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LCRT 5810: Workshop in Language 
Development & Acquisition 
Welcome back! 
Class Session #3: Face to Face 
September 20, 2014 
Dr. Sherry Taylor
Take 5: Let’s Reconnect 
With your colleagues 
• (Re) Introduce 
yourself to 
someone new to 
you at your table 
or nearby. 
• Reconnect with a 
classmate or two & 
learn something 
new about them. 
With the Course Content 
• What did you observe 
about how YOUR 
language varies when you 
change social-cultural 
contexts? 
• Or how it varies when 
YOU change conversation 
partners? Or when YOUR 
role changes?
Class Session #3, Sept. 20th 
• Linguistics: Tools for Observing & Analyzing Language 
• Examining Language in the Classroom 
• Case Study Learner: Background Summary 
• Collecting & Transcribing Language Samples 
• Language Change & Variation 
• Trackton & Roadville (Ways with Words) 
• Using APA to Write an Academic Paper 
• Looking ahead to Session #4
Using linguistics to 
observe and analyze… 
…language behavior and language 
interactions to help us better 
understand the learner’s language 
and 
to inform our approach to effective 
classroom communication & 
instruction.
Pragmatics – Context: 
Examining Language in the Classroom 
1. Using language for a variety of functions; 
2. Adapting language according to the 
situation or the listener; 
3. Adapting language according to your 
role; 
4. Following conversational rules; 
5. Using appropriate non-verbal 
communication; 
6. Clarifying when communication is 
ambiguous. 
7. Repairing: Do we know how, when, why?
Linguistics & Language Systems: 
Tools for Analyzing Language 
Phonology: Sound patterns of language including pitch, rate, 
stress, volume, classifying sounds [phonemes & allophones]. 
Phonetics: Description of speech sounds; how the sounds are 
formed in the mouth (point of articulation & passage of air)… links to 
pronunciation/enunciation of phonemes in L1 & dialect. 
Morphology: Meaning units in a language including: 
• FREE: Single word that serves as morpheme, e.g., school, the, non… 
• BOUND: Morphemes linked to other morphemes, e.g., -ing, un-, -ed, - 
able (often prefixes, suffixes, affixes, past tense markers) … clipping 
(prof-for professor); acronyms (SEHD); blends (fog/smoke=smog)…
Linguistics & Language Systems: 
Tools for Analyzing Language (2) 
Syntax: Structure of sentences/rules for forming 
sentences (S-V); forming questions; negatives; using 
possessives; plurals (also links to morphology and the 
“s” plural which is a bound morpheme). 
Semantics: Making meaning of words (& 
synonyms), phrases, and sentences. 
Pragmatics: Communication in context, according 
to what is appropriate for the particular context 
(conversational rules; repair when needed); Non-verbal 
communication (body language, gestures, eye contact, 
facial expression; physical distance; time/timing; 
interrupting, etc.
More on Pragmatics: 
Tools for Analyzing Language 
• Performance versus 
competence; 
• Grice’s maxims 
(relation/relative, 
quality/truthful, 
quantity/TMI, 
manner/logical sequence); 
• Shifting registers 
(formal/informal); 
• Use of slang 
• Discourse functions 
(declaratives, questioning, 
imperatives, exclamations); 
• Using rising or falling 
intonation to send meaning; 
• Restricted code (insider info), 
elaborations needed; 
• Lexical ambiguity (vocab) or 
structural ambiguity (unclear 
message). 
(Barry, 2008, 3-8; 145)
Speaking of Ambiguity: 
Lexical or Structural? 
My Blackberry is not working! 
Watch, listen & decide which aspect(s) of ambiguity are influencing 
this situation! Lexical? Structural?
Blackberry: a line of smartphones developed and designed 
by Canadian company Research In Motion (RIM). 
Orange: a mobile network operator and internet service 
provider in the United Kingdom. 
Apple: a corporation that designs & markets the Macintosh 
line of computers, the iPod, the iPhone & the iPad. 
Dongle: a small hardware device that plugs into the serial or 
USB port of a computer. 
Booting: a self-sustaining process that proceeds without 
external help. 
Xbox 360: a video game console produced by Microsoft.
How does ambiguity play a role here? 
What type? Lexical or Structural? 
http://www.youtube.com/watch?v=kAG39jKi0lI
With the spontaneous nature of 
spoken language, speakers can gain 
important insights when we listen to our 
unfiltered language use. 
• Was my spoken language clearly enunciated? 
• How did I use volume, rate, pitch, stress, pauses? 
• Was I able to effectively repair miscommunications? Students’ 
misunderstandings? Ambiguous messages? 
• Did I use (overuse) acronyms? Clipping? Slang? 
• How did I structure questions? What types of questions did I 
ask? Did I assume too much ‘insider info’ or background 
knowledge? 
• Did my spoken language make sense? Did I clarify ambiguities? 
Or emphasize essential information? 
• Did I enact conversational rules by giving students a chance to 
engage? Ask their questions?
Examining 
Classroom 
Language 
You used many of these tools when you 
examined YOUR language and STUDENTS’ 
language during classroom instruction. 
What did you discover about your 
competence & performance? And your 
responsiveness to pragmatics…to the 
classroom context?
Examining Language in the 
Classroom 
1) Connect with someone who teaches or works in a 
similar position where you currently are located (or 
were, if you are not in the classroom); 
2) Sit together and share your template, your 
examination of language in the classroom and your 
reflections about the language you used and your 
students used (including those “ah-ha moments”). 
3) Identify how you will use these data, insights & 
outcomes to inform your classroom language. 
4) What are ‘next steps’ you identified for yourself? 
5) Prepare to share one piece of new learning or a 
‘next step’ with the whole class.
Your questions? 
Decide on due date of FINAL “Examining 
Language in the Classroom” assignment
Learner Background Summary 
Assignment 
Related documents: 
 Learner background summary (draft) 
 Learner profile 
 Learner interview
Learning & Progress made toward 
the Case Study 
COMPLETED! 
• Select a learner who is average with language 
or literacy. Someone who may be a ‘puzzle’ 
to you. 
• Collect background information using the 
learner profile & questions on language & 
literacy. 
• Complete draft of the “Learner Background 
Summary” and Submit final assignment (due 
date TBD today by the class!). 
• Next? We will discuss next steps today!
Supporting your colleagues: 
Learner Background Summary 
Partner with a 
colleague!
How you will support your 
colleague: Learner Background 
Summary Assignment 
With a partner, read & check for: 
1. Learner’s name is noted as a pseudonym (to maintain 
privacy); 
2. Summary includes: 
- ten or more details about learner, family, home language, 
academics, behavior, interests, beliefs about language & literacy; 
- thorough rationale for choosing learner (remember, this learner 
will be used as the Case Study learner). 
3. Academic Writing: 
-Paragraphs: Indent first sentence; Do not skip line between 
paragraphs. 
-Double space. Font size 12. Use 1 inch margins. 
-Well written; Accurate spelling & grammar; Generally 3-5 pages in 
length; Include Appendices as directed.
Your questions?
Learning & Progress made toward 
the Case Study 
NEXT: 
• Collect & transcribe oral language 
samples in academic and social settings 
(due 10/18). 
• Collect reading samples (e.g., running 
records, DRAs, etc.) (11/1) 
• Collect writing samples (e.g., dictated 
stories, independent writing, paragraph, 
essay, etc.) (11/1)
Case Study Progress 
8 sections 
1) Abstract 
2) Learner Background Done! 
3) Analysis of Oral Language Starting! 
4) Analysis of Reading 
5) Analysis of Writing 
6) Discussion of Findings and Conclusion 
7) Works Cited 
8) Appendices 
• Learner Interview and Profile Done! 
• Coded Transcript Analysis Starting! 
• Reading and Writing Samples Start collecting!
Analysis of 
Oral Language 
Starting! 
Purpose: To examine language 
development in order to inform your 
understanding of language 
development & use of PK-12 learners, 
with particular relevance to learners in 
your classroom teaching context.
Analysis of Oral Language: 
Starting! 
Assignment: Collect samples of the learner’s oral language 
and analyze the language using elements of linguistics & 
language systems addressed in the course readings. 
1. Collect several oral language samples with the learner 
from both academic and social settings (5-6 samples); 
1. Settings could include small group interactions, 
conferencing with the learner, lunch conversations, 
conferring with the learner about a reading, literature, 
visual, lyrics, or recent experience.
Collecting oral language samples 
Audio or video record the learner in several academic and social 
settings where the learner is likely to engage in oral language use 
(build rapport, bring props & set it up! You do not want a series of Qs 
& As). 
Listen to (or watch) the recordings to ensure that you have a large 
enough sample of conversational language from the learner to 
analyze. 
Select linguistically interesting language samples that are 
representative of the learner’s oral language. 
Transcribe the interactions from these selected samples exactly as 
they sound. Number each line and identify each speaker.
Transcribing oral language 
Transcribe WHAT the learner said and HOW s/he said it 
phonetically. For example, the speaker may have asked, 
“What are you doing this for?” 
but it may have sounded like this, 
“Whachadointhis fa?” 
SAMPLE TRANSCRIPT 
Key speakers: 
I = Interviewer 
M = Child’s mother 
L=Language Learner
Sample Transcript: 
Transcribing oral language 
(1) I: Do you like horses? 
(2) L: Ya…ya….um-m-m… I hava horse puzzul. 
(3) I: You have a horse puzzle? 
(4) L: Ya..ya…but..um-m-m, Nonni gave me sommar horses, a..a..a 
(5) L: baby ana mama wid poka dots on-em 
(6) I: Oh, do they have names? 
(7) L: Um, no, dere, dere, dere jus horsus. 
(8) L: They’re just horses. 
(9) L: Who’s Nonni? 
(10)L: Well, I awways cal-er my gwampa… gwampa. 
(11)M: Grandma. 
(12) L: Oh. 
Identify 5 interesting features of this transcript sample to discuss.
Sample Transcript 
Requirements 
• Number each line. 
• If a speaker’s 
utterance extends 
to the next line, 
give it a new 
number. 
• Do not start a new 
number sequence 
with each new 
setting. 
• Use single spacing. 
• Identify speakers 
by an initial. 
(1) I: Do you like horses? 
(2) L: Ya…ya….um-m-m… I hava horse puzzul. 
(3) I: You have a horse puzzle? 
(4) L: Ya..yabut..um-m-m, Nonni gave me sommar horses, a..a..a. 
(5) L: baby ana mama wid poka dots on-em. 
(6) I: Oh, do they have names? 
(7) L: Um, no, dere, dere, dere jus horsus. 
(8) L: They’re just horses. 
(9) L: Who’s Nonni? 
(10)L: Well, I awways cal-er my gwampa… gwampa. 
(11)M: Grandma. 
(12) L: Oh.
Looking ahead to Class Session #5: 
Oral Language Analysis Workshop 
• Bring two copies of the typed transcript, one to submit 
and one to use during the in-class workshop. 
• You will have between 3-5 pages of single-spaced typed 
transcripts (with each line numbered & labeled with the 
initial of the speaker). 
• In class, you will use the transcript to code language 
patterns noted in the oral language sample. 
• The work you do in class will launch & support your 
analysis of the oral language samples.
While you are at it 
While you are interacting with the 
learner, you may want to…. 
• Collect reading samples (e.g., running records, DRAs, 
etc.) (bring to class on 11/1) 
• Collect writing samples (e.g., dictated stories, 
independent writing, paragraph, essay, etc.) (bring to 
class on 11/1)
You deserve a break today!
Language Change & Variation: 
Taking a Linguistic Perspective
Language Change & Variation 
Languages are dynamic and vulnerable to change. 
Language evolves historically, for example: 
Irregular verbs 
PRESENT IRREG. PAST REGULAR PAST (-ed) 
Help ---------------- Holp ---------------- became “helped” 
Words get added to & dropped from the dictionary: 
Dropped: cassette tape - and - video jockey (2011) 
Considered: boombox 
Plural Nouns 
SINGULAR HISTORIC PLURAL CURRENT PLURAL 
Shoe shoon shoes 
Child childer children
Language Change & Variation 
• Language has evolved with the influence of other languages 
through historical events, invasions, trade & commerce. 
English has been influenced by Greek, Latin, Celtic, Scandinavian, 
French, Italian, German, Dutch, and Spanish. 
With transitions from Old English/Anglo-Saxon & influences by 
Norman-French, lasting impressions on academic English persist. 
For example: 
Anglo-Saxon French Latin 
Fear Terror Trepidation 
Win Succeed Triumph 
Kingly Royal Regal 
Holy Sacred Consecrated
Language Change & Variation: Dialects & Ethnicity 
Variations in language are associated with ethnic identity, social 
class, regional identity, gender identity, etc. 
• Dialect: Any variant of any language; 
• Standard American English: Is one of many dialects used in the 
USA. Considered neutral, universal, ‘standard,’ middle-class, 
educated; 
• Other US dialects: African American Vernacular English (AAVE), 
Appalachian English, Southern English, New England English, etc. 
In many cases, speakers thoughtfully maintain a dialect as a 
means of personal identity and family identity. It is not unusual 
for a speaker to ‘shift in and out’ of a dialect according to 
contextual appropriateness & pragmatic influences.
Language & Bias: 
Taking a linguistic perspective 
Language & language differences are NOT neutral. 
As professional educators, what is our professional 
responsibility? 
To ensure that all of our students learn to read and write 
Standard American English with enough facility to gain 
them the respect and privileges to be able to advance in 
the world in the ways they choose? 
What do you think?
Language & Bias: Taking a linguistic perspective 
Cultural Relativism 
• Cultural relativism is the view 
that all beliefs, customs, and 
ethics are relative to the 
individual within his/her own 
social context. 
• In other words, “right” and 
“wrong” are culture-specific. 
• What is considered moral in 
one society may be 
considered immoral in 
another, and since no 
universal standard of 
morality exists, no one has 
the right to judge another 
society’s customs to be 
correct or incorrect. 
Ethnocentrism 
• Ethnocentrism is 
characterized by the attitude 
that one’s own group, 
beilefs, culture and/or 
customs are superior. 
• As such, one believes his/her 
way to be the best way, the 
one true way. 
• One is not willing to see 
another custom as valid or 
potentially “right.”
Language & linguistics in real world contexts 
Gather in your Ways with Words groups of 4
Learning how to talk in Trackton 
Teaching how to talk in Roadville 
• In your group of 4, first take 10 
minutes to meet with the person 
who followed the SAME 
community as you did. 
• With this partner, discuss your 
understandings & thinking about 
YOUR community. 
• As you discuss, note the 
essential elements about your 
community that you want to 
share with those who followed 
the other community.
Learning how to talk in Trackton 
Teaching how to talk in Roadville 
Now, talk 
with the 
whole 
group of 4. 
Ways with 
Words 
• Start by discussing the questions from Ch. 1 & 2. 
• Next, discuss Ch. 3 & 4 using the ‘parent belief 
chart’ on the note-catcher to guide your 
documentation of information for each 
community. 
• Document the key ideas and parents’ beliefs in 
each community on chart paper. 
• After collectively noting key ideas on chart 
paper, discuss the major differences you are 
noticing between the 2 communities. Note 
strengths & challenges in each community. 
Identify 5 interesting observations your group 
noticed about the 2 communities to share out with 
the class.
What are the observations your 
group has noticed about the 
2 communities?
What’s next? 
Read Chapters 5 and 6 
Using the note-catcher in Canvas 
(Session #4). 
1) What are distinct characteristics of oral 
language in Trackton/Roadville? What is 
valued? 
2) How do children interact with other children? 
And, with adults in Trackton/Roadville? 
3) How is print used in Trackton/Roadville? How 
is print viewed? 
4) How do religion and church influence the use 
of language & literacy in Trackton/Roadville?
Language & Linguistics 
in 
real-world contexts 
Continuing the conversation
Do you speak American? 
• Draw on the map where people speak differently. 
• Write what they sound like. 
• Share your thinking with others near you.
Do you speak American? 
• “Do you speak American?” Is a 3-part series 
hosted by Robert MacNeil, which takes viewers 
on a journey through the United States, exploring 
how the language we use can define us or 
separate us. 
• This series provides several resources for our 
upcoming studies together.
Plan for 35-45 minutes 
to complete these items 
• Go to CANVAS, Session #3, “Working Lunch” tab 
• Click on or enter the link to the NY Times quiz in your browser 
http://www.nytimes.com/interactive/2013/12/20/sunday-review/ 
dialect-quiz-map.html?_r=0 Complete the quiz (about 10- 
15 minutes) and access the results. 
• View the three “Do You Speak American” video clips, also in 
Session #3 in Canvas. The 3 video clips total about 15 minutes. 
• With a LCRT 5810 colleague, please discuss your reactions to the 
quiz and the questions that accompany the videos.
Linguistic perspectives on language 
variations & dialects 
What did the results of the NY Times quiz 
reveal about your dialect? 
To what extent do the results correspond 
with the regional and linguistic influences 
you have experienced in your life?
How we talk to one another defines who we are. 
You are what you speak. 
• What is your reaction to these 
statements? Do you agree? 
• Do you speak “American” English? 
• If yes, why do you think so? If now, what 
English variety do you think you speak?
Do you speak American? 
• What additional reactions did you have to the 
video clips? 
• What connections did you make to Ways with 
Words? 
• What connections did you make to your 
classroom context?
Linguistic perspectives on 
language variations & dialects 
When you read aloud a written text & your dialect 
influences what you say, does this constitute a miscue? 
TEXT: During the science experiment, the beaker was 
bubbling over onto the bunsen burner. 
READ ALOUD: “Durin the science experment, the beaker 
was bubblin over onta the bunsen burner.“
Looking ahead to 
Session #4 ONLINE 
TOPICS: 
• First Language Development 
• Oral & Literate Traditions 
(WWW) 
READINGS: 
• WWW, Ch. 5 or 6 Oral & 
Literate Traditions 
• LP, Ch. 8: Child Language 
Acquisition 
• Harp & Brewer chapter on 
“Becoming Literate” (PDF in 
CANVAS) 
• Yellin chapter on Language 
Origins & Acquisition (PDF in 
CANVAS) 
Submit to Canvas by 10/18 
• Final Learner Background & 
Beliefs Summary 
• WWW Note Catchers 
Due date for Examining 
Language in the Classroom ___ 
Bring to Class on 10/18 
• Transcribed Oral Language 
Sample 
• Any paper copies that you 
would like to use in discussion
CU Writing Center 
Academic Writing 
Using APA Style Selena Dickey 
Welcome!

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5810 day 3 sept 20 2014

  • 1. LCRT 5810: Workshop in Language Development & Acquisition Welcome back! Class Session #3: Face to Face September 20, 2014 Dr. Sherry Taylor
  • 2. Take 5: Let’s Reconnect With your colleagues • (Re) Introduce yourself to someone new to you at your table or nearby. • Reconnect with a classmate or two & learn something new about them. With the Course Content • What did you observe about how YOUR language varies when you change social-cultural contexts? • Or how it varies when YOU change conversation partners? Or when YOUR role changes?
  • 3. Class Session #3, Sept. 20th • Linguistics: Tools for Observing & Analyzing Language • Examining Language in the Classroom • Case Study Learner: Background Summary • Collecting & Transcribing Language Samples • Language Change & Variation • Trackton & Roadville (Ways with Words) • Using APA to Write an Academic Paper • Looking ahead to Session #4
  • 4. Using linguistics to observe and analyze… …language behavior and language interactions to help us better understand the learner’s language and to inform our approach to effective classroom communication & instruction.
  • 5. Pragmatics – Context: Examining Language in the Classroom 1. Using language for a variety of functions; 2. Adapting language according to the situation or the listener; 3. Adapting language according to your role; 4. Following conversational rules; 5. Using appropriate non-verbal communication; 6. Clarifying when communication is ambiguous. 7. Repairing: Do we know how, when, why?
  • 6. Linguistics & Language Systems: Tools for Analyzing Language Phonology: Sound patterns of language including pitch, rate, stress, volume, classifying sounds [phonemes & allophones]. Phonetics: Description of speech sounds; how the sounds are formed in the mouth (point of articulation & passage of air)… links to pronunciation/enunciation of phonemes in L1 & dialect. Morphology: Meaning units in a language including: • FREE: Single word that serves as morpheme, e.g., school, the, non… • BOUND: Morphemes linked to other morphemes, e.g., -ing, un-, -ed, - able (often prefixes, suffixes, affixes, past tense markers) … clipping (prof-for professor); acronyms (SEHD); blends (fog/smoke=smog)…
  • 7. Linguistics & Language Systems: Tools for Analyzing Language (2) Syntax: Structure of sentences/rules for forming sentences (S-V); forming questions; negatives; using possessives; plurals (also links to morphology and the “s” plural which is a bound morpheme). Semantics: Making meaning of words (& synonyms), phrases, and sentences. Pragmatics: Communication in context, according to what is appropriate for the particular context (conversational rules; repair when needed); Non-verbal communication (body language, gestures, eye contact, facial expression; physical distance; time/timing; interrupting, etc.
  • 8. More on Pragmatics: Tools for Analyzing Language • Performance versus competence; • Grice’s maxims (relation/relative, quality/truthful, quantity/TMI, manner/logical sequence); • Shifting registers (formal/informal); • Use of slang • Discourse functions (declaratives, questioning, imperatives, exclamations); • Using rising or falling intonation to send meaning; • Restricted code (insider info), elaborations needed; • Lexical ambiguity (vocab) or structural ambiguity (unclear message). (Barry, 2008, 3-8; 145)
  • 9. Speaking of Ambiguity: Lexical or Structural? My Blackberry is not working! Watch, listen & decide which aspect(s) of ambiguity are influencing this situation! Lexical? Structural?
  • 10. Blackberry: a line of smartphones developed and designed by Canadian company Research In Motion (RIM). Orange: a mobile network operator and internet service provider in the United Kingdom. Apple: a corporation that designs & markets the Macintosh line of computers, the iPod, the iPhone & the iPad. Dongle: a small hardware device that plugs into the serial or USB port of a computer. Booting: a self-sustaining process that proceeds without external help. Xbox 360: a video game console produced by Microsoft.
  • 11. How does ambiguity play a role here? What type? Lexical or Structural? http://www.youtube.com/watch?v=kAG39jKi0lI
  • 12. With the spontaneous nature of spoken language, speakers can gain important insights when we listen to our unfiltered language use. • Was my spoken language clearly enunciated? • How did I use volume, rate, pitch, stress, pauses? • Was I able to effectively repair miscommunications? Students’ misunderstandings? Ambiguous messages? • Did I use (overuse) acronyms? Clipping? Slang? • How did I structure questions? What types of questions did I ask? Did I assume too much ‘insider info’ or background knowledge? • Did my spoken language make sense? Did I clarify ambiguities? Or emphasize essential information? • Did I enact conversational rules by giving students a chance to engage? Ask their questions?
  • 13. Examining Classroom Language You used many of these tools when you examined YOUR language and STUDENTS’ language during classroom instruction. What did you discover about your competence & performance? And your responsiveness to pragmatics…to the classroom context?
  • 14. Examining Language in the Classroom 1) Connect with someone who teaches or works in a similar position where you currently are located (or were, if you are not in the classroom); 2) Sit together and share your template, your examination of language in the classroom and your reflections about the language you used and your students used (including those “ah-ha moments”). 3) Identify how you will use these data, insights & outcomes to inform your classroom language. 4) What are ‘next steps’ you identified for yourself? 5) Prepare to share one piece of new learning or a ‘next step’ with the whole class.
  • 15. Your questions? Decide on due date of FINAL “Examining Language in the Classroom” assignment
  • 16. Learner Background Summary Assignment Related documents:  Learner background summary (draft)  Learner profile  Learner interview
  • 17. Learning & Progress made toward the Case Study COMPLETED! • Select a learner who is average with language or literacy. Someone who may be a ‘puzzle’ to you. • Collect background information using the learner profile & questions on language & literacy. • Complete draft of the “Learner Background Summary” and Submit final assignment (due date TBD today by the class!). • Next? We will discuss next steps today!
  • 18. Supporting your colleagues: Learner Background Summary Partner with a colleague!
  • 19. How you will support your colleague: Learner Background Summary Assignment With a partner, read & check for: 1. Learner’s name is noted as a pseudonym (to maintain privacy); 2. Summary includes: - ten or more details about learner, family, home language, academics, behavior, interests, beliefs about language & literacy; - thorough rationale for choosing learner (remember, this learner will be used as the Case Study learner). 3. Academic Writing: -Paragraphs: Indent first sentence; Do not skip line between paragraphs. -Double space. Font size 12. Use 1 inch margins. -Well written; Accurate spelling & grammar; Generally 3-5 pages in length; Include Appendices as directed.
  • 21. Learning & Progress made toward the Case Study NEXT: • Collect & transcribe oral language samples in academic and social settings (due 10/18). • Collect reading samples (e.g., running records, DRAs, etc.) (11/1) • Collect writing samples (e.g., dictated stories, independent writing, paragraph, essay, etc.) (11/1)
  • 22. Case Study Progress 8 sections 1) Abstract 2) Learner Background Done! 3) Analysis of Oral Language Starting! 4) Analysis of Reading 5) Analysis of Writing 6) Discussion of Findings and Conclusion 7) Works Cited 8) Appendices • Learner Interview and Profile Done! • Coded Transcript Analysis Starting! • Reading and Writing Samples Start collecting!
  • 23. Analysis of Oral Language Starting! Purpose: To examine language development in order to inform your understanding of language development & use of PK-12 learners, with particular relevance to learners in your classroom teaching context.
  • 24. Analysis of Oral Language: Starting! Assignment: Collect samples of the learner’s oral language and analyze the language using elements of linguistics & language systems addressed in the course readings. 1. Collect several oral language samples with the learner from both academic and social settings (5-6 samples); 1. Settings could include small group interactions, conferencing with the learner, lunch conversations, conferring with the learner about a reading, literature, visual, lyrics, or recent experience.
  • 25. Collecting oral language samples Audio or video record the learner in several academic and social settings where the learner is likely to engage in oral language use (build rapport, bring props & set it up! You do not want a series of Qs & As). Listen to (or watch) the recordings to ensure that you have a large enough sample of conversational language from the learner to analyze. Select linguistically interesting language samples that are representative of the learner’s oral language. Transcribe the interactions from these selected samples exactly as they sound. Number each line and identify each speaker.
  • 26. Transcribing oral language Transcribe WHAT the learner said and HOW s/he said it phonetically. For example, the speaker may have asked, “What are you doing this for?” but it may have sounded like this, “Whachadointhis fa?” SAMPLE TRANSCRIPT Key speakers: I = Interviewer M = Child’s mother L=Language Learner
  • 27. Sample Transcript: Transcribing oral language (1) I: Do you like horses? (2) L: Ya…ya….um-m-m… I hava horse puzzul. (3) I: You have a horse puzzle? (4) L: Ya..ya…but..um-m-m, Nonni gave me sommar horses, a..a..a (5) L: baby ana mama wid poka dots on-em (6) I: Oh, do they have names? (7) L: Um, no, dere, dere, dere jus horsus. (8) L: They’re just horses. (9) L: Who’s Nonni? (10)L: Well, I awways cal-er my gwampa… gwampa. (11)M: Grandma. (12) L: Oh. Identify 5 interesting features of this transcript sample to discuss.
  • 28. Sample Transcript Requirements • Number each line. • If a speaker’s utterance extends to the next line, give it a new number. • Do not start a new number sequence with each new setting. • Use single spacing. • Identify speakers by an initial. (1) I: Do you like horses? (2) L: Ya…ya….um-m-m… I hava horse puzzul. (3) I: You have a horse puzzle? (4) L: Ya..yabut..um-m-m, Nonni gave me sommar horses, a..a..a. (5) L: baby ana mama wid poka dots on-em. (6) I: Oh, do they have names? (7) L: Um, no, dere, dere, dere jus horsus. (8) L: They’re just horses. (9) L: Who’s Nonni? (10)L: Well, I awways cal-er my gwampa… gwampa. (11)M: Grandma. (12) L: Oh.
  • 29. Looking ahead to Class Session #5: Oral Language Analysis Workshop • Bring two copies of the typed transcript, one to submit and one to use during the in-class workshop. • You will have between 3-5 pages of single-spaced typed transcripts (with each line numbered & labeled with the initial of the speaker). • In class, you will use the transcript to code language patterns noted in the oral language sample. • The work you do in class will launch & support your analysis of the oral language samples.
  • 30. While you are at it While you are interacting with the learner, you may want to…. • Collect reading samples (e.g., running records, DRAs, etc.) (bring to class on 11/1) • Collect writing samples (e.g., dictated stories, independent writing, paragraph, essay, etc.) (bring to class on 11/1)
  • 31. You deserve a break today!
  • 32. Language Change & Variation: Taking a Linguistic Perspective
  • 33. Language Change & Variation Languages are dynamic and vulnerable to change. Language evolves historically, for example: Irregular verbs PRESENT IRREG. PAST REGULAR PAST (-ed) Help ---------------- Holp ---------------- became “helped” Words get added to & dropped from the dictionary: Dropped: cassette tape - and - video jockey (2011) Considered: boombox Plural Nouns SINGULAR HISTORIC PLURAL CURRENT PLURAL Shoe shoon shoes Child childer children
  • 34. Language Change & Variation • Language has evolved with the influence of other languages through historical events, invasions, trade & commerce. English has been influenced by Greek, Latin, Celtic, Scandinavian, French, Italian, German, Dutch, and Spanish. With transitions from Old English/Anglo-Saxon & influences by Norman-French, lasting impressions on academic English persist. For example: Anglo-Saxon French Latin Fear Terror Trepidation Win Succeed Triumph Kingly Royal Regal Holy Sacred Consecrated
  • 35. Language Change & Variation: Dialects & Ethnicity Variations in language are associated with ethnic identity, social class, regional identity, gender identity, etc. • Dialect: Any variant of any language; • Standard American English: Is one of many dialects used in the USA. Considered neutral, universal, ‘standard,’ middle-class, educated; • Other US dialects: African American Vernacular English (AAVE), Appalachian English, Southern English, New England English, etc. In many cases, speakers thoughtfully maintain a dialect as a means of personal identity and family identity. It is not unusual for a speaker to ‘shift in and out’ of a dialect according to contextual appropriateness & pragmatic influences.
  • 36. Language & Bias: Taking a linguistic perspective Language & language differences are NOT neutral. As professional educators, what is our professional responsibility? To ensure that all of our students learn to read and write Standard American English with enough facility to gain them the respect and privileges to be able to advance in the world in the ways they choose? What do you think?
  • 37. Language & Bias: Taking a linguistic perspective Cultural Relativism • Cultural relativism is the view that all beliefs, customs, and ethics are relative to the individual within his/her own social context. • In other words, “right” and “wrong” are culture-specific. • What is considered moral in one society may be considered immoral in another, and since no universal standard of morality exists, no one has the right to judge another society’s customs to be correct or incorrect. Ethnocentrism • Ethnocentrism is characterized by the attitude that one’s own group, beilefs, culture and/or customs are superior. • As such, one believes his/her way to be the best way, the one true way. • One is not willing to see another custom as valid or potentially “right.”
  • 38. Language & linguistics in real world contexts Gather in your Ways with Words groups of 4
  • 39. Learning how to talk in Trackton Teaching how to talk in Roadville • In your group of 4, first take 10 minutes to meet with the person who followed the SAME community as you did. • With this partner, discuss your understandings & thinking about YOUR community. • As you discuss, note the essential elements about your community that you want to share with those who followed the other community.
  • 40. Learning how to talk in Trackton Teaching how to talk in Roadville Now, talk with the whole group of 4. Ways with Words • Start by discussing the questions from Ch. 1 & 2. • Next, discuss Ch. 3 & 4 using the ‘parent belief chart’ on the note-catcher to guide your documentation of information for each community. • Document the key ideas and parents’ beliefs in each community on chart paper. • After collectively noting key ideas on chart paper, discuss the major differences you are noticing between the 2 communities. Note strengths & challenges in each community. Identify 5 interesting observations your group noticed about the 2 communities to share out with the class.
  • 41. What are the observations your group has noticed about the 2 communities?
  • 42. What’s next? Read Chapters 5 and 6 Using the note-catcher in Canvas (Session #4). 1) What are distinct characteristics of oral language in Trackton/Roadville? What is valued? 2) How do children interact with other children? And, with adults in Trackton/Roadville? 3) How is print used in Trackton/Roadville? How is print viewed? 4) How do religion and church influence the use of language & literacy in Trackton/Roadville?
  • 43. Language & Linguistics in real-world contexts Continuing the conversation
  • 44. Do you speak American? • Draw on the map where people speak differently. • Write what they sound like. • Share your thinking with others near you.
  • 45. Do you speak American? • “Do you speak American?” Is a 3-part series hosted by Robert MacNeil, which takes viewers on a journey through the United States, exploring how the language we use can define us or separate us. • This series provides several resources for our upcoming studies together.
  • 46. Plan for 35-45 minutes to complete these items • Go to CANVAS, Session #3, “Working Lunch” tab • Click on or enter the link to the NY Times quiz in your browser http://www.nytimes.com/interactive/2013/12/20/sunday-review/ dialect-quiz-map.html?_r=0 Complete the quiz (about 10- 15 minutes) and access the results. • View the three “Do You Speak American” video clips, also in Session #3 in Canvas. The 3 video clips total about 15 minutes. • With a LCRT 5810 colleague, please discuss your reactions to the quiz and the questions that accompany the videos.
  • 47. Linguistic perspectives on language variations & dialects What did the results of the NY Times quiz reveal about your dialect? To what extent do the results correspond with the regional and linguistic influences you have experienced in your life?
  • 48. How we talk to one another defines who we are. You are what you speak. • What is your reaction to these statements? Do you agree? • Do you speak “American” English? • If yes, why do you think so? If now, what English variety do you think you speak?
  • 49. Do you speak American? • What additional reactions did you have to the video clips? • What connections did you make to Ways with Words? • What connections did you make to your classroom context?
  • 50. Linguistic perspectives on language variations & dialects When you read aloud a written text & your dialect influences what you say, does this constitute a miscue? TEXT: During the science experiment, the beaker was bubbling over onto the bunsen burner. READ ALOUD: “Durin the science experment, the beaker was bubblin over onta the bunsen burner.“
  • 51. Looking ahead to Session #4 ONLINE TOPICS: • First Language Development • Oral & Literate Traditions (WWW) READINGS: • WWW, Ch. 5 or 6 Oral & Literate Traditions • LP, Ch. 8: Child Language Acquisition • Harp & Brewer chapter on “Becoming Literate” (PDF in CANVAS) • Yellin chapter on Language Origins & Acquisition (PDF in CANVAS) Submit to Canvas by 10/18 • Final Learner Background & Beliefs Summary • WWW Note Catchers Due date for Examining Language in the Classroom ___ Bring to Class on 10/18 • Transcribed Oral Language Sample • Any paper copies that you would like to use in discussion
  • 52. CU Writing Center Academic Writing Using APA Style Selena Dickey Welcome!

Editor's Notes

  1. RELATE TO WHAT STUDENTS DID IN THEIR ‘EXAMINING LANGUAGE IN THE CLASSROOM’ assignment LANGUAGE FUNCTIONS: INSTRUMENTAL (getting needs met) REGULATORY (controlling others’ behavior) INFORMATIVE (communicating information) INTERACTIONAL (establishing relationship) PERSONAL (expressing individuality) HEURISTIC (investigating and acquiring knowledge) IMAGINATIVE (expressing fantasy)
  2. In the ELIC assignment, you examined: RATE STRESS VOLUME ENUNCIATION
  3. In the ELIC assignment, you examined: RATE STRESS VOLUME ENUNCIATION CLARITY OF LANGUAGE STRUCTURES ---- GRAMMAR----SYNTAX YOUR ABILITY TO MAKE SENSE CONVERSATIONAL RULES REPAIR TIME/TIMING ETC…..
  4. You examined your PERFORMANCE versus COMPETENCE GRICE’s MAXIMS THE REGISTER YOU USED (formal/informal) SLANG FALLING or RISING INTONATION Etc….
  5. BREAK????
  6. BREAK????
  7. The 10 most common verbs in English are IRREGULAR BE, HAVE, DO, GO, SAY, CAN, WILL, SEE, TAKE, GET http://ed.ted.com/lessons/a-brief-history-of-plural-word-s-john-mcwhorter#review
  8. Labov’s study focused on realisations of particular dipthongs amongst full-time residents of Martha’s Vineyard and summertime residents. Speakers maintained and or acquired this dialect (use of dipthong) to distinguish themselves as full-time residents and to distance themselves from seasonal residents.
  9. SHERRY – STATE HOW MUCH TIME THESE MINI-GROUPS OF 2 HAVE