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Hooked on Ebonics

机译：迷上了乌木

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In her brightly decorated classroom at Parker Elementary School in Oakland, Calif., Cleo Shavies reads her second graders a book called "Flossie and the Fox." The student body here is 90 percent African-American, from one of the poorest areas of the city. Two years ago, Shavies enrolled in a state Standard English Proficiency (SEP) training program to sensitize teachers to students who spoke black English. In a classroom decked with posters of black achievement, she applies the SEP techniques to "Flossie and the Fox." Flossie is an African-American girl who speaks in a vernacular that has been called Ebonics, from the words "ebony" and "phonics." The fox speaks standard English. Shavies might pull words from the text, pointing out differences in syntax. "I be Flossie Finley," Flossie says. Or "How do a fox look?" Shavies will ask, "Is this written in Ebonics or standard English?" The technique is called "contrastive analysis," and Shavies is impressed by its results. "I can already see the improvement in oral language skills," she says. "I'm building on what the children know."
机译：在加利福尼亚州奥克兰帕克小学装饰明亮的教室里，克莱奥·沙维斯（Cleo Shavies）为她的二年级学生读了一本书，叫做《弗洛西和狐狸》。这里的学生群体是90％的非裔美国人，来自该市最贫困的地区之一。两年前，谢维斯（Shavies）参加了一项州标准英语水平（SEP）培训计划，目的是使老师对说黑人英语的学生敏感。在一间铺着黑色成就海报的教室里，她将SEP技术应用于“弗洛西和狐狸”。弗洛西（Flossie）是位非洲裔美国人女孩，她用“乌木”和“语音”这两个词说“乌木”。狐狸说标准的英语。 Shavies可能会从文本中提取单词，指出语法上的差异。 “我是Flossie Finley，” Flossie说。或“狐狸看起来如何？” Shavies会问：“这是用Ebonics还是标准的英语编写的？”该技术称为“对比分析”，其结果给Shavies留下了深刻的印象。她说：“我已经看到口语能力的提高。” “我正在建立孩子们所知道的东西。”

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