Act of Identity - Assignment Example

Act of Identity Mike is a sixteen-year-old boy who demonstrates the use of many African American Vernacular English (AAVE) characteristics but needs the tense and aspect system (Cutler, 315). He comes from the middle class white family and tries to learn about the complex nature of African American youth culture. Whites are attracted by blacks’ cultural differences generated by mainstream social constructions despite being seen as a forbidden narrative, as well as a symbol of rebellion. He identified himself with hip-hop culture, wore baggy jeans, a reverse baseball cap, designer sneakers, as well as developing a taste to rap music. He interacted a lot with blacks and even changed the way he spoke and imitated the AAVE just like African American. Mike even criticized groups he viewed as anti-African American, such as Jews and Koreans. He even accused his mother of being racists by referring to one of his African American childhood friend as Negro (Cutler, 316). This shows how strongly he valued African Americans despite his mother’s dislike of the blacks. Moreover, he felt the name Negro was more offensive and hurting, and since he was fond of his childhood friend, he never wanted any form of hurt directed at him. He tried to associate with poverty in order to prove his authenticity to hip–hop. Therefore, by identifying with the African American culture, Mike wanted to be unique from other whites who were discriminating against the blacks. Moreover, he felt the need to socialize and study or learn the African American culture, as he wanted to lead that particular life. Mike even began using drugs and joined groups of gangs, thus making him collide with police. Another gang group broke his arms. At the age of 15, despite joining another private high school, he continued to use AAVE and hip hop terms like yo, I’ m sayin’ even though he now had modified his speech and was heading towards a better English (Cutler, 315). This showed that he used associated with the African American culture as a form of getting entertainment. Since he belonged to various African American gang groups, he intended to get friends who could help him realize his self. Therefore, he got entertained from activities of the group. Even though at one point he got injured, he never abandoned the group despite his mother’s plea. Contrastingly, despite abandoning his former lifestyle, never shed the gangster image but still get involved in violent actions and confrontations. 2) Dowdy’s mother expected them to embrace colonization in order to become successful and to up hold their uncle’s image and family status. She argued that as survivors of the long years of slavery, the only way of ensure prosperity is by adopting the British language (Dowdy 2). Moreover, Dowd’s country had many expectations from the colonists. For instance, their books had to be published by British publication houses while the best student writing had to read by foreign audiences such as General of Certificate of Education in London (Dowdy 4). The newspapers in Trinidad had to be produced in the best English in order to enable the Majesty to read despite having got independence twelve years ago. Her mother also expected them to learn ballet, take piano lessons, join choirs, and dress in the best way as per British fashion. However, the more she tried to please her mother, grandmother, and teachers, the more she got alienated from her friends and peers. Despite speaking the Queen’s language fluently, she frequently got mocked by her friends thus, making her feel lonely and in a different world from peers. For instance while my friends used Trinidadian to express their innermost thoughts and desires, she used the Queen’s language to please her family members and teacher and thus, lived in two different countries. She claims that the colonizer valued the native language for the colonized for entertainment. It underrates the colonizers language. Therefore, the successful colonized person remains in two worlds, the `ovuh dyu’ and here too, thus operate from behind the colonizers language (Dowdy 5). According to her, ``I was over there and they were ovuh, dyuh’, as they accused of trying to sound white (Dowdy 6). Despite her undergoing through such tribulations, she grouped with other schoolmates to oppose such rules and embracing their own culture and language. Dowdy’s experience of how her native Trinidad language was disregarded for the sake of Queens English provides limelight on the ideas that Fought discusses. The colonists had put a lot of expectation among Trinidad’s and even undermined the culture. This is because in relation to ethnicity, individuals develop complex identities where ethnicity is just but a component and which can be pronounced more or less in a certain situation (Dowdy 7). For instance, an African American is likely to display his ethnicity through language through a certain dialect, either tracking certain norms, or even participating in oral traditions like call as well as response. Moreover, according to her native Trinidad culture, language is just but a part of the human component. Thus, in this regard, ethnicity does not isolate man from other elements of identity like gender and class. First, Fought focuses on linguistic resources and their use for construction of identity. Various languages provide ways of constructing and reflecting the various facets of human identities (Fought, 18). Therefore, a person’s use of language reveals both his personal identity and his hunt for social roles. Secondly, he focuses on heritage language and ethnicity. Thus, separate languages are tied to ethic identity. Therefore, people who speak a given language develop a sense of belonging to a certain ethnic group (Fought, 19). Third, he deals with code switching and ethnicity. This entails designing ethnic identity through inherent voicing of several identities by indexing an affiliation with a given local community. Fourth, he discusses on specific linguistic features. There are specific language features such as phonetic lexical or syntax items. Moreover, these entail; Suprasegmental features – argues of the presence of syllable timing in a given language (Fought, 22). - Discourses features - entail the use of language for performance as well as recognition of a particular ethnic group. - Using borrowed variety - argues of use of codes from other ethnic groups and which all members of the society. For instance, there may entail crossing of languages between two or more ethnic groups of people. -Indexing multiple identities – argues that various factors affect patterns of ethnicity and language and these include sexual orientation, age (Fought, 26). Moreover, there exists bond between the speaker and the local community and strength of the ethnic ties. - Existence of code switching – this can sometimes result in conflicts due to contradiction of some words or terms, which may result in words that might have or mean taboo. -Ethnic pride and assimilation - assimilation of minority groups by the majority can sometimes occur (Fought, 31). Moreover, there occurs ethnic pride, which may also promote arrogance. For instance, an ethnic group may either consider an individual as part of them or belonging to others. For instance, one who has gone to a college may speak in a different way from the community and thus may be considered as an outsider since he speaks like a foreigner. -Community’s construction of a person’s ethnicity – community members makes some decisions on behalf of an individual (Fought, 32). Moreover, a community may possess repertoires of language ideas that arise in the acknowledgment of ethnicity. -Language also constructs ethnic identity in that one may migrate to a different environment where the language he finds there may gradually modify him and thus make him socially identifiable with the natives of the land. Therefore, there is a need for flexibility in allowing the colonizers practice the language that pleases them. Thus, the war can only be won when the colonized are allowed to communicate in their native or own language and that people accept such communication as valid or correct within an unfamiliar territory. Through this there will be harmony in the community since language will be made sensible to the members of the community. This will lead to the preservation of images and tones that signify long periods of love, success, and hope. Works Cited Fought, Carmen. Language and Ethnicity. Cambridge: Yorkville Crossing. 1999. Print. Cutler, Cecilia. White Teens, Hip-hop, and African American English. Illinois: Yorkville Crossing. 1999. Print. Dowdy, J. K. The Skin that We Speak: Thought on Language in the Classroom. New York: The New Press, 2002. Print. Read More