The following resolution was passed by the Linguistic Society of America at its Jan. 3, 1997, meeting in Chicago.
Whereas there has been a great deal of discussion in the media and among the American public about the Dec. 18, 1996, decision of the Oakland School Board to recognize the language variety spoken by many African-American students and to take it into account in teaching Standard English, the Linguistic Society of America, as a society of scholars engaged in the scientific study of language, hereby resolves to make it known that:
- The variety known as “Ebonics, African American Vernacular English” (AAVE), and “Vernacular Black English” and by other names is systematic and rule-governed like all natural speech varieties. In fact, all human linguistic systems — spoken, signed, and written — are fundamentally regular. The systematic and expressive nature of the grammar and pronunciation patterns of the African-American vernacular has been established by numerous scientific studies over the past 30 years. Characterizations of Ebonics as “slang,” “mutant,” “lazy,” “defective,” “ungrammatical,” or “broken English” are incorrect and demeaning.
- The distinction between “languages” and “dialects” is usually made more on social and political grounds than on purely linguistic ones. For example, different varieties of Chinese are popularly regarded as dialects, though their speakers cannot understand each other, but speakers of Swedish and Norwegian, which are regarded as separate “languages,” generally understand each other. What is important from a linguistic and educational point of view is not whether AAVE is called a “language” or a “dialect,” but rather that its systematicity be recognized.
- As affirmed in the LSA Statement of Language Rights (June 1996), there are individual and group benefits to maintaining vernacular speech varieties and there are scientific and human advantages to linguistic diversity. For those living in the United States there are also benefits in acquiring Standard English, and resources should be made available to all who aspire to mastery of Standard English. The Oakland School Board’s commitment to helping students master Standard English is commendable.
- There is evidence from Sweden, the United States, and other countries that speakers of other varieties can be aided in their learning of the standard variety by pedagogical approaches which recognize the legitimacy of the other varieties of a language. From this perspective, the Oakland School Board’s decision to recognize the vernacular of African-American students in teaching them Standard English is linguistically and pedagogically sound.