If Black English...
If Black English Isn't a Language, Then Tell Me, What Is?
James Baldwin (1924-1987)
James Baldwin was born in Harlem and followed his father's vocation, becoming a preacher at the age of fourteen. At seventeen, he left the ministry and devoted himself to writing. Baldwin's most frequent subject was the relationship between blacks and whites, about which he wrote, "The color of my skin made me automatically an expert." Baldwin himself might also have added that his life's work lay in defining and legitimizing the black voice; like Orwell, Baldwin argued that language is "a political instrument, means, and proof of power." He wrote five novels, a book of stories, one play, and several collections of essays. The following essay on language and legitimacy first appeared in 1979 in the New York Times and later was included in The Price of the Ticket: Collected Nonfiction, 1948-1985 (1985).
The argument concerning the use, or the status, or the reality, of black English is rooted in American history and has absolutely nothing to do with the question the argument supposes itself to be posing. The argument has nothing to do with language itself but with the role of language. Language, incontestably, reveals the speaker. Language, also, far more dubiously, is meant to define the other--and, in this case, the other is refusing to be defined by a language that has never been able to recognize him.
People evolve a language in order to describe and thus control their circumstances, or in order not to be submerged by a reality that they cannot articulate. (And, if they cannot articulate it, they are submerged.) A Frenchman living in Paris speaks a subtly and crucially different language from that of the man living in Marseilles; neither sounds very much like a man living in Quebec; and they would all have great difficulty in apprehending what the man from Guadeloupe, or Martinique, is saying, to say nothing of the man from Senegal--although the "common" language of all these areas is French. But each has paid, and is paying, a different price for this "common" language, in which, as it turns out, they are not saying, and cannot be saying, the same things: They each have very different realities to articulate, or control.
What joins all languages, and all men, is the necessity to confront life, in order, not inconceivably, to outwit death: The price for this is the acceptance, and achievement, of one's temporal identity. So that, for example, thought it is not taught in the schools (and this has the potential of becoming a political issue) the south of France still clings to its ancient and musical Provençal, which resists being described as a "dialect." And much of the tension in the Basque countries, and in Wales, is due to the Basque and Welsh determination not to allow their languages to be destroyed. This determination also feeds the flames in Ireland for many indignities the Irish have been forced to undergo at English hands is the English contempt for their language.
It goes without saying, then, that language is also a political instrument, means, and proof of power. It is the most vivid and crucial key to identify: It reveals the private identity, and connects one with, or divorces one from, the larger, public, or communal identity. There have been, and are, times, and places, when to speak a certain language could be dangerous, even fatal. Or, one may speak the same language, but in such a way that one's antecedents are revealed, or (one hopes) hidden. This is true in France, and is absolutely true in England: The range (and reign) of accents on that damp little island make England coherent for the English and totally incomprehensible for everyone else. To open your mouth in England is (if I may use black English) to "put your business in the street": You have confessed your parents, your youth, your school, your salary, your self-esteem, and, alas, your future.
Now, I do not know what white Americans would sound like if there had never been any black people in the United States, but they would not sound the way they sound. Jazz, for example, is a very specific sexual term, as in jazz me, baby, but white people purified it into the Jazz Age. Sock it to me, which means, roughly, the same thing, has been adopted by Nathaniel Hawthorne's descendants with no qualms or hesitations at all, along with let it all hang out and right on! Beat to his socks which was once the black's most total and despairing image of poverty, was transformed into a thing called the Beat Generation, which phenomenon was, largely, composed of uptight, middle- class white people, imitating poverty, trying to get down, to get with it, doing their thing, doing their despairing best to be funky, which we, the blacks, never dreamed of doing--we were funky, baby, like funk was going out of style.
Now, no one can eat his cake, and have it, too, and it is late in the day to attempt to penalize black people for having created a language that permits the nation its only glimpse of reality, a language without which the nation would be even more whipped than it is.
I say that the present skirmish is rooted in American history, and it is. Black English is the creation of the black diaspora. Blacks came to the United States chained to each other, but from different tribes: Neither could speak the other's language. If two black people, at that bitter hour of the world's history, had been able to speak to each other, the institution of chattel slavery could never have lasted as long as it did. Subsequently, the slave was given, under the eye, and the gun, of his master, Congo Square, and the Bible--or in other words, and under these conditions, the slave began the formation of the black church, and it is within this unprecedented tabernacle that black English began to be formed. This was not, merely, as in the European example, the adoption of a foreign tongue, but an alchemy that transformed ancient elements into a new language: A language comes into existence by means of brutal necessity, and the rules of the language are dictated by what the language must convey.
There was a moment, in time, and in this place, when my brother, or my mother, or my father, or my sister, had to convey to me, for example, the danger in which I was standing from the white man standing just behind me, and to convey this with a speed, and in a language, that the white man could not possibly understand, and that, indeed, he cannot understand, until today. He cannot afford to understand it. This understanding would reveal to him too much about himself, and smash that mirror before which he has been frozen for so long.
Now, if this passion, this skill, this (to quote Toni Morrison) "sheer intelligence," this incredible music, the mighty achievement of having brought a people utterly unknown to, or despised by "history"--to have brought this people to their present, troubled, troubling, and unassailable and unanswerable place--if this absolutely unprecedented journey does not indicate that black English is a language, I am curious to know what definition of language is to be trusted.
A people at the center of the Western world, and in the midst of so hostile a population, has not endured and transcended by means of what is patronizingly called a "dialect." We, the blacks, are in trouble, certainly, but we are not doomed, and we are not inarticulate because we are not compelled to defend a morality that we know to be a lie.
The brutal truth is that the bulk of white people in American never had any interest in educating black people, except as this could serve white purposes. It is not the black child's language that is in question, it is not his language that is despised: It is his experience. A child cannot be taught by anyone who despises him, and a child cannot afford to be fooled. A child cannot be taught by anyone whose demand, essentially, is that the child repudiate his experience, and all that gives him sustenance, and enter a limbo in which he will no longer be black, and in which he knows that he can never become white. Black people have lost too many black children that way.
And, after all, finally, in a country with standards so untrustworthy, a country that makes heroes of so many criminal mediocrities, a country unable to face why so many of the nonwhite are in prison, or on the needle, or standing, futureless, in the streets--it may very well be that both the child, and his elder, have concluded that they have nothing whatever to learn from the people of a country that has managed to learn so little.
Questions for Discussion and Writing
1. Baldwin begins his essay by challenging the standard argument concerning black English: "The argument has nothing to do with language itself but with the role of language" (paragraph 1). What distinctions does Baldwin note between "language itself" and "the role of language"? Why is this distinction central to his argument?
2. Baldwin's position on black English is at odds with those who would like to deny black English status as a language. Summarize Baldwin's position. Summarize the position of Baldwin's opponents.
3. In paragraph 4, Baldwin writes, "It goes without saying, then, that language is also a political instrument, means, and proof of power." How, according to Baldwin, does language connect or divide one from "public or communal identity"? What evidence does he provide to support this claim that language is a political instrument?
4. Baldwin asks his readers, "What is language?" and thus leads them to define for themselves "what definition of languages is to be trusted" (paragraph 9). Do you find that Baldwin's definition and position are persuasive? Explain.
5. Reread Baldwin's memorable conclusion. How does he prepare you for this conclusion? What are you left to contemplate?
6. How has Baldwin's essay made you think about your own use of language and the role language plays in your identity? Baldwin makes an important distinction between dialect and language. Write an essay in which you take a position on the role of language in shaping your identity.
7. Select a dialect with which you are familiar. Analyze the features of this dialect. Write an essay in which you develop a position showing how this dialect reflects the richness of its culture.