Addressing Ebonics, Essay Example

The use of Ebonics in the United States is a highly controversial issue that is very complex among different sects of the country.  The term Ebonics comes from the words ‘ebony’ and ‘phonics’, which literally translates to mean ‘black sounds’ (Rickford, 2007).  It is for this reason that this specific language is found mostly among African Americans, especially among young men and women.  However, a large portion of the population has labeled this language as lazy and conducive to illiteracy among the youths that utilize it.  The Oakland Public School Board passed a resolution to include Ebonics in the school system, and the ruling was met with an outcry because of the beliefs of the white majority.  Although it is clear that Ebonics is definitely its own form of communication, utilitarianism justifies many of its opponents who claim that Ebonics should not be included in the educational system.

A language should only be included in a public school system if it is going to be effective outside of the classroom in learning or interacting with society.  Because Ebonics is labeled as a lazy language, the use of it in the real world limits the potential that a young person has for growing and advancing in the world, both socially and financially.  Whenever white business owners hear employees or potential candidates using Ebonics, it reduces their chance of being hired immediately.  Employers want to have employees that can communicate properly with customers and do not sound uneducated or ignorant.  Although no studies have been conducted that show that individuals that use Ebonics are any less intelligent than other people, it still remains a false stereotype and prejudice.  While David Troutt describes this as being the result of living in a “white world”, even a growing minority population cannot change the cultural norm (2007).  It is more likely that by using Ebonics, a child will be discriminated against in the “white world” than if they were to bridge a gap that would allow them to assimilate into this world.  These children must learn to use Standard English if they are to have any hope of earning the job they wish out in the real world.

Furthermore, a language should only be taught in the public educational system if it is truly a widely recognized official language.  Ebonics may have been recognized by the Oakland Public School Board and a few professional linguists as being an official language, but it is not widely recognized throughout the United States as an official language.  John Rickford wrote the article “Suite for Ebony and Phonics”, which argues that Ebonics is definitely an official language from a linguists’ point of view (2007).  Rickford attempted to justify Ebonics as a language, including descriptions of rules and forms that are similar to Standard English or Africa-based languages.  However, he failed to justify how Ebonics as an official language would be widely accepted by the common society.  Society must first come to terms with individuals using Ebonics if it is to be recognized as a language.  Until then, it will continue to foster negative connotations and stereotypes for anyone that chooses to use it.

Finally, a language should only be taught in public schools if it does not hinder the growth and advancement of every other child.  While Rickford argues that Ebonics should be used as a teaching tool to connect with students that use it, he never mentions the problems that could arise through alienating other minorities.  Asian Americans come from many different backgrounds and speak multiple dialects from China, Korea and Japan just to name a few.  No Asian language is nationally recognized by educational systems as being a crucial part of the current curriculum.  Even in most public school systems, Hispanics continue to be alienated as Spanish is not being officially included into the curriculum.  While this trend is definitely changing for Hispanics because they are the largest growing minority population in the United States, it appears as though African Americans need to fall in line with the other minorities.  The problem stems from other children not being treated in the same manner that African Americans would be if Ebonics was included into the schools (Troutt, 2007).  Troutt describes this as pitting “outsiders against outsiders.”  While the problem may not be quite as severe for minorities, it is clear that the inclusion of Ebonics in the school system would definitely pit African Americans against Whites – this is where the problem lies.  A large portion of the 1900s was spent fighting for racial and sexual equality, and it appears as though the country is starting to believe that it has been achieved.  Yet, Ebonics is viewed as a threat to the white society and to educational advancement.  Nobody said it had to be right or ethical, but it is clear that Ebonics should only be included in the school systems if it does not hurt the other children, which it likely would in today’s society.

Utilitarian theory argues that actions should only be taken if it is in the best interest of the entire group.  This suggests that the best option is the greatest good for the greatest number (Mill, 2002).  In this situation, Ebonics is not only frowned upon by society, but it also suggests an ignorance or uneducated connotation about the person or group of people using it.  Ebonics also is not considered to be a true language, or at least has not been officially acknowledged as such by modern day society.  To teach Ebonics in school would clearly not be the greatest good for the greatest number.  It would only provide students with an education that involved a language that is not widely recognized and not socially acceptable.  There are no social benefits for Ebonics to be taught in the public school system except to cater to the needs of a minority population.  The minority cannot be allowed to weigh down on the majority; therefore, Ebonics should not be taught in schools based on a utilitarian point-of-view.

Languages help define groups of people and connect individuals with one another through effective communication.  However, it is clear that Ebonics has come to define African Americans as lazy and illiterate, uneducated, and even unintelligent.  If this is the social stereotype that is associated with Ebonics, utilitarian logic argues against the inclusion of Ebonics as a language taught within the public school system.  Not only will Ebonics hinder the educational advancement of other children in schools, but it only marginally improves the chances for African American children to learn Standard English and assimilate with the majority of society.  There are very few societal benefits that can be achieved through including Ebonics in the public school curriculum.

Works Cited

Kay, C.D. (1997, January 20). Utilitarianism. Retrieved from http://webs.wofford.edu/kaycd/ethics/util.htm

Mill, J.S. (2002). Utilitarianism [Text taken from original writings]. (Collegiate website copy), Retrieved from http://www.laits.utexas.edu/poltheory/mill/util/util.c02.html

Rickford, J. (2007). Suite for ebonic and phonics. In A. Lunsford (Ed.), Everything’s an Argument: with readings (pp. 810-817). Boston: Bedford & St. Martin’s.

Troutt, D.D. (2007). Defining who we are in society. In A. Lunsford (Ed.), Everything (pp. 818-821). Boston: Bedford & St. Martin.