1. AAVE: Brazilian connections? English Graduate Program Universidade Veiga de Almeida 2/2012

2. AAVE in Lerer (2002) Frederick Douglass’s Life and Times (1830)

3. Bringing Down the House 46:17 https://www.youtube.com/watch ?v=EFuhnOqI864

4. Labov – Sociolinguistics (in Lerer, 2002)

5. Sociolinguistic Vocabulary Language versus dialect Slangs Idioms Creole languages Pidgin languages Code-switching

6. Pullum (1999)

7. Oakland’s language policy statement (1996) Controversial policy: AAVE is a “badly spoken version of their language”. The NYT reaction: the government has declared “that black slang is a distinct language”. https://www.youtube.com/watch?v=xX1- FgkfWo8https://www.youtube.com/watch?v=xX1- FgkfWo8

8. Ebonics... Why African American Vernacular English and not ebonics? Ebony + phonics (cf. the literacy method) Negative connotation The Economist: “The Ebonics virus” (1996)

9. Pullum (1999) – right and wrong? The notion of synthatic dialects

10. Pullum (1999) – If it has specific rules... Copula Double Negation (explanation based on Logic – I ain´t never seen nothin’ like it). Dropping consonants Nasals (nothin’) Not all African Americans know AAVE

11. More on vocabulary West African Form + West African Meaning bogus 'fake/fraudulent' cf. Hausa boko, or boko-boko 'deceit, fraud'. hep, hip 'well informed, up-to-date' cf. Wolof hepi, hipi 'to open one's eyes, be aware of what is going on'. English Form + West African Meaning cat 'a friend, a fellow, etc.' cf. Wolof -kat (a suffix denoting a person) cool 'calm, controlled' cf. Mandingo suma 'slow' (literally 'cool') dig 'to understand, appreciate, pay attention' cf. Wolof deg, dega 'to understand, appreciate' bad 'really good‘ http://www.hawaii.edu/satocenter/langnet/definitions/aave.html#vocab-hce

12. More on grammar (Deneroff, McMullen and Helfrick, 2012) Standard English uses a conjugated be verb (called a copula) in a number of different sentences. (This may occur as is, 's, are, 're, etc.) In AAVE this verb is often not included. The frequency of inclusion has been shown to depend on a variety of factors. In future sentences with gonna or gon (see below): I don't care what he say, you __ gon laugh....as long as is kids around he's gon play rough or however they're playing. Before verbs with the -ing or -in ending(progressive): I tell him to be quiet because he don't know what he __ talking about. I mean, he may say something's out of place but he __ cleaning up behind it and you can't get mad at him. Before adjectives and expressions of location: He __ all right. And Alvin, he __ kind of big, you know? She __ at home. The club __ on one corner, the Bock is on the other. Before nouns (or phrases with nouns) He __ the one who had to go try to pick up the peacock. I say, you __ the one jumping up to leave, not me.

13. Grammar 2 Agreement SE agreement between the subject and predicate in the present tense. In AAVE the verb is rarely marked in this way. When regular verbs occur with such -s marking, they often carry special emphasis. Standard English also has agreement in a number of irregular and frequently used verbs such as has vs have and is vs are and was vs were. In AAVE these distinctions are not always made. Tense and aspect The verb in AAVE is often used without any ending. As is the case with the English creoles, there are some separate words that come before the verb which show when or how something happens. These are called "tense/aspect markers". Verb Nuances Ricky Bell be steady steppin in them number nines. She be working all the time.

14. Grammar 3 Standard English present perfect: He has been married. AAVE been: He been married. "He has eaten his dinner" can be expressed as He done eat his dinner. “Ain’t for didn’t” I ain't step on no line. I said, "I ain't run the stop sign," and he said, "you ran it!" I ain't believe you that day, man.

15. Double Negatives Pilate they remembered as a pretty woods-wild girl "that couldn't nobody put shoes on.“ (Toni Morrison, Song of Solomon)

16. Tense and aspect chart

18. Charity, Scarborough and Griffin (2004) African American students in kindergarten, first grade and second grade in low-performing schools (Cleveland, New Orleans and Washington) – 217 children (2000-2001 academic year). Reading achievement, sentence imitation and story recall. General abilities such as memory, inference making, etc. are not related to the knowledge of SE (School English). Linguistic factors are not the only influence observed.

19. Charity, Scarborough and Griffin (2004) – Teacher Bias

20. Language is a part of us... Professor Mary Zeigler of Georgia University talks about the influence that African American's have had on the development of American English. Her students discuss the importance of their own language as an expression of their cultural identity.Mary Zeigler https://www.youtube.com/watch?v=aQrtB7cZD rA

21.  What about the Brazilian reality?  Should EFL teachers consider AAVE when teaching?  How can we (or why should we) use it in our everyday teaching life?  Is there any connection between the AAVE  community in the US and the linguistic  Prejudice phenomena observed in  Brazilian EFL classrooms?

22. Lei 10.639 de 9 de Janeiro de 2003 Altera a Lei n o 9.394, de 20 de dezembro de 1996, que estabelece as diretrizes e bases da educação nacional, para incluir no currículo oficial da Rede de Ensino a obrigatoriedade da temática "História e Cultura Afro-Brasileira", e dá outras providências. "Art. 26-A. Nos estabelecimentos de ensino fundamental e médio, oficiais e particulares, torna-se obrigatório o ensino sobre História e Cultura Afro- Brasileira. § 1 o O conteúdo programático a que se refere o caput deste artigo incluirá o estudo da História da África e dos Africanos, a luta dos negros no Brasil, a cultura negra brasileira e o negro na formação da sociedade nacional, resgatando a contribuição do povo negro nas áreas social, econômica e política pertinentes à História do Brasil. § 2 o Os conteúdos referentes à História e Cultura Afro-Brasileira serão ministrados no âmbito de todo o currículo escolar, em especial nas áreas de Educação Artística e de Literatura e História Brasileiras. "Art. 79-B. O calendário escolar incluirá o dia 20 de novembro como ‘Dia Nacional da Consciência Negra’." Brasília, 9 de janeiro de 2003; 182 o da Independência e 115 o da República. LUIZ INÁCIO LULA DA SILVA Cristovam Ricardo Cavalcanti Buarque

23. Cagliari (2004) – Linguistic diversity in Brazil 200 languages – 170 indigenous and 30 originated in Asia or Europe. Globo and Non-Globo Variety

24. Cagliari (2004) – Linguistic diversity in Brazil

28. “The most damaging point about the linguistic prejudice against the varieties of Brazilian Portuguese spoken in the poorer sectors of the population is the correlation linking poverty to cognitive and mental deficits. From this viewpoint, those who do not “speak correctly”, do not “think properly”. Baugh (1999: 6) discusses the relevance of African- American Vernacular English (AAVE) to education and social policies, showing that it is “far from being an impoverished dialect”, despite it continues to stigmatize speakers as “uneducated ” members of the society. (…) Baugh (1999) discusses this correlation and its damaging consequences in the United States, concerning AAVE. He examines the assumption of standard English speakers that non-standard English speakers are ignorant. In this sense, there is a common stereotype that non-standard speakers could speak “properly” if “only they put forth sufficient effort”, that is responsible for this misconception. It is not difficult to find coincidences here, in comparison to the Brazilian situation.