Prof: Demanding Black students to use Standard English is ‘Anti-Black Linguistic Racism
Professor: Asking Black Students to Write Using Standard English is ‘Anti-Black Linguistic Racism’
According to a University of Michigan professor, expecting black students to write standard English that their teachers understand is racist. April Baker-Bell, an associate professor of language, culture, and justice in education, argues that traditional approaches to language education disregard the emotional harm and consequences they have on black students’ sense of self and identity.
In a workshop hosted by Northern Illinois University, Baker-Bell further elaborated on her views. She believes that black language is devalued in classrooms, which reflects how black lives are devalued in the world. She also asserts that the notion of standard mainstream English is connected to the invisible way that white culture is often considered normal, neutral, and superior.
April Baker-Bell lectures (with straightened hair) that we should all speak ebonics. No thank you, Ms. Appropriation. I am white, I speak English. Carry on while you admit you don’t deserve cred.
— SunnyOkie (@SunnyOkie) December 8, 2023
Baker-Bell has been actively advocating for black linguistic justice and has authored a book titled “Linguistic Justice: Black Language, Literacy, Identity, and Pedagogy.” She argues that requiring black students to use standard English is a form of anti-black linguistic racism.
During her presentation at Northern Illinois, Baker-Bell provided a workbook that prompts educators and graduate students to reflect on their complicity in perpetuating anti-black racism and linguistic discrimination. The workbook also emphasizes the importance of a linguistic justice course in raising awareness of white linguistic hegemony and anti-black racism.
‘Shouldn’t have to remind you, Professor April Baker-Bell… it’s called ENGLISH… not “white language”… God, what racists idiots…
College Symposium Razes the Anti-Black Racism of ‘Good’ Grammar https://t.co/8Ix5fMyV21
— Michael Foley (@ftmorganfoley) June 27, 2021
Baker-Bell has been actively sharing her views on college campuses, advocating for black linguistic justice. She emphasizes that she is a protector of black language and not a defender of white comfort. According to her, the belief in a homogenous, standard, one-size-fits-all language is a myth that normalizes white ways of speaking English and justifies linguistic discrimination based on race.
Despite decades of research on black language and its significance, black people still have to remind others that it is a legitimate language. Baker-Bell believes that black language reflects black people’s ways of knowing, interpreting, surviving, and existing in the world.
The post Professor: Asking Black Students to Write Using Standard English is ‘Anti-Black Linguistic Racism’ appeared first on The Western Journal.
According to April Baker-Bell, why is it important for educators to recognize and value the linguistic diversity of black students?
Lack students to conform to standard English is a form of linguistic racism and contributes to the marginalization of black language and culture.
In her book, Baker-Bell highlights the importance of recognizing and valuing the linguistic diversity of black students. She argues that black language systems, such as African American Vernacular English (AAVE) or Ebonics, have their own grammatical rules, vocabulary, and cultural significance. By disregarding these forms of language, schools perpetuate the dominant narrative that only standard English is acceptable and reinforce a hierarchy that marginalizes black students.
Baker-Bell suggests that educators should shift their perspective and see black language as a valuable resource for learning and self-expression. She advocates for incorporating black language and culture into the classroom, as well as providing opportunities for students to use their own language in academic settings. This approach, she believes, fosters a sense of belonging and empowers black students to embrace their linguistic heritage.
Critics argue that Baker-Bell’s viewpoint undermines the importance of teaching standard English, which is necessary for effective communication in various professional settings. They highlight the need to prepare students, including black students, for academic and career success, which often requires proficiency in standard English. They argue that by accommodating black language without insisting on mastery of standard English, educators may unintentionally limit opportunities for black students in the long run.
However, Baker-Bell emphasizes that her aim is not to diminish the importance of standard English, but rather to challenge the assumption that it should be the only valid form of language. She urges educators to adopt a more inclusive and equitable approach to language education, one that values and recognizes the diverse linguistic backgrounds of all students.
To address the concerns raised by critics, Baker-Bell suggests a balanced approach where students are exposed to both the linguistic diversity of their communities and the skills needed for success in broader society. This would involve teaching standard English while also affirming and valuing non-standard forms of language.
The debate ignited by Baker-Bell’s views on black language and linguistic justice highlights the complexity of language education and the need for educators to carefully consider the impact of their approaches on diverse student populations. While there is a legitimate concern about preparing students for the wider world, it is also crucial to create inclusive learning environments that affirm the identities and languages of all students, including black students.
In conclusion, April Baker-Bell’s argument that expecting black students to write using standard English is anti-black linguistic racism challenges traditional approaches to language education. By recognizing the value and significance of black language, she advocates for a more inclusive and equitable approach that empowers black students and affirms their identities. The debate sparked by her views underscores the intricate balance that educators must navigate to ensure linguistic diversity is celebrated while equipping students with the skills necessary for success.
" Conservative News Daily does not always share or support the views and opinions expressed here; they are just those of the writer."
*As an Amazon Associate I earn from qualifying purchases
