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Though it isn't an "ethnolect" like AAVE, it is still associated with a very specific group of people: young people.
The study does not Imply that children should avoid learning AAVE, as the authors point out that it is a distinct dialect similar to variants like Cockney British and Appalachian American English, and advocate for efforts to eliminate discrimination against speakers of different vernaculars.
Posikore imwe morukondwa rwa Maheke, 100% zovahongwa vOndondo oitja-7 aave tja ve tjaterwa i yokuresa nu ozo 97% ve ungurisa etuwo romaresero rosikore.
These include, most prominently, pedagogy on students whose language is markedly different from the standard: for instance, Smitherman (1977) and Wible (2006) for AAVE or Van Sickle, Aina and Blake (2002) for Gullah; Pennycook (1999), Razfaz & Rumenapp (2012) or Siegel (2006) on ESL students; and an abundant body of bibliography on heritage language students, as in the case of Spanish in the United States (among many others, Calderon 2002, Leeman, Rabin & Roman-Mendoza 2011, Martinez 2003, Parodi 2008, Valdes 1981, 1995, Valdes et al.
Chapter 3 then offers a comprehensive account of AAVE, given that the case study to follow will present crossing towards this variety.
As for the latter, Labov (1998:147) acknowledges the following: "the most distinctive feature of modern AAVE is the rich development of semantic possibilities in the AA system, possibilities that are unavailable and unknown to speakers of other American dialects." It goes without saying that this ethnolect is used mainly by the African American minority in the USA.
Acknowledging that African American Vernacular English (AAVE) spoken by native-born Blacks is a legitimate communicative style, researchers such as Delpit and Dowdy (2008) and Smitherman (1977) have long argued that viewing Black dialect as an asset within the classroom is one aspect of being a culturally responsive teacher and is a way to "teach to and through" (Gay, 2010, p.29) the strengths of students of color.
Of course, it requires a linguist to do justice to the distinctions among standard English (or ASE, American Standard English), Gullah, and Black English (AAVE, African American Vernacular English), which lie in conventions for handling pronouns, naming, gender, and number, not to mention verb tenses that did not exist in English until they sneaked in through the back door of the speech of Southern whites.
223) states about in the case of African American Vernacular English (AAVE), because in the case of hijras, they learn Farsi consciously.
For example, in her study on the use of AAVE as a resource in the classroom, Lee (2004) describes an apprenticeship into literary response in a high school serving African-American students who are speakers of AEVE.
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