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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. [ABSTRACT FROM PUBLISHER]