This question might sound mean, but I have to write a journal where I take on the role of an African American woman in the 1930's (the woman is not educated).
Does anyone know how they talked differently than people who spoke proper English?
Like thes words:
suh (for: sir) and hafta (for: have to. Like if some African Americans put an s to picks when it's supposed to be picked.
http://www.google.com/#hl=en&source=hp&q=colored+dialect+1930s&aq=f&aqi=&aql=&oq=&gs_rfai=&fp=d059ab474882bfe2
To answer your question, it is important to approach the subject of language and dialect with sensitivity and respect. In the 1930s, African Americans, particularly those in the Southern United States, often spoke in what is known as African American Vernacular English (AAVE) or African American English (AAE).
AAVE has its own grammatical rules, vocabulary, and pronunciation patterns, which differ from what is commonly considered "proper" or standard English. It is essential to recognize that AAVE should not be seen as inferior or uneducated but rather as a distinct linguistic and cultural variety.
Here are some characteristics of AAVE you can consider when writing from the perspective of an African American woman in the 1930s:
1. Pronunciation: AAVE may involve certain sound changes, such as "th" being pronounced as "d" or "f" (e.g., "dis" for "this," "fing" for "thing").
Example: "I gotta tell ya, suh, dis here day been mighty hard."
2. Verb Forms: AAVE often uses different verb forms and tenses compared to standard English.
Example: "I don't hafta work on Sundays, ma'am."
3. Vocabulary and Slang: AAVE incorporates unique vocabulary and slang expressions, which vary based on region and cultural context. It can be helpful to research specific words or phrases used during that time.
Example: "I reckon it's 'bout time I be headin' home, suh."
Remember, when writing from the perspective of any historical character, it is crucial to conduct thorough research and avoid resorting to stereotypes. Engage with primary and secondary sources such as literature, historical records, interviews, or recordings to gain a more authentic understanding of the experiences and language of African American women in the 1930s.