{"id":102,"date":"2020-09-21T18:43:10","date_gmt":"2020-09-21T22:43:10","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/whywriteguide2e\/chapter\/5-3-what-is-grammar\/"},"modified":"2023-09-28T15:15:34","modified_gmt":"2023-09-28T19:15:34","slug":"5-3-what-is-grammar","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/whywriteguide2e\/chapter\/5-3-what-is-grammar\/","title":{"raw":"5.3 What is Grammar?","rendered":"5.3 What is Grammar?"},"content":{"raw":"It\u2019s difficult to come up with a definition of the term grammar because people use it to mean different things. As we explained in section <a href=\"https:\/\/pressbooks.bccampus.ca\/whywriteguide2e\/chapter\/5-2-grammar-as-a-situated-practice\/\">5.2 Grammar as a Situated Practice<\/a>, grammar is situated or contextual, and so grammar as a concept changes meaning depending on where, when, and how it\u2019s used. The most basic distinctions are as follows:\r\n<p style=\"padding-left: 40px\"><strong>Grammar includes the rules<\/strong> for putting together words, phrases, clauses, and sentences that speakers and writers of a language should follow. This type of grammar can be called <strong>prescriptive<\/strong>\u2014it indicates what is good and bad, what is correct and incorrect, what is right and what counts as a mistake.<\/p>\r\n<p style=\"padding-left: 40px\"><strong>Grammar is a description<\/strong> of the patterns and structures that speakers and writers of a language actually use. This type of grammar can be called <strong>descriptive<\/strong>\u2014it attempts to capture what is going on in the real world without judgement about right or wrong. Although folks interested in the academic study of descriptive grammar are often delighted when they come across unexpected patterns.<\/p>\r\nClearly, these two areas of concern with grammar aren\u2019t the same, so it\u2019s important to know which is being stressed before you start working through a lesson on grammar or reading a textbook chapter like this one.\r\n\r\nHere we are taking a descriptive approach to prescriptive grammar. We are trying to describe the rules about \u201cright and wrong\u201d you are likely to encounter in academic writing contexts, rather than assuming there are absolute right and wrong ways to use language. We recognize that language rules aren\u2019t exactly the same in all situations. They aren\u2019t fixed across time. Not to mention these rules might even be broken strategically and to good effect.\r\n\r\nThe rules for correctness in academic writing aren\u2019t natural. That is, they need to be learned by all speakers of English. If you are going to familiarize yourself with the conventions of academic writing, you need to learn a bit about grammar\u2014and everyone has something to learn about this topic.\r\n\r\nMost importantly, we want to stress that what counts as \u201cgood\u201d or \u201ccorrect\u201d or \u201cright\u201d in the context of academic writing isn\u2019t the best or only way to use language. Back in 1974, the Conference on College Composition and Communication (often called the 4 Cs) passed a resolution entitled <a href=\"https:\/\/cccc.ncte.org\/cccc\/resources\/positions\/srtolsummary\">\u201cStudents\u2019 Right to Their Own Language.\"<\/a>[footnote]Committee on CCCC Language, \u201cStudents\u2019 Right to Their Own Language,\u201d Conference on College Composition and Communication<em>, <\/em>National Council of Teachers of English, 1972 [reaffirmed November 2014],\u00a0<a href=\"https:\/\/cccc.ncte.org\/cccc\/resources\/positions\/srtolsummary\">cccc.ncte.org\/cccc\/resources\/positions\/srtolsummary<\/a>.[\/footnote] This set of principles has since been refined and re-ratified. Its key points can be summarized as follows:\r\n<ul>\r\n \t<li>Students have always entered educational settings (schools, colleges, and universities) speaking various forms of English. This could include, but is not limited to, a dialect like that spoken by some Black Canadians and Americans that is known as <a href=\"https:\/\/rsc-src.ca\/en\/voices\/%E2%80%98it-don%E2%80%99t-be-like-that-now%E2%80%99-%E2%80%94-english-history-african-american-english\">Black English<\/a>;[footnote]To learn more about Black English, check out the following article: Shana Poplack, \u201cIt don\u2019t be like that now \u2013 the English history of African American Vernacular English,\u201d <em>Royal Society of Canada, <\/em>February 6, 2020,\u00a0<a href=\"https:\/\/rsc-src.ca\/en\/voices\/%E2%80%98it-don%E2%80%99t-be-like-that-now%E2%80%99-%E2%80%94-english-history-african-american-english\">rsc-src.ca\/en\/voices\/%E2%80%98it-don%E2%80%99t-be-like-that-now%E2%80%99-%E2%80%94-english-history-african-american-english<\/a>.[\/footnote]<\/li>\r\n \t<li>It is not the job of educational institutions to erase all of these differences and impose on students one \u201cbest\u201d or \u201ccorrect\u201d way of using the English language.<\/li>\r\n \t<li>Instead, the goal of writing teachers should be to help all students to learn to use language effectively, skillfully, and in a variety of ways.<\/li>\r\n \t<li>One way that students may learn to use language is in alignment with the expectations of edited Academic English \u2013 and this is a version of English that students will need to be taught.<\/li>\r\n \t<li>That said, edited Academic English doesn\u2019t need to replace other ways of using English with which a student might have facility (in writing or in speaking).<\/li>\r\n \t<li>In fact, students can and should be taught that edited Academic English isn\u2019t suitable or necessary for all situations.[footnote]Committee on CCCC Language, \u201cStudents\u2019 Right to Their Own Language.\u201d[\/footnote]<\/li>\r\n<\/ul>\r\nSo, in this chapter when we talk about rules for academic writing (or about correctness or even errors), we\u2019re not saying you ought to follow all of these rules all of the time. As with all other aspects of your writing, you need to think critically about what\u2019s likely to be appropriate and effective for a given <a href=\"https:\/\/pressbooks.bccampus.ca\/whywriteguide2e\/chapter\/3-4-everythings-persuasion\/\">rhetorical situation<\/a>.\r\n<h2>All Languages Have Grammar and \u201cRules\u201d<\/h2>\r\nSomeone who learns English as their first language develops an intuitive sense that some words go together and others don\u2019t. For example, let\u2019s use the word \u201cfreedom\u201d in a number of sentences, all of which seem \u201ccorrect.\u201d\r\n\r\nThe Canadian Charter of Human Rights and <strong>Freedoms<\/strong> guarantees Canadian citizens \u201c<strong>freedom<\/strong> of conscience and religion.\u201d[footnote]<em>Canadian Charter of Rights and Freedoms<\/em>, s 2a, Part 1 of <em>The Constitution Act<\/em>, 1982, being Schedule B to the <em>Canada Act 1982<\/em> (UK), 1982, c11. You can also find an online version of the Charter here: <a href=\"https:\/\/www.justice.gc.ca\/eng\/csj-sjc\/rfc-dlc\/ccrf-ccdl\/check\/index.html\">justice.gc.ca\/eng\/csj-sjc\/rfc-dlc\/ccrf-ccdl\/check\/index.html<\/a>.[\/footnote]\r\n<ul>\r\n \t<li>The freedom to assemble is also guaranteed in this document.<\/li>\r\n \t<li>A freedom that some people don\u2019t understand has limits is the ability to peacefully assemble as a group\u2014there are times when the health or safety of a community allows government officials to set \u201creasonable limits.\u201d<\/li>\r\n<\/ul>\r\nHere we see the word treated in ways that signal one thing (<strong>freedom<\/strong>) and more than one thing (<strong>freedoms<\/strong>) as well as something general (<strong>a freedom<\/strong>) and something specific (<strong>the freedom<\/strong>).\r\n\r\nThat seems like a rather clear set of instructions for using a word in different ways in English, but then we bump into a word like \u201csugar.\u201d Similar uses of the word \u201csugar\u201d can seem odd. Note in these examples how the word sugar is used:\r\n<div class=\"textbox\">\r\n<ul>\r\n \t<li>This pound cake recipe combines <strong>sugars<\/strong> with butter.<\/li>\r\n \t<li>For smooth icing, sift <strong>the sugar<\/strong> before combining it with the other ingredients.<\/li>\r\n \t<li><strong>Sugar<\/strong> should be put into your mug before pouring in coffee.<\/li>\r\n \t<li><strong>Give me a sugar<\/strong>.<\/li>\r\n<\/ul>\r\n<\/div>\r\nFor those who bake, it might be easy to see how there can be more than one sugar\u2014\u201csugars\u201d could include powdered sugar, caster sugar, brown sugar, demerara sugar, and so on. Those who do not bake might find this construction strange. And the phrase \u201ca sugar\u201d might take some imagination to seem right\u2014this phrasing might be used when asking for one sugar [packet] from a bowl.\r\n\r\nWhy is English like this? To get a full answer, you would need to understand the history of the English language, which we are not going to get into here (it is a fascinating subject, though). All languages are culturally based and change across history. Therefore, every language has a grammar (operating instructions), but these operating instructions are not usually applied uniformly. We realize this fact can be annoying but there is not much we can do about it. For example, almost all English-as-first-language speakers will hear the following as incorrect:\r\n<div class=\"textbox\">\r\n<ul>\r\n \t<li>The counsellor offered good <strong>advices<\/strong>.<\/li>\r\n \t<li>The <strong>bloods<\/strong> of patriots ran through the street after the battle.<\/li>\r\n \t<li>He always completed <strong>a homework<\/strong> before allowing himself to check Twitter.<\/li>\r\n \t<li><strong>A money<\/strong> in her wallet got stolen after she left her purse on the bus.<\/li>\r\n<\/ul>\r\n<\/div>\r\nFluent speakers of English can hear that these sentences are wrong, but only someone who has studied English as a foreign language (or who has studied the grammar of English as an academic subject) could tell you the words above are examples of <strong>non-count nouns<\/strong> and that <strong>non-count nouns<\/strong> in English generally can\u2019t be made plural or take an <strong>indefinite article<\/strong>. Note that in English <strong>indefinite articles<\/strong> are \u201c<strong>a<\/strong>\u201d and \u201c<strong>an<\/strong>.\u201d People who grow up speaking English use articles like \u201c<strong>the<\/strong>\u201d and \u201c<strong>a<\/strong>\u201d all the time and without much thought, but anyone who learns English as a foreign language knows that <strong>article<\/strong> <strong>usage<\/strong> can be frustratingly idiosyncratic. However, this set of examples might confuse some readers in light of the earlier words used in sentences because \u201csugar\u201d (as a <strong>mass noun<\/strong>) and \u201cfreedom\u201d (as an <strong>abstract concept<\/strong>) sometimes show up on lists of <strong>non-count nouns<\/strong>. That\u2019s what we mean when we say English can be annoying and frustrating.\r\n\r\nThe last couple of sentences in the paragraph above might have made you nervous. That jitteriness could arise because you\u2019re not sure how to define <strong>nouns<\/strong>, much less <strong>non-count nouns<\/strong>, <strong>mass nouns<\/strong> or <strong>articles<\/strong>. You might also worry that although you know these rules by heart, you find it tricky to apply them in the real world. It\u2019s okay. What these examples are meant to show is the following:\r\n<p style=\"padding-left: 40px\"><strong>So-called native speakers of any language<\/strong> (or those who develop facility with a language as a young child, usually in their home environments) learn patterns of how words do and don\u2019t go together by speaking and listening to the language. They also learn that there are some predictable patterns\u2014let\u2019s call these \u201crules.\u201d But they also learn that there are numerous cases in which the rules get bent or broken.<\/p>\r\n<p style=\"padding-left: 40px\">Meanwhile, <strong>anyone studying a foreign language<\/strong> gets introduced to the most common rules of that language. Following those rules will allow a person to communicate in a lot of situations.<\/p>\r\nBut very soon the learner discovers there are cases when the rules don\u2019t work. There are lots of exceptions and special cases that simply need to be memorized.\r\n\r\nDetermining and defining the rules of how a language works makes it possible to teach it to people who didn\u2019t learn to speak that language as small children. It\u2019s for this reason Indigenous language revitalization projects (and efforts to record, preserve, and teach a range of endangered and extinct languages) involve: (1) studying the language of fluent speakers; (2) determining the grammatical patterns of their language; and then (3) offering instruction in this grammar to those who want to learn and teach the language. Learning some of the typical (and sometimes seemingly illogical or artificial) rules of a language empowers you to do things with words, such as write in Academic English.","rendered":"<p>It\u2019s difficult to come up with a definition of the term grammar because people use it to mean different things. As we explained in section <a href=\"https:\/\/pressbooks.bccampus.ca\/whywriteguide2e\/chapter\/5-2-grammar-as-a-situated-practice\/\">5.2 Grammar as a Situated Practice<\/a>, grammar is situated or contextual, and so grammar as a concept changes meaning depending on where, when, and how it\u2019s used. The most basic distinctions are as follows:<\/p>\n<p style=\"padding-left: 40px\"><strong>Grammar includes the rules<\/strong> for putting together words, phrases, clauses, and sentences that speakers and writers of a language should follow. This type of grammar can be called <strong>prescriptive<\/strong>\u2014it indicates what is good and bad, what is correct and incorrect, what is right and what counts as a mistake.<\/p>\n<p style=\"padding-left: 40px\"><strong>Grammar is a description<\/strong> of the patterns and structures that speakers and writers of a language actually use. This type of grammar can be called <strong>descriptive<\/strong>\u2014it attempts to capture what is going on in the real world without judgement about right or wrong. Although folks interested in the academic study of descriptive grammar are often delighted when they come across unexpected patterns.<\/p>\n<p>Clearly, these two areas of concern with grammar aren\u2019t the same, so it\u2019s important to know which is being stressed before you start working through a lesson on grammar or reading a textbook chapter like this one.<\/p>\n<p>Here we are taking a descriptive approach to prescriptive grammar. We are trying to describe the rules about \u201cright and wrong\u201d you are likely to encounter in academic writing contexts, rather than assuming there are absolute right and wrong ways to use language. We recognize that language rules aren\u2019t exactly the same in all situations. They aren\u2019t fixed across time. Not to mention these rules might even be broken strategically and to good effect.<\/p>\n<p>The rules for correctness in academic writing aren\u2019t natural. That is, they need to be learned by all speakers of English. If you are going to familiarize yourself with the conventions of academic writing, you need to learn a bit about grammar\u2014and everyone has something to learn about this topic.<\/p>\n<p>Most importantly, we want to stress that what counts as \u201cgood\u201d or \u201ccorrect\u201d or \u201cright\u201d in the context of academic writing isn\u2019t the best or only way to use language. Back in 1974, the Conference on College Composition and Communication (often called the 4 Cs) passed a resolution entitled <a href=\"https:\/\/cccc.ncte.org\/cccc\/resources\/positions\/srtolsummary\">\u201cStudents\u2019 Right to Their Own Language.&#8221;<\/a><a class=\"footnote\" title=\"Committee on CCCC Language, \u201cStudents\u2019 Right to Their Own Language,\u201d Conference on College Composition and Communication, National Council of Teachers of English, 1972 [reaffirmed November 2014],\u00a0cccc.ncte.org\/cccc\/resources\/positions\/srtolsummary.\" id=\"return-footnote-102-1\" href=\"#footnote-102-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a> This set of principles has since been refined and re-ratified. Its key points can be summarized as follows:<\/p>\n<ul>\n<li>Students have always entered educational settings (schools, colleges, and universities) speaking various forms of English. This could include, but is not limited to, a dialect like that spoken by some Black Canadians and Americans that is known as <a href=\"https:\/\/rsc-src.ca\/en\/voices\/%E2%80%98it-don%E2%80%99t-be-like-that-now%E2%80%99-%E2%80%94-english-history-african-american-english\">Black English<\/a>;<a class=\"footnote\" title=\"To learn more about Black English, check out the following article: Shana Poplack, \u201cIt don\u2019t be like that now \u2013 the English history of African American Vernacular English,\u201d Royal Society of Canada, February 6, 2020,\u00a0rsc-src.ca\/en\/voices\/%E2%80%98it-don%E2%80%99t-be-like-that-now%E2%80%99-%E2%80%94-english-history-african-american-english.\" id=\"return-footnote-102-2\" href=\"#footnote-102-2\" aria-label=\"Footnote 2\"><sup class=\"footnote\">[2]<\/sup><\/a><\/li>\n<li>It is not the job of educational institutions to erase all of these differences and impose on students one \u201cbest\u201d or \u201ccorrect\u201d way of using the English language.<\/li>\n<li>Instead, the goal of writing teachers should be to help all students to learn to use language effectively, skillfully, and in a variety of ways.<\/li>\n<li>One way that students may learn to use language is in alignment with the expectations of edited Academic English \u2013 and this is a version of English that students will need to be taught.<\/li>\n<li>That said, edited Academic English doesn\u2019t need to replace other ways of using English with which a student might have facility (in writing or in speaking).<\/li>\n<li>In fact, students can and should be taught that edited Academic English isn\u2019t suitable or necessary for all situations.<a class=\"footnote\" title=\"Committee on CCCC Language, \u201cStudents\u2019 Right to Their Own Language.\u201d\" id=\"return-footnote-102-3\" href=\"#footnote-102-3\" aria-label=\"Footnote 3\"><sup class=\"footnote\">[3]<\/sup><\/a><\/li>\n<\/ul>\n<p>So, in this chapter when we talk about rules for academic writing (or about correctness or even errors), we\u2019re not saying you ought to follow all of these rules all of the time. As with all other aspects of your writing, you need to think critically about what\u2019s likely to be appropriate and effective for a given <a href=\"https:\/\/pressbooks.bccampus.ca\/whywriteguide2e\/chapter\/3-4-everythings-persuasion\/\">rhetorical situation<\/a>.<\/p>\n<h2>All Languages Have Grammar and \u201cRules\u201d<\/h2>\n<p>Someone who learns English as their first language develops an intuitive sense that some words go together and others don\u2019t. For example, let\u2019s use the word \u201cfreedom\u201d in a number of sentences, all of which seem \u201ccorrect.\u201d<\/p>\n<p>The Canadian Charter of Human Rights and <strong>Freedoms<\/strong> guarantees Canadian citizens \u201c<strong>freedom<\/strong> of conscience and religion.\u201d<a class=\"footnote\" title=\"Canadian Charter of Rights and Freedoms, s 2a, Part 1 of The Constitution Act, 1982, being Schedule B to the Canada Act 1982 (UK), 1982, c11. You can also find an online version of the Charter here: justice.gc.ca\/eng\/csj-sjc\/rfc-dlc\/ccrf-ccdl\/check\/index.html.\" id=\"return-footnote-102-4\" href=\"#footnote-102-4\" aria-label=\"Footnote 4\"><sup class=\"footnote\">[4]<\/sup><\/a><\/p>\n<ul>\n<li>The freedom to assemble is also guaranteed in this document.<\/li>\n<li>A freedom that some people don\u2019t understand has limits is the ability to peacefully assemble as a group\u2014there are times when the health or safety of a community allows government officials to set \u201creasonable limits.\u201d<\/li>\n<\/ul>\n<p>Here we see the word treated in ways that signal one thing (<strong>freedom<\/strong>) and more than one thing (<strong>freedoms<\/strong>) as well as something general (<strong>a freedom<\/strong>) and something specific (<strong>the freedom<\/strong>).<\/p>\n<p>That seems like a rather clear set of instructions for using a word in different ways in English, but then we bump into a word like \u201csugar.\u201d Similar uses of the word \u201csugar\u201d can seem odd. Note in these examples how the word sugar is used:<\/p>\n<div class=\"textbox\">\n<ul>\n<li>This pound cake recipe combines <strong>sugars<\/strong> with butter.<\/li>\n<li>For smooth icing, sift <strong>the sugar<\/strong> before combining it with the other ingredients.<\/li>\n<li><strong>Sugar<\/strong> should be put into your mug before pouring in coffee.<\/li>\n<li><strong>Give me a sugar<\/strong>.<\/li>\n<\/ul>\n<\/div>\n<p>For those who bake, it might be easy to see how there can be more than one sugar\u2014\u201csugars\u201d could include powdered sugar, caster sugar, brown sugar, demerara sugar, and so on. Those who do not bake might find this construction strange. And the phrase \u201ca sugar\u201d might take some imagination to seem right\u2014this phrasing might be used when asking for one sugar [packet] from a bowl.<\/p>\n<p>Why is English like this? To get a full answer, you would need to understand the history of the English language, which we are not going to get into here (it is a fascinating subject, though). All languages are culturally based and change across history. Therefore, every language has a grammar (operating instructions), but these operating instructions are not usually applied uniformly. We realize this fact can be annoying but there is not much we can do about it. For example, almost all English-as-first-language speakers will hear the following as incorrect:<\/p>\n<div class=\"textbox\">\n<ul>\n<li>The counsellor offered good <strong>advices<\/strong>.<\/li>\n<li>The <strong>bloods<\/strong> of patriots ran through the street after the battle.<\/li>\n<li>He always completed <strong>a homework<\/strong> before allowing himself to check Twitter.<\/li>\n<li><strong>A money<\/strong> in her wallet got stolen after she left her purse on the bus.<\/li>\n<\/ul>\n<\/div>\n<p>Fluent speakers of English can hear that these sentences are wrong, but only someone who has studied English as a foreign language (or who has studied the grammar of English as an academic subject) could tell you the words above are examples of <strong>non-count nouns<\/strong> and that <strong>non-count nouns<\/strong> in English generally can\u2019t be made plural or take an <strong>indefinite article<\/strong>. Note that in English <strong>indefinite articles<\/strong> are \u201c<strong>a<\/strong>\u201d and \u201c<strong>an<\/strong>.\u201d People who grow up speaking English use articles like \u201c<strong>the<\/strong>\u201d and \u201c<strong>a<\/strong>\u201d all the time and without much thought, but anyone who learns English as a foreign language knows that <strong>article<\/strong> <strong>usage<\/strong> can be frustratingly idiosyncratic. However, this set of examples might confuse some readers in light of the earlier words used in sentences because \u201csugar\u201d (as a <strong>mass noun<\/strong>) and \u201cfreedom\u201d (as an <strong>abstract concept<\/strong>) sometimes show up on lists of <strong>non-count nouns<\/strong>. That\u2019s what we mean when we say English can be annoying and frustrating.<\/p>\n<p>The last couple of sentences in the paragraph above might have made you nervous. That jitteriness could arise because you\u2019re not sure how to define <strong>nouns<\/strong>, much less <strong>non-count nouns<\/strong>, <strong>mass nouns<\/strong> or <strong>articles<\/strong>. You might also worry that although you know these rules by heart, you find it tricky to apply them in the real world. It\u2019s okay. What these examples are meant to show is the following:<\/p>\n<p style=\"padding-left: 40px\"><strong>So-called native speakers of any language<\/strong> (or those who develop facility with a language as a young child, usually in their home environments) learn patterns of how words do and don\u2019t go together by speaking and listening to the language. They also learn that there are some predictable patterns\u2014let\u2019s call these \u201crules.\u201d But they also learn that there are numerous cases in which the rules get bent or broken.<\/p>\n<p style=\"padding-left: 40px\">Meanwhile, <strong>anyone studying a foreign language<\/strong> gets introduced to the most common rules of that language. Following those rules will allow a person to communicate in a lot of situations.<\/p>\n<p>But very soon the learner discovers there are cases when the rules don\u2019t work. There are lots of exceptions and special cases that simply need to be memorized.<\/p>\n<p>Determining and defining the rules of how a language works makes it possible to teach it to people who didn\u2019t learn to speak that language as small children. It\u2019s for this reason Indigenous language revitalization projects (and efforts to record, preserve, and teach a range of endangered and extinct languages) involve: (1) studying the language of fluent speakers; (2) determining the grammatical patterns of their language; and then (3) offering instruction in this grammar to those who want to learn and teach the language. Learning some of the typical (and sometimes seemingly illogical or artificial) rules of a language empowers you to do things with words, such as write in Academic English.<\/p>\n<hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-102-1\">Committee on CCCC Language, \u201cStudents\u2019 Right to Their Own Language,\u201d Conference on College Composition and Communication<em>, <\/em>National Council of Teachers of English, 1972 [reaffirmed November 2014],\u00a0<a href=\"https:\/\/cccc.ncte.org\/cccc\/resources\/positions\/srtolsummary\">cccc.ncte.org\/cccc\/resources\/positions\/srtolsummary<\/a>. <a href=\"#return-footnote-102-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><li id=\"footnote-102-2\">To learn more about Black English, check out the following article: Shana Poplack, \u201cIt don\u2019t be like that now \u2013 the English history of African American Vernacular English,\u201d <em>Royal Society of Canada, <\/em>February 6, 2020,\u00a0<a href=\"https:\/\/rsc-src.ca\/en\/voices\/%E2%80%98it-don%E2%80%99t-be-like-that-now%E2%80%99-%E2%80%94-english-history-african-american-english\">rsc-src.ca\/en\/voices\/%E2%80%98it-don%E2%80%99t-be-like-that-now%E2%80%99-%E2%80%94-english-history-african-american-english<\/a>. <a href=\"#return-footnote-102-2\" class=\"return-footnote\" aria-label=\"Return to footnote 2\">&crarr;<\/a><\/li><li id=\"footnote-102-3\">Committee on CCCC Language, \u201cStudents\u2019 Right to Their Own Language.\u201d <a href=\"#return-footnote-102-3\" class=\"return-footnote\" aria-label=\"Return to footnote 3\">&crarr;<\/a><\/li><li id=\"footnote-102-4\"><em>Canadian Charter of Rights and Freedoms<\/em>, s 2a, Part 1 of <em>The Constitution Act<\/em>, 1982, being Schedule B to the <em>Canada Act 1982<\/em> (UK), 1982, c11. You can also find an online version of the Charter here: <a href=\"https:\/\/www.justice.gc.ca\/eng\/csj-sjc\/rfc-dlc\/ccrf-ccdl\/check\/index.html\">justice.gc.ca\/eng\/csj-sjc\/rfc-dlc\/ccrf-ccdl\/check\/index.html<\/a>. <a href=\"#return-footnote-102-4\" class=\"return-footnote\" aria-label=\"Return to footnote 4\">&crarr;<\/a><\/li><\/ol><\/div>","protected":false},"author":103,"menu_order":3,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":["erin-kelly","sara-humphreys","natalie-boldt","nancy-ami"],"pb_section_license":""},"chapter-type":[50],"contributor":[62,63,64,61],"license":[],"class_list":["post-102","chapter","type-chapter","status-publish","hentry","chapter-type-numberless","contributor-erin-kelly","contributor-nancy-ami","contributor-natalie-boldt","contributor-sara-humphreys"],"part":97,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/whywriteguide2e\/wp-json\/pressbooks\/v2\/chapters\/102","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/whywriteguide2e\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/whywriteguide2e\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/whywriteguide2e\/wp-json\/wp\/v2\/users\/103"}],"version-history":[{"count":7,"href":"https:\/\/pressbooks.bccampus.ca\/whywriteguide2e\/wp-json\/pressbooks\/v2\/chapters\/102\/revisions"}],"predecessor-version":[{"id":526,"href":"https:\/\/pressbooks.bccampus.ca\/whywriteguide2e\/wp-json\/pressbooks\/v2\/chapters\/102\/revisions\/526"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/whywriteguide2e\/wp-json\/pressbooks\/v2\/parts\/97"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/whywriteguide2e\/wp-json\/pressbooks\/v2\/chapters\/102\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/whywriteguide2e\/wp-json\/wp\/v2\/media?parent=102"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/whywriteguide2e\/wp-json\/pressbooks\/v2\/chapter-type?post=102"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/whywriteguide2e\/wp-json\/wp\/v2\/contributor?post=102"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/whywriteguide2e\/wp-json\/wp\/v2\/license?post=102"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}