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Eex 502 Presentatin All
 

Eex 502 Presentatin All

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Eex 502 Presentatin All Eex 502 Presentatin All Presentation Transcript

  • By Marie Michelle Glemaud Luis Montero Pam Davis Professor: Dr. M. Fahringer 07/15/06 EEX 502 Speech And Language Self-Exploration In Language Development Language And Culture
  • Schedule of the Day
    • Presentation
    • Group Activity
    • Scene on Dialect
  • Culture and Language
    • Language and culture are at the core of all human society.
    • language is a primary boundary marker for all cultures.
    • Language becomes a flag proclaiming one's identity.
    • Through language, human beings:
    • Generate collective meanings, actions, thoughts, feelings, social organization.
    • Express information, ideas, and emotions.
    • Language is an endlessly creative vehicle for self expression, group expression, and entertainment.
  • Dialect
    • Dialect is a variant of a particular language
    • It shares most of the features of the main language but different in pronunciation, vocabulary, and/or stylistic features.
  • The types of Dialects
    • Regional dialect
    • Is a pattern of language use peculiar to
    • geographical area and its occupants.
    • Variantions in regional dialect can be so great
    • that it can cause difficulty for speakers and
    • listeners to communicate easily.
  • Regional Dialects in the United States There are five original coastal centers from which most American dialects developed: Boston, Philadelphia, Tidewater Virginia, Charleston and New Orleans. By the end of the nineteenth century there were almost no foreign born residents in the South, but the Northern dialects were further enriched by other cultures which shaped their dialects.
  • Type of Dialects cont.
    • Social Dialects
    • Ways of speaking that are associated with
    • A particular social group.
    • There are Two types of Social Dialects
    • 1. Black English
    • 2. Standard American English.
  • Black English Dialect
    • Associated with African-American Speakers.
    • Uses by inner city, low-socioecomic-status, young African-Americans.
    • Characterized by differences in phonology, syntax and pragmatics as well as in aspect of conversation discourse.
  • Standard American English
    • Standard Dialect
    • is one spoken by highly educated people in
    • formal situation.
    • Code –Switching
    • A phenomenon in which people switch
    • from one language or one dialect to
    • another.
  • Bilingualism
    • Bilangualism is the ability to understand and
    • use two languages.
    • The kinds of childhood bilanguality
    • Infant bilanguality: both language are spoken to the child beginning in early infancy.
    • 2. Early childhood bilanguality: is when one language is poke at home but child get exposed to a second language in the community and in school.
    • 3. The third type is when the child acquires a second language only after beginning school.
  • STay tune for the next part Thank you! Stay tune for the next part present to you by Mr. Luis Montero
  • APPROPRIATE ASSESSMENT By Luis Montero
  • TWO PURPOSES
    • TO KNOW ABOUT THE CHILD’S SKILLS IN ENGLISH
    • TO IDENTIFY THOSE CHILDREN WHO
    • HAVE SIGNIFICANT LEARNING AND/OR
    • SOCIALIZATION PROBLEMS
  • PROVISIONS OF IDEA (Public Law 101-476)
    • Testing must be:
      • culturally fair
      • conducted in the child’s native language
      • Designed so that it examines the area tested rather than the child’s communication skills in English
  • Why IDEA Not Followed
    • People disagree about cultural bias
    • Shortage of appropriate assessment materials
    • Shortage of personnel
  • Recommendations for Assessment
    • Consider the abilities and the background knowledge of the child being tested
      • Baca and Almanza (1991) recommend
      • consideration of the following factors:
        • Experiential background
        • Culture
        • Language proficiency
        • Learning style
        • Motivational influences
  • The Assessment
    • Step1: Referral
    • Step 2: Parent interview
    • Step 3: Assessment of language proficiency
    • Step 4: Determine the language for assessment
    • Step 5: Analyze child’s native language abilities.
    • Step 6: Assess English language skills
    • Step 7: Summarize the results and
            • make recommendations.
    The Assessment cont.
  • Standardized Tests of Language Proficiency for ESL Students
    • Basic Inventory of Natural Language
      • (CHECpoint Systems, 1979); for K-12
      • Assesses Spanish and 31 other languages.
      • Language sample is scored for fluency, complexity, and average sentence length.
    • Bilingual Syntax Measure I and II
      • (Psychological Corp, 1980); for pre-K—12
      • Assesses Spanish and English
      • Tests expressive syntax (rules of grammar)
  • Instructional Programs
    • The goal of competence in English
      • Two types of language skills (Cummins)
        • Basic interpersonal communicative skills (BICS)
          • May take 1-2 years to develop
        • Cognitive/academic language proficiency (CALP)
          • Takes 5-7 years to develop
          • Able to use English in academic tasks
      • Danger of transferring kids too early
  • Negative Factors
    • Government policies that ignore research
    • Curriculum that is geared toward white, middle-class values and experiences
    • Shortage of professionals who share the language and culture of ESL students.
  • STay tune for the next part Thank you! Stay tune for the next part present to you by Ms. Pam Davis
  • Students with Limited English Proficiency and Special Needs
    • CHALLANGES
    • Problems in learning and/or socializing
    • Learning or developmentally disabled
    • Have language and culture differences
    • Discriminated because of their race and/or social class
  • Prevalence LEP and Special Needs
    • Biggest challenge to educators is appropriate identification
    • Students are over identified and under identified
    • Children from language minority groups are over represented in special education classes
    • Program Models
    • Submersion
    • English as a second language (ESL)
    • Traditional bilingual education
    • Structured English immersion strategy (SEIS)
    Instruction for children with LEP
  • Literacy Development of Second-Language Learners
    • Create a literate classroom environment
    • Encourage collaborative learning
    • Utilize oral and written personal narratives
    • Utilize dialogic writing
    • Utilize predictable books
    • Include opportunities for self-selecting reading
    • Include literacy development as part of content study
  • Instructional program for language-minority students
    • Researchers suggest that the following constructs be included
    • Challenge
    • Involvement
    • Success
    • Scaffolding/cognitive strategies
    • 5. Mediation/feedback
    • 6. Collaborative/coop-erative learning
    • Techniques for second-language acquisition sheltered English
    • Respect for cultural diversity
  • Approaches for students with dialect differences
    • Bidialectalism
    • approach to instruction is the belief that dialects interfere with the child’s ability to achieve success in the mainstream society. Formal instruction is necessary.
    • Appreciation
    • approach respect dialect differences and the
    • development of language skills in child’s
    • current dialect.
  • Instruction for students Dialect Differences
    • Provide students with opportunities to develop and practice standard English while continuing to use their dialect.
    • Using contrastive analysis where students are given examples of nonstandard and standard English forms for communicating.
    • Children are taught to analyze and recognize the differences between the two dialects.
  • Instructions for students with language disorders and language differences
    • Culturally and linguistically different exceptional (CLDE) students
    • The bilingual support model
    • The coordinated service model
    • The integrated bilingual special education model
  • Activity
    • Communication Gestures
    •  
    • Rolling eyes
    • Lift eye brows
    • Blink one eye
    • Pucker lips
    • Clapping hands
    • Poetry—Snapping Fingers
    • Nod head up and down repeatedly
    • Turn head side to side repeatedly
    • Hold hand up and repeatedly move fingers up and down
    • 10. Rub hand to chin
    • 11. Rub hand to forehead
  • Activity continue 12. Hold hand up. Use index finger. Move finger back and forth repeatedly. 13. Extend arm out. Open hand with all fingers spread out and fingers pointed up with the back of your hand facing you. signal 14. Smile 15. hand jive: Giving five 16. Frown 17. One thumb up 18. Shoulder Shrug 19. Handshake 20. Lick tongue around and around on bottom and top lips.
  • Body Language