There was a moment, in time, and in this place, when my brother, or my mother, or my father, or my sister, had to convey to me, for example, the danger in which I was standing from the white man standing just behind me, and to convey this with a speed, and in a language, that the white man could not possibly understand

Subsequently, the slave was given, under the eye, and the gun, of his master, Congo Square, and the Bible — or, in other words, and under these conditions,.the slave began the formation of the black church, and it is within this unprecedented tabernacle that black English began to be formed.

Subsequently, the slave was given, under the eye, and the gun, of his master, Congo Square, and the Bible — or, in other words, and under these conditions,.the slave began the formation of the black church, and it is within this unprecedented tabernacle that black English began to be formed.

It is not the black child's language that is in question, it is not his language that is despised: It is his experience.

It is not the black child's language that is in question, it is not his language that is despised: It is his experience.

It is the most vivid and crucial key to identity: It reveals the private identity, and connects one with, or divorces one from, the larger, public, or communal identity.

It is the most vivid and crucial key to identity: It reveals the private identity, and connects one with, or divorces one from, the larger, public, or communal identity.

To start writing this chapter, for example, one of the first things we didwas read previous contributions to Writing Spaces to get a sense of the ex-pected tone and the structure.

Once we havesome words, ideas, frustrations on paper, we give ourselves small writingtasks, like “just write whatever you can or feel about X topic for 5 minutes.”

Once we havesome words, ideas, frustrations on paper, we give ourselves small writingtasks, like “just write whatever you can or feel about X topic for 5 minutes.”

What we mean bythis is that your voice and all the ways you use it—as part of who you are—makes all the difference, and therefore, should be amplified and cultivated.

Yes, you read this correctly: standard written English is not an objectiveset of criteria.

Yes, you read this correctly: standard written English is not an objectiveset of criteria.

Teachers frequently encounter him on panels with titles like“The Expanding Canon: Teaching Multicultural Literature InHigh School.” But the dude is also hella down to earth.

Teachers frequently encounter him on panels with titles like“The Expanding Canon: Teaching Multicultural Literature InHigh School.” But the dude is also hella down to earth.

(1) Iowa Republican Senator Chuck Grassley sent two tweets to President Obamain June 2009 (Werner).

(1) Iowa Republican Senator Chuck Grassley sent two tweets to President Obamain June 2009 (Werner).

Instead of prescribing how folks should write or speak, I say we teach languagedescriptively.

But dont nobody’s language, dialect, or style make them “vulnerable to preju-dice.” It’s ATTITUDES.

"Who are these people that spend that much for performing clowns and $1,000 for toy sailboats? What kinda work they do and how they live and how come we ain't in on it?" (94).

In the opening sentence of "The Lesson," Bambara clearly indicates that Sylvia is narrating in AAVE. Here, Sylvia describes Miss Moore as an adult with "nappy hair" (87).

In the opening sentence of "The Lesson," Bambara clearly indicates that Sylvia is narrating in AAVE. Here, Sylvia describes Miss Moore as an adult with "nappy hair" (87).

Such writing implies resistance to the dominant culture, destabilizes the privileged dialect/discourse, and portrays "subversive voices" that present "alternative versions of reality" (11, 13, 46).

However, Bambara also celebrates AAVE as a vehicle for conveying black experience: Sylvia uses AAVE to express her self-confidence, assertiveness, and creativity as a young black woman.

In short, standard American English is not inherently racist. It is not merely a “tool of the patriarchy.” It is a tool for anyone who wishes to use it

Later that day I received a reply from a young bank employee offering further details. Actually, I have no idea if she was young — I just assumed she was because her long e-mail was full of emoticons and text-messaging abbreviations — including, I kid you not, “LOL.”

Later that day I received a reply from a young bank employee offering further details. Actually, I have no idea if she was young — I just assumed she was because her long e-mail was full of emoticons and text-messaging abbreviations — including, I kid you not, “LOL.”

In one class, my 24 students spoke 17 languages. I can tell you from experience that those students were eager to master standard American English — once I explained to them what it is (and isn’t) and how it could benefit them. They saw it as a key that could unlock the world of higher-paying employment.

. In one class, my 24 students spoke 17 languages. I can tell you from experience that those students were eager to master standard American English — once I explained to them what it is (and isn’t) and how it could benefit them. They saw it as a key that could unlock the world of higher-paying employment.

The only purpose of language is to communicate, and if the language or dialect you use in a particular situation allows you to do so, then it is effective.

There is a format for recording information based around connections called a concept map. Concept maps are spatial representations of knowledge, in which a concept is represented as a circle (node) and a connection/statement is represented as a line connecting two circles (edge). But concept mapping is limited in its current forms. Making a concept map is messy and often when handwritten. It is very difficult to have enough foresight in making a concept map as to prevent lines (representing edges) from crossing each other all over the page. Moreover, though concept maps have advantages over bullet points and other linear note-taking techniques in their ability to store and model nonlinear knowledge, existing software that is meant for creating concept maps is meant more for presentational purposes, e.g., creating a diagram that might be included in a report, than for recording notes in real time and understanding, organizing, or manipulating notes.

To test whether these distributed representations of meaning are neurally plausible, a number of studies have attempted to learn a mapping between particular semantic dimensions and patterns of brain activation