America is a diverse country  with various dialects, accents, and discourses(shocking news for those living in a cave). Regardless of which version of English one speaks and/or writes in, one has the right to do so. In writing content is more significant than style, although style can influence your reader. Penalizing people or students for exercising their ethnic, cultural, authentic, original (or whatever you want to call it) voice is WRONG! People may argue that there is a time and a place and I used to agree. Fortunately after spending a great deal of the past five years working with, teaching, tutoring, and speaking with English Language Learners I recognize the prejudice people have against languages divides human beings. Troutman (1997) communicates one possible resolution to literacy problems for users of BE is the acceptance of their cultural voice/s. However, I believe this applies to everyone's speech and writing skills. People need to be less judgmental and more humane when interacting with a PERSON (with feelings) from an alternative linguistic community. Teachers should not be failing students who (by choice or due to inability) do not master  Standard English. In such cases the educator becomes an oppressor of a student's  creative and real writing voice. The singular perspective is outdated and borderline racist; move forward and be open to an authentic (speaking or written) voice that is different from your own. I could go on and on about this, but this is a good place to stop for now. Smile.
 
Source:
Troutman, D. (1997). Whose Voice is it Anyway? Marked Features in the Writing of Black English Speakers. Writing in Multicultural Settings, 32-34.