However, public opinion remains deeply divided on issues of culture and race. Teaching English to kids who are born and raised in the US remains unfamiliar and is negatively associated with the Ebonics controversy. While the student population is more diverse than it was two decades ago, classroom teachers in America are predominantly white and monolingual. This population often brings with it negative judgments about dialects – which some linguists call “dominant language ideology” – based on their own experiences and culture. By and large, the news coverage of the Oakland proposal was unobjectionable, if ineffective at generating much attention. Nejjari W., Gerritsen M., van Hout R., Planken B. (2019). Refinement of the matched-guise technique for the study of the effect of non-native accents compared to native accents. Lingua 219

Aspect: In language, aspect tells you how something happens. For example, he be dreaming does not mean “he is dreaming”; rather, it means “he tends to dream,” or maybe even “he dreams often.” It does not tell us that he is dreaming right now, but that he dreams regularly. Walton J. H., Orlikoff R. F. (1994). Speaker race identification from acoustic cues in the vocal signal. J. Speech Lang. Hear. Res. 37 Stepanova E. V., Strube M. J. (2012b). What’s in a face? The role of skin tone, facial physiognomy, and color presentation mode of facial primes in affective priming effects. J. Soc. Psychol. 152

Munson B., Solum R. (2010). “ When is indexical information about speech activated? evidence from a cross-modal priming experiment” in INTERSPEECH 2010 (Makuhari, Chiba, Japan), 1521–1524. Available online at: https://www.isca-speech.org/archive/interspeech_2010/munson10_interspeech.html Stepanova E. V., Strube M. J. (2009). Making of a face: role of facial physiognomy, skin tone, and color presentation mode in evaluations of racial typicality. J. Soc. Psychol. 149

To explore how perceived speech stereotypicality influences face selections, we first ran a mixed effects logistic regression on participants’ chosen faces (Low or High Phenotypicality). The initial model included voices (Low or High Stereotypicality) as a fixed effect and participants and the individual face pairs entered as random intercepts. We also ran a mixed effects regression on choice confidence with the same fixed and random effects to see if speech stereotypicality had any undue influence on participants’ confidence in their face selections. The Ebonics controversy was “Topic 1 on radio talk shows across the country,” notes Gene Maeroff in his book, “Imagining Education: The Media and Schools in America.” This article needs additional citations for verification. Please help improve this article by adding citations to reliable sources. Unsourced material may be challenged and removed. Loudermilk B. C. (2015). “ Implicit attitudes and the perception of sociolinguistic variation” in Responses to Language Varieties: Variability, Processes and Outcomes. Osborne D., Davies P. G. (2013). Eyewitness identifications are affected by stereotypes about a suspect’s level of perceived stereotypicality. Group Proces. Intergroup Rel. 16

Sweetland, Julie (2002), "Unexpected but Authentic Use of an Ethnically-Marked Dialect", Journal of Sociolinguistics, 6 (4): 514–536, doi: 10.1111/1467-9481.00199 Walker M., Wänke M. (2017). Caring or daring? Exploring the impact of facial masculinity/femininity and gender category information on first impressions. PLoS One 12: e0181306. 10.1371/journal.pone.0181306 Dragojevic M., Berglund C., Blauvelt T. K. (2018). Figuring out who’s who: the role of social categorization in the language attitudes process. J. Lang. Soc. Psychol. 37

Krauss R. M., Freyberg R., Morsella E. (2002). Inferring speakers’ physical attributes from their voices. J. Exp. Soc. Psychol. 38

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John Baugh has stated [10] that the term Ebonics is used in four ways by its Afrocentric proponents. It may: Finally, we looked at the models with the scores from the racial bias subscale from the PJAQ race bias subscale, the SRS, CSE-R, and the two BIDR subscales added (means and SEMs are reported in Table 3). For choice, speech stereotypicality remained a significant predictor, B = –0.61, SE = 0.16, p< 0.001. The interactions between the racial bias subscale and voice and the SRS and voice were also significant, B = 0.11, SE = 0.02, p< 0.001, and B = –0.06, SE = 0.01, p< 0.001, respectively. The slope for racial bias on face choice was greater for low stereotypicality voices than high stereotypicality voices, z = 5.71, p< 0.001. At 1 SD above the mean on the racial bias subscale, participants were not significantly more likely to choose the high phenotypicality face after hearing the high stereotypicality voice, z = 1.22, p = 0.442. However, at 1 SD below the mean, participants were over seven times more likely to choose the high phenotypicality face after hearing the high rather than low stereotypicality voice, z = 5.85, p< 0.001, OR = 7.58. And the NYT’s Peter Applebome wrote a series of pieces about the controversy, fleshing out Oakland’s distinct place in California politics, the political dynamics surrounding the vote in favor of the resolution, and a controversial figure who seemed to be behind the Ebonics proposal. Rakiæ T., Steffens M. C., Mummendey A. (2011a). Blinded by the accent! The minor role of looks in ethnic categorization. J. Pers. Soc. Psychol. 100

Payne K., Downing J., Fleming J. C. (2000). Speaking Ebonics in a professional context: the role of ethos/source credibility and perceived sociability of the speaker. J. Techn. Writ. Commun. 30 I grew up in the poorest section of the poorest section of Georgetown, Guyana, the nation’s capital. I grew up speaking what is called conservative Guyanese creole, a stigmatized language variety that was and is considered broken English by most Guyanese and which was not what the teachers wanted when I went to school. Guyana was a former British colony, and English was the official language, and so kids in school weren’t allowed to speak Creole, or what we call Creolese. It was banned. So, of course, it was very difficult for people like me to succeed in school and elsewhere in the society that required English. But some of us did, and managed to learn standard English enough to pass exams and to get scholarships to go to college. The story is not merely a historical concern. To help meet their needs, a handful of districts and schools have quietly returned to the idea of using students’ home dialects to help them learn standard English. Find sources: "Habitual be"– news · newspapers · books · scholar · JSTOR ( January 2022) ( Learn how and when to remove this template message) Bates D., Mächler M., Bolker B., Walker S. (2015). Fitting linear mixed-effects models using lme4. J. Statist. Softw. 67Stöber J., Dette D. E., Musch J. (2002). Comparing continuous and dichotomous scoring of the Balanced Inventory of Desirable Responding. J. Pers. Assess. 78