This document provides an overview of the topics and activities to be covered in Class Session #3 of the LCRT 5810 workshop. It includes instructions for reconnecting with classmates, a discussion of observing how language varies based on social context, and an agenda for the day's session. The session will cover linguistics tools for analyzing language like phonology, morphology, syntax, semantics, and pragmatics. It will also discuss examining language in the classroom, collecting language samples from learners, and analyzing oral language. The document provides details on upcoming assignments and guidance for supporting classmates.
Toolboxes for instruction in chinese immersion classroom revised (2)Karoline Summerville
Geneese (1994a) pointed out that language learning in immersion was thought as secondary goal to academic achievement goal. Immersion teachers always use tentative and incidental approaches for language learning in content instructional time. Without the systematic and deliberated plan for interweaving language-learning in content instructional time, students don’t develop grammatical structure, lexical variety, and pragmatic expression to facilitate more communication around content learning (Auger 2002; Tarone & Swain 1995).
In this workshop, we will thoughtfully review unit lesson planning process by using Understanding By Design framework, and discuss teaching strategies and activities to engage students simultaneously attending to content learning and language development.
Toolboxes for instruction in chinese immersion classroom revised (2)Karoline Summerville
Geneese (1994a) pointed out that language learning in immersion was thought as secondary goal to academic achievement goal. Immersion teachers always use tentative and incidental approaches for language learning in content instructional time. Without the systematic and deliberated plan for interweaving language-learning in content instructional time, students don’t develop grammatical structure, lexical variety, and pragmatic expression to facilitate more communication around content learning (Auger 2002; Tarone & Swain 1995).
In this workshop, we will thoughtfully review unit lesson planning process by using Understanding By Design framework, and discuss teaching strategies and activities to engage students simultaneously attending to content learning and language development.
Evaluation EssayAssignmentWe have the opportunity to select.docxturveycharlyn
Evaluation Essay
Assignment:
We have the opportunity to select and evaluate a subject in order to present our overall assessment by supporting it with criteria and evidence. The essay will be approximately 3-5 pages in length, incorporate at least two sources, and include a Works Cited page. Note: Any essay that does not have a Works Cited page will have the final grade lowered by one letter. This assignment is worth a total of 100 points.
Rationale:
The skills used in this assignment are essential creating a coherent essay based on criteria, justification, and evidence as well as creating a discussion based on a controlling idea (e.g., claim).
Process:
1. Select a subject that you’re familiar with that also falls under one of the following categories: commercial product/service, work of art, or performance.
2. Determine 4-5 criteria by which to evaluate the subject and determine to what degree the subject meets each standard.
3. Formulate a claim that represents your overall assessment about the subject.
4. Construct a 3-5 page evaluation essay presents your claim and supports it with criteria, justification, and evidence.
Essay Organization/Structure:
Because this essay is arranged deductively, we’ll use the following essay structure:
Introductory paragraph(s): Provide an engaging lead, background information about the work of subject, and claim.
Body paragraphs: Provide a transition, state the standard being used to evaluate the subject and why/how it’s important, followed by evidence that demonstrates the ways in which the subject meets or doesn’t meet the standard.
Conclusion: Provide an ending that “wraps up” the discussion rather than summarizes it.
Keep in Mind:
We must determine the criteria before we evaluate the subject. We must ask ourselves: What is the general subject? What are the criteria? Why are the criteria important? What is the specific subject? How does the subject meet/not meet each standard? What is my overall claim?
Also, we may use the sources we research any way we want. For instance, we may want to use sources to help present background information about the subject or to help present the evidence. No matter what, though, we must cite and document the sources.
Effective Essay:
An effective evaluation essay will have the following characteristics:
· A narrowed scope and clear, precise claim
· A clear sense of purpose, focus, and perspective
· Development of the overall analysis and evaluation
· An organizational structure appropriate to purpose, audience, and context
· Language and style appropriate to the audience and context
· Appropriate detail, information, and examples
· Proper mechanics (spelling, grammar, punctuation)
Format and Design:
Your essay will follow these format and design requirements:
· Use MLA format where in the upper left-hand corner of the first page, list your name, your instructor's name, the course, and the date; include a title for your essay using standard capitaliz.
Plannig for the Use of the second year of Baccalaureate. There students will be able to prepare the topics and advance likewise see the level and the skills they have performed.
Maximizing Comprehensible Input and Output to Improve Student Achievement in ...Chinese Teachers
By Yuqing Hong, Principal of P.S. 310 The School for Future Leaders
Chinese Language Teachers Association of Greater New York (CLTA-GNY) and NYU's Project Developing Chinese Language Teachers are delighted to bring this workshop which shares with participants teaching methods that focus on the way our brains naturally acquire language and techniques and strategies that prioritize the delivery of understandable, personalized and relevant messages, as well as way to empower students with meaningful output for learning.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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. Examining Classroom Language
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
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!
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)
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 & Identity
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. Ways with Words Groups
Mallory, Emily (R) Kaylee,
Patrick (T)
Katie, Kali (R)
Julia, May (T)
Jaime, Lindsay, Dava (R)
Dominique, Christina (T)
Jenn P, Allison, &
Jenn Rosemar(R)
Jen Rosen, Kara (T)
Josh, Mariesa, Jordan (R)
Morgan, Courtney (T)
Sadie, Chelsea (R)
Grace, Kate (T)
40. Learning how to talk in Trackton
Teaching how to talk in Roadville
WORKING LUNCH
• 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.
41. Learning how to talk in Trackton
Teaching how to talk in Roadville
Now, talk
with the
whole
group of 4.
Ways with
Words
WORKING LUNCH
• 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.
42. What are the observations your
group has noticed about the
2 communities?
43. Ways with Words, Ch. 1-4
• The QUOTE you selected; Why?
• How do you believe before (starting) school home experiences
affect school experiences?
• What is the history of the area where you teach? How does the
community perceive school? How do you know?
• Recall what you read about the “place of children” in Trackton
and the “role of school” in Roadville. How does this belief
system influence expectations for school?
• What differences will students face in school due to the belief
systems of adults in Trackton and/or Roadville?
• What challenges do the children of Trackton & Roadville face?
How do these compare to challenges your students face?
44. 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?
45. Looking ahead to
Session #4 ONLINE (9/29-10/6)
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
46. CU Writing Center
Academic Writing
Using APA Style Selena Dickey
Welcome!
47. EXTRA SLIDE….
• Do you speak “American” English?
• If yes, why do you think so? If now, what English variety do you
think you speak?
• Does HE speak American?
http://www.tubechop.com/watch/3495401
Editor's Notes
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)
In the ELIC assignment, you examined:
RATE
STRESS
VOLUME
ENUNCIATION
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…..
You examined your
PERFORMANCE versus COMPETENCE
GRICE’s MAXIMS
THE REGISTER YOU USED (formal/informal)
SLANG
FALLING or RISING INTONATION
Etc….
BREAK????
BREAK????
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
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.
SHERRY – STATE HOW MUCH TIME THESE MINI-GROUPS OF 2 HAVE