Paper presented at the annual meeting of the American Educational Research Association in Chicago, February 1968. Appears in "The Florida FL Reporter special anthology issue, "Linguistic-Cultural Differences and American Education. (FWB)

To be effective, teachers of blacks must know black culture and black dialect -- and how to apply this knowledge. (Author)

Paper read at the American Educational Research Association Convention in Minneapolis, Minnesota, in 1970. Research supported by a grant from the National Institute of Mental Health. (DS)

Edited version of a speech given at the Conference on the Language Component in the Training of Teachers of English and Reading held in April 1966, in Washington, D.C. by the Center for Applied Linguistics and the National Council of Teachers of English. (DS)

Discusses the use of second language teaching methods in teaching English to urban Negro children. This article appears in "The Florida FL Reporter special anthology issue, "Linguistic-Cultural Differences and American Education, and has been reprinted from R. Shuy, ed. "Social Dialects and Language Learning (1965). (FWB)

This article aims to (1) propose a new approach to establishing English-as-a-second-dialect programs in schools isolated from professional English-second-language personnel, (2) to report on the procedures applied at one particular high school, and (3) to discuss linguistic features typical of the Negro students in this school. (Author/FB)

Educational institutions at all levels must respect the dialects of Negro students and initiate programs of instruction in these dialects. Only in this way can discrimination in fact against this minority group in our culture be stopped. (CK)

Summarizes and evaluates the deficit, difference, and bicultural theories used to interpret the linguistic characteristics of Black and low socioeconomic status children. Also discusses research that has applied these theories and the implications of this research for educational reform. (AOS)

Black verbal and rhetorical strategies serve definite needs and functions in the Black American community--needs with which teachers should become familiar. When properly applied, these strategies can be effectively used in the English composition classroom for motivational and instructional purposes. (HOD)

Discusses "Martin Luther King Jr. Elementary School Children, et al. v Ann Arbor School District Board," a court decision requiring that teachers be instructed in the role and significance of Black English. Argues that the issues of educational achievement and Black English do not constitute a matter for the courts. (GC)

This article surveys the literature on Ebonics that was published from 1865 to 1975. The linguistic features of Ebonics are categorized into phonological, systactical, and lexical groupings. (Author)

Discusses how Black orality, which combines elements of Black speech and music, is supplemented by dance and other nonverbal cues and actualized in the performance of contemporary Black poetry. (JMF)

Explores the debate over the teaching of black English in the public schools. Often ignored is that proponents of the recognition of black English have almost always advocated supporting standard English by using approaches that take black English into account. The reason for recognizing Ebonics is usually to implement strategies for teaching…