Ebonics in school

            
             Ebonics is a language system that has become a major part of English used in the United States. This characteristic of speech is spoken especially (but not exclusively) in African American communities in urban areas and in the south. I believe that children develop sensitivity to style and language variation early in life, if they are exposed to it. Dialect diversity can be a topic of study in the classroom, it is possible to set up lessons to teach dialect diversity in elementary schools (quoted in Rubba 2). Though some may disagree, there is no danger in using nonstandard kinds of English in the classroom, as long as they are presented in an accurate context and students are also provided with plentiful models of standard English. .
             Ebonics should not be taught as a language in schools, but as a guide to different linguistics and the difference between dialect and disorder in America. It's important for students majoring in speech, linguistics or education, so that they are familiar with it when they encounter children, and they will know the difference between the two ways of speaking (quoted Brand-Williams 1). There is nothing wrong with giving students two different perspectives of learning. Although I do feel that it is okay to have different dialects of the language, I also feel that when teaching the language it should only be taught one way. For example, in China the language spoken is Chinese and even though there are numerous amounts of dialects that they speak, Chinese is the language of their .
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             school system. When it comes to learning the language of Chinese only one form is taught. There is a reason why there is a designated form of language in each country, but I still believe that it is okay to learn variations of the spoken form.
             The national debate on Ebonics did little to clarify the misunderstandings about the hist6ory of the language. There is a strong argument that there can be a background history that excavates the race and power dynamics surrounding the development of the language, and discuss how an understanding of Ebonics may affect classroom practice (quoted in Delpit 1).