The recognition of African American English (AAE), as a language is nonexistent at Predominantly White Institutions (PWIs). AAE, also known as Ebonics is an essential aspect of the African American cultural heritage. African American students attending PWIs has increased dramatically in the 21st century. Black students account for nearly 15 percent of the national college population with approximately 2.2 million whom are enrolled in institutions (Alim and Baugh 386). According to Payne and Suddler, “Black American students at PWIs often find it challenging to adjust to what may be interpreted as a new cultural and sometimes threatening environment. Furthermore, PWIs typically lack the financial, academic, and social support needed to adequately serve and sustain these students, thus negatively impacting their academic progress and success” (385). By validating AAE as a language and deeming it acceptable in both academic and social settings PWIs can improve Black students college experience and decrease social challenges.
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In the book, Talkin Black Talk, Alim and Baugh, explain that “not only were enslaved Africans isolated from other speakers of their native language, which was a practice employed by slave traders to prevent revolts, but they were simultaneously denied statutory access to schools, literacy or judicial relief in the courts” (3). In doing so these slave masters unknowingly provided the sociolinguistic conditions that helped the development of Ebonics as a language in the United States. Dr. Robert L. Williams coined the term Ebonics, in which he describes “Ebonics derives it form from ebony (black) and phonics (sound, the study of sound) and refers to the study of the language of Black people in all its cultural uniqueness” (Lanehart
In the book, Talkin Black Talk, Alim and Baugh, explain that “not only were enslaved Africans isolated from other speakers of their native language, which was a practice employed by slave traders to prevent revolts, but they were simultaneously denied statutory access to schools, literacy or judicial relief in the courts” (3). In doing so these slave masters unknowingly provided the sociolinguistic conditions that helped the development of Ebonics as a language in the United States. Dr. Robert L. Williams coined the term Ebonics, in which he describes “Ebonics derives it form from ebony (black) and phonics (sound, the study of sound) and refers to the study of the language of Black people in all its cultural uniqueness” (Lanehart