The thesis of this paper is that no substantive and impartial debate about the pedagogical value of using Ebonics in the classroom could be held in the United States media because America's prescriptive attitude towards Ebonics does not allow fair and objective consideration of the issue. In presenting this theme I will discuss language ideologies in general and prescription in particular as a common attitude towards language. Prescription with respect to Ebonics usually takes the form of language prejudice. I will conclude with an introduction to one area of language planning, status planning, in which language planners try to improve the status of a dialect or language by selecting a goal, planning the necessary research, and devising a marketing or diffusion plan.
University of California Press