Introduction: aspect of language chosen for variation The following is a study of English variation in Carrollton, Georgia. In this area, there is much diversity, across age, race, and the use of linguistics. Slang is very common in this region and adds to the variations of English in the area. Meanwhile, however, this study was mindful not to consider the applications of slang as part of the English language and only considers it to be a cause of the variations rather than forms of English variation in itself. This means no consideration is given to slang words, while the emphasis remains on the combinations of words or omissions of words that seem to accompany the speaking patterns of those accustomed to using slang in their everyday language. The sociolinguistic theories as evident in Milroy and Gordon (2003), Stockwell (2002), and Wardhaugh (2006) are discussed as they relate to ESL explanations of variation and teaching ESL. Furthermore, Meyerhoff & Niedzielski (2003) have also integrated geographic areas into newer sociolinguistic theories. The chosen phrase segment for this paper is “what are you” as is common in the phrases “What are you trying to do?”, “What are you doing?”, “What are you guys up to?” etc. The hypothesized variations of this segment were predicted as “what y’all,” “what you” (with the omission of ‘are,’) “what you be,” and other such variations. No percentages or statistical hypotheses had been made by the author in addition to these forms. As the population in Carrolton, Georgia, is rich in African Americans, the prevalence of African American Vernacular Language or “ebonics” is high. This paper will give full consideration to this factor as it will add race as a factor in addition to age and gender while examining the phonological features and variations regarding the aforementioned phrase. The following analysis will examine the aspects of African American Vernacular Languages (AAVL) as it creates variability in the language, its prevalence in comparison to the entirety of the sample taken, an examination of patterns across the entirety of the chosen variables (age, sex, race,) a consideration of ESL literature’s explanation of variability in comparison to the study’s implications, and the implications of the overall findings as they apply to teaching ESL. While AAVL is commonly known, Dodsworth & Mallinson (2006) and Johnstone (2003) have been furthering the field by directly applying sociolinguistic theory to ethnic variations. Research methodology The data for this study were collected at a local shopping center, to ensure proper diversity. The author considered unbalanced sampling from observing at the university because of the higher amount of educated individuals combined with the potentially uneven racial distribution. It is unknown if the university has an adequate representation of races, and education versus ignorance has been proposed as a major cause of the AAVL variations evident today as spoken by any race (Sidnell, 2009). (The author acknowledges that races other than African Americans may use the AAVL variations, while this implies a cultural influence rather than an actual sheer ignorance that is sometimes considered.) The author collected data by positioning outside the entrance of a busy shopping center to listen to the first 40 audible samples offered b