Latin h- and Tibetan འ ḥ

The Supreme Court of Canada has articulated several legal principles that mandate the flexible and generous treatment of Aboriginal oral history evidence in support of Aboriginal rights claims. Lower courts, however, continue to devalue such evidence, often displaying explicit disregard for the legal principles, in order to defeat rights claims and subordinate Aboriginal interests to state sovereignty. This has no rational basis, since it is now clearly established that documentary historical evidence does not have any innate superiority over oral history evidence when it comes to ascertaining what happened in the past. This article proposes several solutions. These include educating judges on the potential value and accuracy of oral history evidence, enhancing oral history evidence through flexible use of the doctrines of inference and judicial notice, and using court-appointed experts to assure greater objectivity.

This article discusses the historical underpinnings of Ebonics as a product of linguistic influence of Bantu languages spoken in West Africa today. Many teacher educators preparing White pre-service teachers for linguistic diversity in public schools tend to focus mostly on respecting culturally different students’ home languages without employing historical, lexical, grammatical, and phonological evidence to challenge students’ deficit thinking about Ebonics, which is often associated in the mainstream with a physiological deficiency. Thus, the study uses several Niger-Congo languages to explain the origin of Ebonics and the influences of the Niger-Congo languages on the grammatical and phonological structures of Ebonics, and concludes by defining it as a respectable variety of English with its own sophisticated grammar.