Linguistics of Rap, and the Effect on the Youth By Andrew Calder

Introduction Rap music is huge all around the world today. Has a big influence on the youth. The linguistics of rap and the way that rappers change words and phrases has always been something that interested me. I’m going to talk to you about… – My research questions – The seven articles I used in my literature review – A discussion of my thinking process – Ultimately my conclusion

Research Questions Main question: What is the grammatical make up of rap music and how does it effect the youth? Sub questions: – What are some places that rap is starting to be popular, where has it been popular for awhile, and how does rap effect the way people speak there? – Is the influence of rap is good, bad, or indifferent to the way children learn literacy and verbal skills in school?

Literature Review Marcyliena Morgan (2009) – what hip hop music was all about, and how it is actually a language in itself – African American English (AAE) Christopher Jones (2011) – rise of hip-hop music in Quebec, Canada and how it is changing the language Tanya Djavadzadeh (2010) – the history and development of rap music in the city of Houston, Texas

Literature Review Mary Christianakis (2011) – uses the tools from the hybridity theory to study how urban fifth graders made language hybrids using rap and poetry to participate in classroom literacy. – Yearlong study with 2 conclusions: “standard-based and canon-driven writing models maintained literacy and language borders through antihybrid practices based in antipopular ideologies.” (Christianakis 2011) “negotiate and challenge linguistic and ideological constraints that hemmed in classroom literacy.” (Christianakis 2011) William Olivo (2001) – the clear non-standard spelling in the raps, which were used intentionally for various reasons. – African American Vernacular English (AAVE)

Literature Review Cynthia Januszka (2010) – many educators belief that rap music can be used to get through to these kids, and help their literacy and improve stuff like their vocabularies. – study they do looks at the effects of using a culturally responsive reading strategy on the fluency, decoding, and comprehension skills of African American students. Darin Howe (2011) – denial that many people have of African American Vernacular English (AAVE) – The two main parts of the negation system he looks at are “ain’t and negative concord.” (Howe)

Discussion Grammar of rap Wide variety of styles and differing levels of popularity in certain areas Effect on the children in school

Conclusion Linguistics and grammar of rap do not follow standard English intentionally for the reasons discussed previously. There is different styles and levels of popularity all over the world, and it effects how people talk there in those areas. Rap does have some effect on school aged children.

References Christianakis, M. (2011). Hybrid texts: Fifth graders, rap music, and writing. Urban Education, 46(5) Djavadzadeh, Tanya. (2010) Houston Rap Music- Changes, influences, Southside. Journal of the American Studies Association of Texas, Nov2010, Vol. 41, p11-16, 6p Howe, Darin. "Negation in African American Vernacular English*." Web. 5 Nov Januszka, C. M.The effects of using rap music on the fluency skills of 2nd grade African American students. Dissertation Abstracts International, A: The Humanities and Social Sciences Jones, Christopher M. (2011) Hip-Hop Quebec: Self and Synthesis. Popular Music & Society, May2011, Vol. 34 Issue 2, p , 26p Morgan, Marcyliena. ""Nothin' but a G Thang": Grammar and Language Ideology in Hip Hop Identity." Making Sense of Language: Readings in Culture and Communication. New York [u.a.: Oxford UP, Print. Olivo, W. (2001). Phat lines: Spelling conventions in rap music. Written Language and Literacy, 4(1),