Is Black American Speech Becoming TONAL

https://www.youtube.com/watch?v=j_w4tRYm7Og Black American speech (specifically Black English/AAVE) is not currently a tonal language, but it has several phonological and prosodic features that can _look_ like the early stages of tonogenesis to outsiders, especially given differences in pitch use and heavy coda simplification.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) ## Detailed outline of the video ## Intro and Reddit question - The host quotes a Reddit post asking if “Black American speech is becoming tonal,” focusing on open syllables, loss of final consonants, and a difference between “cute” and “cube.”[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - Many Reddit replies just dismiss the question, but the host argues the OP has noticed real linguistic patterns, so the question deserves to be “steel‑manned” rather than mocked.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) ## Who is speaking and why listen - The host introduces himself as Dr. Taylor Jones, a linguist with a PhD from the University of Pennsylvania, specializing in regional variation in Black American accents.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - He explains his lived experience in Black speech communities, his code‑switching background, and his scholarly work (peer‑reviewed papers, a descriptive grammar of Black English, expert‑witness work).[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) ## Brief ad break (LingoPie) - The video pauses for an ad describing LingoPie, a streaming platform for language learning via TV and movies with interactive subtitles and flashcard integration.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - The host frames it as a way to learn language in context, including pragmatics, intonation, and culture, before returning “back to the linguistics.”[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) ## Black English as a distinct variety - The video states that many Black Americans speak a **different language variety** with its own sound rules, grammar, vocabulary, idioms, and discourse norms, not “incorrect classroom English.”[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - Not all Black people speak it, and some non‑Black people do; examples include a Korean shop owner in Harlem and non‑Black Jews who acquired Black English alongside Black children learning Hebrew at a charter school.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) ## What is a tonal language? - A **tonal language** is defined as one where pitch (the “note” of the voice) has lexical or grammatical function, changing word meanings or marking grammar.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - The host uses Mandarin as a classic **contour tone** example: the syllable “ma” with different tones means “mother,” “hemp,” “horse,” “to scold,” or a question particle.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - In some languages tone is grammatical rather than lexical (e.g., tone marking past/future or negation), and outside East Asia many tonal languages use simple high vs. low contrasts, not elaborate melodies.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) ## Tone vs pitch accent vs intonation - The video distinguishes **pitch accent**, where certain syllables get pitch prominence (as in Japanese or Swedish), from full tone systems with tone on every syllable.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - The host mentions how pitch accent can differentiate meanings (e.g., a word meaning “duck” vs “spirit” depending on pitch placement, or Zulu minimal pairs that are hard to learn from books alone).[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - English intonation is contrasted: English uses pitch for stance, emotion, and discourse (e.g., different “boy” intonations) rather than as a systematic lexical/grammatical tone system.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) ## Syllable structure and coda simplification in Black English - The Reddit OP’s observation about “open syllables” is validated: Black English allows extensive **syllable coda simplification**, which often makes syllables end in vowels or simpler consonants.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - The host lists several patterns: optional deletion of final /s/ (possessive, verbal, plural), /t/ or /d/ becoming a glottal stop word‑finally, and simplification of consonant clusters when they share voicing.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - Nasals like /n/ and /m/ can become pure nasalization on the vowel, and /r/, /l/, and /v/ in certain positions can be vocalized or deleted, leading to seemingly “vowel‑heavy” words.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) ## Tonogenesis and why this matters - These kinds of coda reductions and glottalization are strongly associated with **tonogenesis**, the historical development of tone in languages.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - The host mentions examples where related languages ended up with opposite tone values on the “same” forms (e.g., one with high tone, one with low) depending on voice quality in earlier glottal stops.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - He notes common historical paths like /s/ → /h/ → Ø and cases where tone arose rapidly, such as Oklahoma Cherokee developing six tones after separation from non‑tonal North Carolina Cherokee.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) ## Contact‑induced tonogenesis and parallels - The video discusses **contact tonogenesis** where bilinguals import tones from a tonal language into another language (e.g., claims about Hong Kong English).[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - It also references Atlantic creoles like Papiamentu and Saramaccan, where tone appears to be tied to substrate influence from Bantu languages, which is historically relevant to Black diaspora languages.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - These parallels make it tempting to interpret Black English’s open syllables and coda loss as the beginnings of a tonal system.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) ## Why this “tonal” interpretation is incomplete - The host introduces **incomplete neutralization**: even when consonants like /t/ and /d/ both surface as glottal stops, other cues (like vowel length) still preserve distinctions.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - English vowel length tends to be longer before voiced consonants than voiceless ones (e.g., “bed” vs “bet”), so even if the final stop weakens, vowel duration carries contrast.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - Additional cues include nasalization, part of speech, and syntactic context, allowing listeners to recover meaning even when codas are heavily reduced (e.g., “lamp” still understood as “lamps” in context).[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) ## Minimal pairs and style/register - The video notes a lack of robust **minimal pairs** that differ only by tone‑like pitch patterns in Black English, which is a key diagnostic for tonal systems.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - There is a strong difference between casual, informal speech (with more reduction) and careful or formal speech (where distinctions are more fully articulated), showing style‑sensitivity rather than stable tonal contrasts.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) ## Asymmetric mutual intelligibility and perception - The host suggests the Reddit OP is simply not attuned to the “finely tuned interlocking clockwork” of Black English phonology, leading to **asymmetrical mutual intelligibility**.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - Analogies include Danes understanding Norwegian better than vice versa, or Portuguese speakers understanding Spanish more easily than Spanish speakers understand Portuguese.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) ## Ethnic pitch range differences - The video cites well‑attested **ethnic differences in pitch range** in English, especially in affective pitch: Black speakers and Ashkenazi Jews often use a wider pitch range than white Anglo‑Saxon Protestants.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - This can include frequent shifts into falsetto (e.g., André 3000’s “forever, ever?”), making pitch patterns more dramatic and giving a tonal “feel” to non‑tonal speech.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) ## The “cute / cube” example and affect - The specific example “cute vs cube” is reconsidered: “cute” is rarely said neutrally and often has exaggerated affect (“that’s so cute”), which involves distinctive intonation rather than lexical tone.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - Corpus examples show “cute” in African‑American speech often occurs in high‑affect contexts, reinforcing the idea that perceived pitch differences are pragmatic/affective, not tonal.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) ## So is Black American speech becoming tonal? - The host concludes that Las Vegas Black English is **not** tonal: there is no clear, repeated pitch pattern that systematically encodes lexical or grammatical meaning.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - However, given tonogenesis in related contexts (diaspora creoles, rapid tonal development in other languages), it is _possible_ that some variety of Black English could develop tone in the future (“I could see Atlanta going tonal”).[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) ## Final synthesis and sign‑off - The phenomena we currently see are: heavy coda cluster simplification, ethnic differences in pitch use, asymmetrical intelligibility, and listener bias, not a full tonal system.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - The video closes with the summary “no, not yet, but it’s possible,” plus the usual request for comments, likes, subscriptions, and Patreon support.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) ## Vocabulary words and definitions - **Black English / AAE / AAVE** – A systematic English variety spoken by many Black Americans, with its own phonology, grammar, lexicon, and discourse norms; not “incorrect” standard English.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - **Language variety** – A particular form of a language (dialect, sociolect, etc.) associated with a region, group, or context, with distinct rules and features.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - **Code switching** – Shifting between language varieties or styles depending on context, audience, or topic (e.g., Black English with friends vs “classroom English” at work).[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - **Tonal language** – A language in which pitch differences (high vs low, or specific contours) are used to distinguish lexical meaning or grammatical categories.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - **Contour tone** – A tone that changes pitch over the course of a syllable (e.g., rising, falling‑rising), as in Mandarin syllables with different tonal melodies.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - **Pitch accent** – A system where only certain syllables carry a distinctive pitch pattern that differentiates words, rather than tone being assigned to every syllable.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - **Intonation** – Patterns of pitch movement over larger stretches of speech used to express questions, emphasis, attitudes, and emotions rather than lexical contrasts.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - **Syllable coda** – The consonant(s) that come after the vowel in a syllable (e.g., /t/ in “cat”); opposed to onset (before the vowel) and nucleus (usually the vowel).[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - **Coda simplification** – Phonological processes that weaken, delete, or simplify consonants at the ends of syllables or words, often turning complex codas into simple ones or open syllables.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - **Complex coda** – A syllable coda containing more than one consonant, as in “fast” (/st/) or “hands” (/ndz/).[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - **Glottal stop** – A consonant made by briefly closing and opening the vocal folds (like the catch in the throat in “uh‑oh”), which can replace /t/ or /d/ in some dialects.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - **Nasalization** – Production of a vowel with airflow through the nose, often when a nasal consonant like /n/ or /m/ is weakened or lost, leaving its nasality on the vowel.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - **Tonogenesis** – The historical process by which a language without tone develops a tonal system, often triggered by changes in consonants, voicing, or phonation.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - **Incomplete neutralization** – A situation where two sounds become very similar or identical on the surface but subtle phonetic differences (e.g., vowel length) still reflect an underlying contrast.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - **Minimal pair** – Two words that differ in only one sound (or feature) and have different meanings, used to show that a contrast (like tone) is phonologically active.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - **Asymmetrical mutual intelligibility** – When speakers of language A understand language B more easily than speakers of B understand A (e.g., one direction of comprehension is easier).[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - **Pitch range** – The span between the lowest and highest pitches a speaker typically uses; ethnic or social groups may differ systematically in average and affective pitch ranges.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - **Affective pitch** – Use of pitch variation to express emotion, stance, or interpersonal meaning (e.g., exaggeration, sarcasm), rather than grammatical or lexical contrasts.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - **Substrate language** – A language formerly spoken by a group whose features influence a new or dominant language they shift to, especially in phonology and syntax.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - **Creole (Atlantic creole)** – A fully developed language that emerges from a pidgin in contact situations, often in colonial settings; Atlantic creoles arose in the trans‑Atlantic slave trade context.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - **Contact‑induced change** – Linguistic change caused by interaction between speakers of different languages or varieties, including borrowing and structural influence.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - **Falsetto register** – A high‑pitched voice quality produced with a particular vocal fold configuration, often used for emphasis, affect, or imitation.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - **Register (style)** – A variety of speech used for a particular purpose or in a particular social setting (e.g., casual vs formal, conversational vs courtroom speech).[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - **Phonology** – The study and system of how sounds are organized and patterned in a language, including syllable structure, stress, and sound alternations.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) 1. [https://www.youtube.com/watch?v=j_w4tRYm7Og](https://www.youtube.com/watch?v=j_w4tRYm7Og) ----- The video explicitly cites only one dissertation by name; other research is mentioned more generally without full citation details.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) ## Dissertations explicitly cited - **Charlie Fington – Dissertation on incomplete neutralization in English** - Cited when discussing how /t/ and /d/ can both surface as a glottal stop but still differ in subtle phonetic cues such as preceding vowel length, supporting the idea of **incomplete neutralization**.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - The video does not give a title, year, or link, so a direct URL is not available from the video page itself.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) ## Other research mentioned (not full dissertations in the video) These are referenced as research output, but not with dissertation‑style details: - **Taylor Jones – Dissertation on regional variation in Black American accents** - The presenter states he “wrote an entire dissertation on regional variation in Black American accents” but does not provide the title or link.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) - **Peer‑reviewed papers and forthcoming descriptive grammar of Black English** - Mentioned as “many double‑blind peer‑reviewed papers on Black English” and a co‑authored descriptive grammar with Dr. Hyram Smith, again without formal citation or links.[youtube](https://www.youtube.com/watch?v=j_w4tRYm7Og) If you would like, the next step would be to look up Charlie Fington’s dissertation and Taylor Jones’s dissertation in external databases and compile full academic references with links where they are publicly accessible. 1. [https://www.youtube.com/watch?v=j_w4tRYm7Og](https://www.youtube.com/watch?v=j_w4tRYm7Og) ----- https://oraal.github.io/coraal https://lingtools.uoregon.edu/coraal/