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Linguist Response:
The ranging conversations around Ebonics or African American Vernacular English sparked linguists to reevaluate and even newly research Ebonics and understand the legitimacy of African American VernacularEnglish (AAVE) as a distinct dialect of English. “At its most literal level, Ebonics simply means ‘black speech’ ( a blend of  the word ebony ‘black’ and phonics ‘sounds’). The term was created in 1973 by a group scholars that did not like the term that was currently being used and the negative connotations that surrounded it ‘Nonstandard Negro English’  had been made popular after the large-scale linguistic studies of African American speech communities began in the 1960s. However it was not until after the Oakland Ebonics Resolution of  December 1996 did the term ‘Ebonics’ catch on among linguists and the general public.

The Oakland Ebonics Resolution brought AAVE to the forefront of linguistic discussions and prompted increased attention to the study of AAVE by linguists. As Rickford and King (2016) note, “ the resolution drew national attention to AAVE and to the issues surrounding its use in education and beyond '' (p.1) This increase of contributions to the conversations challenged the misconceptions and stereotypes associated with AAVE. For example, many people viewed AAVE as a “broken” or “incorrect” version of Standard English. However, linguists have shown that AAVE has a complex and systematic grammar, just like any other language variety. In fact, some researchers argue that AAVE should be viewed as a separate language rather than a dialect of English. Rickford and King write that AAVE “differs systematically from the English spoken by whites in the United States” and that “its structural and functional differences are as great as those between English and the Romance languages.” They also note that AAVE has a rich linguistic history that is rooted in African languages and culture.

Another important contribution of linguists to the Ebonics conversation has been their work in the field of education. After the Oakland Resolution, there was a debate over whether AAVE should be recognized in the classroom and how it should be taught. Some argued that AAVE should be used as a bridge to Standard English, while others argued that AAVE should be recognized as a legitimate language variety in its own right. Linguists have conducted research on this topic to better understand the best ways to teach AAVE speakers in the classroom. In a 2018 article, Walt Wolfram and Erik Thomas argue that educators should “recognize and build on the strengths that students bring to the classroom from their home language and dialect.” They note that by recognizing the linguistic diversity of students, educators can create a more inclusive and effective learning environment. Similarly, in a 2020 article, Rebecca Wheeler and Rachel Swords argue that teachers should “acknowledge and validate” the language and culture of their students. They suggest using “culturally sustaining pedagogies” that incorporate students’ home language and culture into the curriculum.