The Language and Educational Needs of Children Who Speak Black English.

or "one correct way of talking," then, is as mythical as the unicorn. Yet, those varieties of language which have come to be labeled "nonstan dard" are defined by their contrasts to this mythical standard. Linguists, sociologists, and educa tors have been investigating nonstan dard dialects, particularly varieties of Black English, for the past 20 years. Rather complete descriptions of the features of adult Black English (BE) are readily available (Baratz and Shuy, 1969; Labov, 1970). Studies of child Black English, however, have sparked considerable theoretical con troversy. Some early researchers have been criticized for using biased tests and for failing to consider the importance of the speech situation when gathering data about child Black English. Perhaps the most seri ous charge levied at early research into the acquisition of BE is that it reflects "genetic racism" or "ethnic social pathology" (Baratz and Ba ratz, 1970). More recently, another issue has sparked controversy. In 1979, Judge Charles W. Joiner of the U.S. District