USAGE OF IDIOMS WITH THE CONCEPT “BLACK” IN THE ENGLISH AND KARAKALPAK LANGUAGES

The article deals with the importance of using idioms, peculiarities, semantic meanings, and formation of idiomatic expressions. In this article, idioms with the concept “black” in the English and Karakalpak languages have been analyzed and examples are provided. Comparative and descriptive methods analyses are used in this article. The article gives information about the problem of understanding and using idioms with foreign speakers lies in the definition of an idiom. Also, in the article, black color in the Karakalpak culture is explained and the reason of why this colour mostly associated with the negative concepts has been defined. KEY WORDS: idioms, black, English and Karakalpak language, idiomatic expressions.

Charting New Venues for Teaching Literary Texts through Black English Vernacular in EFL Context: Case of H.B. Stowe’s Uncle Tom’s Cabin

This research paper attempts at studying the operation of literary texts teaching through Black English Vernacular (BEV) in EFL context, selecting the American novel: Uncle Tom’s Cabin, henceforth (UTC), (1852) by Harriet Beecher Stowe (1811-1896) as a parameter of research. Its main aim is to reveal and project the new venues for teaching literary texts through BEV in EFL classroom. The choice of this novel constitutes a luxuriant source of investigation. Additionally, it is abundant with various cultural elements used by its characters. The significance of the study relies on the examination and analysis of lexical items regarding the role of literature in the EFL context between the past and the present time. Also, with the difficulties of using literary texts as language tools in the EFL educational milieu. After implementing a stylistic analytical method on the selected novel, the results of the study end up by the selection of certain lexical entries from Black English that can be used as a reference in the teaching of literature in EFL contexts.

Charting New Venues for Teaching Literary Texts through Black English Vernacular in EFL Context: Case of H.B. Stowe’s Uncle Tom’s Cabin

This research paper attempts at studying the operation of literary texts teaching through Black English Vernacular (BEV) in EFL context, selecting the American novel: Uncle Tom’s Cabin, henceforth (UTC), (1852) by Harriet Beecher Stowe (1811-1896) as a parameter of research. Its main aim is to reveal and project the new venues for teaching literary texts through BEV in EFL classroom. The choice of this novel constitutes a luxuriant source of investigation. Additionally, it is abundant with various cultural elements used by its characters. The significance of the study relies on the examination and analysis of lexical items regarding the role of literature in the EFL context between the past and the present time. Also, with the difficulties of using literary texts as language tools in the EFL educational milieu. After implementing a stylistic analytical method on the selected novel, the results of the study end up by the selection of certain lexical entries from Black English that can be used as a reference in the teaching of literature in EFL contexts.

Flight to Canada And Kindred: Similarities and Discrepancies in Two Neo-Slave Narratives Translated into Spanish

The aim of this paper is to study the Spanish translations of Ishmael Reed’s Flight to Canada and Octavia E. Butler’s Kindred, two neo-slave narratives that were published in the 1970s. It examines how Black English, the lexicon of slavery, and proper nouns have been recreated in the Spanish target texts. The linguistic variety spoken by the secondary characters in Flight to Canada and by the slaves in Kindred makes readers aware of the language of the dispossessed Other. Butler’s and Reed’s novels were published simultaneously in Spain in 2018 and translated by Amelia Pérez de Villar and Inga Pellisa, respectively. This paper observes how translators’ choices play a key role in the portrayal of alterity in literary texts.

A LITERATURA AFRO-AMERICAN

Esta análise denominada “Estudo da tradução brasileira do livro “O Olho Mais Azul” acessa Estudos Culturais, Literários e Estudos da Tradução com o objetivo de analisar a tradução além da perspectiva logocêntrica, focando em manifestações culturais expressos pela língua. Neste estudo de caso atenção será focada nas vozes do livro pela escritora norte-americana e afrodescendente Toni Morrison, e como ela desafia os pressupostos brancos, patriarcais, protestantes e critérios Protestantes em que está baseado o contexto cultural dos Estados Unidos. Nossa investigação toma como ponto de partida o plano linguístico em que Morrison opta por usar não somente a norma culta da Língua Inglesa, mas a variante Black English, um registro que abre espaço para a diferença. Neste estudo, a tradução brasileira de The Bluest Eye em Português O Olho Mais Azul por Manuel Paulo Ferreira é o alvo de análise a partir da perspectiva culturalista.

Immigration, Language, and Racial Becoming

The syntax of Blackness, this chapter argues, complicates the categories of immigration and language in ways that are yet to be fully understood. When Black immigrants arrive at the shores of North America, they go through an extremely complicated, rhizomatic process of identity transformation, where their identification is not with mainstream but with North American Blackness. For Black immigrants, to become American or Canadian is to become Black, that is, to enter an ethnographic process of observation, translation, and taking note of how people walk, talk, dress, etc. This renders Blackness a multicultural, multiethnic, and multilingual category, which in turn impacts what Black immigrants learn and how they learn it. They learn Black English, which they access in and through Black popular culture. What we learn, I conclude, is no longer linear, haphazard, and without intentionality. In learning what they learn, Black immigrants are saying, “Aren’t we Blacks too?”

DIFFERENCES BETWEEN BLACK AND WHITE AMERICAN ENGLISH: SLANG EXPRESSIONS

This study deals with the differences between Black English and White American English based on the slang expressions as found in 10 songs by black and white rappers taken from YouTube videos. The analysis shows that the 5 songs by white rappers contain 394 sentences as compared with those of black rappers which is 493 sentences. The slang expressions are identified based on the existing theory and then they are categorized into the semantic change and morphological process or formation of the expressions. It was found that there were more slang expressions in the Black English (39.95%) as compared with that of the White English (25.88%).There are more morphological processes in the black American English (6 of 8 types) compared with those of white American English (4 out of 8 types). The missing processes in black American English are borrowing and compounding whereas in the white American English are acronym, borrowing, backformation and conversion. The major or dominant processes in white American English are clipping (43.24%) and invention (41.44%) whereas in the black American English are clipping (30.02%) and invention (22.31%). At first sight it is difficult to understand the contents of the songs without referring to the explanations on the background and cultural values of the singers. The slang expressions which include a word, a phrase or a sentence contain the themes about sex, drugs and racialism among the black people in the United States. It is suggested that students who wanted to broaden their knowledge about English and its varieties should learn more about Black English. Keywords: morphological process; rappers; semantic changes; slang expression

Justice for All: Realities and Possibilities of Black English Learners in K–12 Schools

Background The number of students identified as English learners (ELs) in the U.S. has risen in the last two decades. Approximately 10% of the K–12 student population is identified as ELs. These students are not a monolithic group. They come from diverse ethnic groups, home languages, socioeconomic statuses, backgrounds, and experiences. Ultimately, schools that serve them are to provide equitable access to education. Included in that population are ELs who either become Black upon their arrival in the U.S. or have an additional identity that includes being Black in the U.S. In 2013, the United States Department of Education Office of English Language Acquisition (OELA) and the White House Initiative on Educational Excellence for African Americans (WHIEEAA) listed the top languages spoken by Black ELs as Spanish, French Creole, and French. Additionally, states with the highest concentration of Black ELs include Maine, Vermont, and Mississippi. Purpose This article explores the experiences of Black ELs, whether foreign born or native to the U.S., as they strive to achieve academic language necessary for becoming proficient in English. Recommendations for educators who serve Black ELs will be included since creating and sustaining a shared sense of responsibility for this traditionally marginalized student population is imperative. Conclusions/Recommendations Implications and recommendations for educators of Black English learners include a focus on critical pedagogy, an increase in educator awareness and intentional advocacy.