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Characteristic of West African Languages Are Also Present in The DOCUMENT RESUME AL 001 504 ED 022 184 By- Walker, Ursula Genung STRUCTURAL FEATURES OF NEGROENGLISH IN NATCHITOCHESPARISH. Pub Date Jan 68 Note-112p.; Masters Degree Thesis,Northwestern State College,Natchitoches, Louisiana. EDRS Price W-S050 HC-S456 ENGLISH CURRICULUM,*ENGLISH DescWors- AFRICAN LANGUAGES,COLLEGE LANGUAGE PROGRAMS, EDUCATION. *NONSTANDARDDIALECTS. INSTRUCTION, LANGUAGE PATTERNS,*NEGRO DIALECTS, *NEGRO SCHOOLS, STANDARD SPOKENUSAGE. PIDGINS. REGIONAL DIALECTS,SOUTHERN COMMUNITY, *SOUTHERN STRUCTURAL ANALYSIS, TENL Identifiers-Natchitoches Parish Louisiana,*Northwestern State College In order to testwhether certain structurescharacteristic of WestAfrican the Negro Englishdialect of NatchitochesParch. languages are also present in students Louisiana, 355 shortautobiographical papers writtenby Negro high school analyzed. Another 355 paperswritten by white highschool students wereused were non-standard as controls.The papers were analyzedfollowing an outline of expected from Turner's *Africanisms inthe GuNah Dialect:* Resultsseemd to structures adapted both indicate that there is a definiteAfrican substructure in thisNegro dialect which is survival of certain archaicforms. the simplificationsof the masked and reinforced by a found in pidgin English first used bythe slaves, and normalsimplifications of language that 95 percent of theNegro students were any 'folkspeech." The study showed It was affected by these factors ascompared to 58 percentof the white students. Negro dialects may havehad a perceptibleinfluence on the also suggested that English to structure of whitesouthern dialects. In discussingthe teaching of standard non-standard dialect speakers, itis proposed that:(1) teachers receivetraining in be given to Negroand other dialects, (3)both linguistics, (2) recognition and respect (4) linguistics and literature coursesbe used to teach awarenessof standard usage. a writingapproach to English teachingbe investigated. (JD) k b 1 STRUCTURAL FEATURES OP MR0 ROUSH IN NATCHITOCHES PARISH U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. vit4 by Ursula Genung Walker AL 001 504 (iOrPENTS Chapter I: The Special Troblme of the netgro Student . I Chapter II: Africanisms in the Structure 25 Chapter III: Levels and Learning. 53 Chapter IV: A Challenge and an Opportunity for northwestern State College 16. al :.larnreirT noKi Footnotes Ey) Pibliography 98 Appendix .102 Acknowledgements 110 Master's Degree Thesis Approved January, 1963, by Dr. WILLIA!. A. TORNWALL, Eajor Professor E. P. DOERING, Committee Member. Dr. GEORGIA CLIFTON, Committee Member Dr. LEO T. ALLBRITTLN, Dean, Graduate School Northwestern State College Natchitoches, Louisiana STRUCTURAL FEATURES OF VIIIRO IN NATCHITOCHES PARISH A Thesis submitte.1 to The Gradnate Faculty of the Department of Linvngem of Northwentern State College in partial fulfillment of the requirements for the degree of MASTER OF ARTS January 1968 by Ursula Genting Walker B. A., University of issouri, 1934 CHAPTER T srEGIAL PROBLEMS OF THE NEURO STUDENT Eleven yearn after the Supreme Court decision directing the desegregation of schools in the United Stotes, the first Negro students were admitted to Northwestern State College; there were fourteen of them. Two years latør, ip Abe, fall, of 10967, there were four hundred ninety,three colored fstudents or the rolls of the College for the regular fallsession.1 This number was a little less than ten perceUt of the total student body; projections into the future 'indicate that 'within ten years an enrollment at least half Negro is not unlikely. As the number of colored students has increased, the English teacher in the college has become conscious of a new dimension to his perennial problem of trying to inculcate a little style and grace--or at least a degree of coherence--into the speech, and more particularly into the writing, of students in whose language non-standard forma abound. For the colored teachers in the area's elementary and high schools there has arisen a new problem, also: how better to prepare their c:oldents to compete linguistically in the formerly all-white colleges Which more and more of them will be attending. How is the language of these cOlored students different?. Why is it different?And what can be done to enable them to acquire that standard English which is a tool vital to them if they are to compete, not merely in the collegee, but also in the business and professional world? 2 These are questionswhose importance notlimited to the con- fines of NatchitochesParish nor tothe-abademic purlieus of Northwestern State College. OutmintionsOrnouthernlai4oes'inio the nation's great citieshave madeihe problem 4 tarlAings'tand'ard speech to theculturally.'6141fV4eVpfggirWAnalfir4NeW iOrk, Chicago, Detroit, St. Louis, LosAnife1e6--td ilam; only a iew of the metropolises J.0,31 nal where this item is atthe top of the eleemosynaryagenda. TheNatio(4 Council dT Teachers ofEnglish has formed a taskforceoU-i;aalilp*IT publications English to the disadvantaged,and is producing numerous % Linguistics in Washington, %C., on the subject. The Center for Applied a;d'its Urban is also activelyengaged inreseardPon this topiC, resources for Language Series andLanguage Information Series nre at New Orleans has students in the field. Louisiana State University established a LanguageArts Center to studyand work with the problem 2 EVary program, and is urging localschool boards to followsuit. disadvantaged finds itself,and every agencyconcerned with the by the problem of usually sooner ratherthan later, confronted language. be worked out in However, the conplexitiesof that problem can investigation of the situationin that any communityonly after an its present particular community:its-background as well as the problem in NatchitochesParish characteristics. The background of reviewing the history ofNegro education can perhapsbest be given by in both state and Parish. tc? ts.t,w 104 (0-1 3 The first Negro slaves werebrought to Louisiana perhaps as enrly ns1712.3 "Itwits more than ahundred yearn later that their education "first became amatter for legislativeattention, and that attention was negative inthe extremes the statelawgivern in 1830 mnde it a prison offense(not less than one month nor morethan twelv) to "teach, or permit or causeto be taught" any slave toread 4 or write. The settlement which grewto become the City ofNatchitoches from the first, in the was establishedaround 1714, and almost Natchitoches area, there werefree people of color, onwhom rmhstan- their former French tial holdings of arableland had been settled by wrote in masters. Some of these mulattopeople, of whom byle Slaon ate Joyeux Children of Strangers,had extensiv plantationnalong the presumably among those of what is now known asCane River, and were tnxed when the first freepublic schools were organizedin 1841 and Negroes, even free supported by a tax on allproperty owners; but all schools as thenexisted.5 people of color, werebanned from such public Negroes were It was 1915 beforefifty percent of the state's 6 it was 1925 before the enrolled in school. In Natchitoches Parish reached fifty percent;in everage dailyattendance of Negro children 7 in the public schools, that year there wereonly 2,993 Negroes enrolled colored children of though there were inthe neighborhood of 5,on0 8 school me living in theParish. child of In 1930 the Louisianaeducational expenditure per child.9 school age was $40.64for the white,$7.84 for the colored 4 Soon afterward *the provision by the state of free school books gave a decided impetus to school attendance, for the poor whit AO for the Negro. Shoes and clothing were another lack; even in 1958 the (white) Visiting Teacher in a poor rural parish bordering Nitchitoches was spending much of her time begging clothing for colored children to enable them to go to school. In 1937 Natchitoches Parish hod 67 colored schools: one- and two-room schools, many in churches. By 1955 the number of schools was down (there are only nine today), but the number enrolled was up to 4,324, while daily attendTice,for the first time, appro7imated ninety 10 percent of the colored educables. As late as 1957, the calendars of certain of the rural colored schools were still arranged so as to release the children during cotton picking time; the lost days were "made up" on Saturdays and during the Christmas season. By 1966, when the first colored chil- dren began Attending white schools in the Parish, there were 4,384 colored school children with an average daily attendance of ninety- fourpercent)1 There is no estimate as to how many of these were in nnly the second generation of liternny; nor, indeed, on to how many were in the firnt. The state itself, to be sure, ranked "dead last among the fifty 12 states" In Its literacy level as recently as 1965. To the low educational standards of the state Natchitoches Parish, located in the northern and poorer tier of parishes, has made its contribution. The Parish, which is largely rural, is not affluent. Its income from 1 5 agriol1t re, estimnted nt 37,532,000 in 1964,13ben been surpansed by the annualebudget of the Parish's formerly seg-ond greetent ennomin asset, Northwestern State Gollegel. which is requesting a leginlative appropriation of$7,605,789 for196049.14The Parish snhool system ($4,4('91622 in1967-68)15and Welfarti(about $3,500,000 16 in grants in 1967) are the valer principal economic props. More than one person ip,every seven--5,539 of the population of 35,653 in 1960--recetves public assistance. Forty-three percent of the Perish population inNenro." Poverty end low ednentionnl stenderds o hand in bend, and ench nausea the other. i t, some progress is being mnde. The median income in the Parish in 1950 wan 31,159, compared to $2,122 in the state. In 1960 the comparable figures were S2082 and 14,272: a 100 Parish gain compared tO a state gain of101%.
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