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Language Differences in Literacy
This document discusses variations in language and literacy development. It explores different dialects including standard and non-standard dialects. It examines how social factors like socioeconomic status and region can influence a person's dialect. The document also discusses biases that may exist toward certain dialects and how this can impact children's learning. Additionally, it analyzes communication styles between parents and children from different social groups and how this relates to literacy. Finally, the document considers questions around how dialects and bilingualism may influence reading and writing development.
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Language Differences in Literacy
- 1. VARIATIONS IN LANGUAGE ANDLITERACY DEVELOPMENT DAGDAGAN, R. A. M., DE LEON, L. C., SALCEDO, S. M. N.
- 2. Different styles fortalking Formal, technical We obtained some sodium chloride. Formal, non-technical We obtained some salt. Informal, technical We got some sodium chloride. Informal, non- technical We got some salt.
- 3. Social Group is acollection of people who interact with each other and share similar characteristics and a sense of unity.
- 4. DIALECT –are distinct variations within a language that are distinguished by phonology, syntax, meaning and use. Standard Dialect – spoken by educated person Nonstandard dialect – spoken by socially depressed, minority persons.
- 5. The interaction ofsocial, cultural, and regional variations produces a complex overlapping of dialects in most countries.
- 6. Sensitivity to dialectuse is often accompanied by negative perceptions of the speech of others.
- 7. Because children cometo school with the language of their homes and communities, any denigration of that dialect is also a denigration of them and their families.
- 8. On the otherhand, if children adhere to a dialect that is low in prestige, they are likely to find few opportunities for successful employment outside their speech community (Shuy 1971).
- 9.
- 10. Biased language insults theperson or group to which it is applied. In denigrating others, biased language creates division and separation. In using biased language about races and ethnic or cultural groups, speakers and writers risk alienating members of those groups, thus undermining the communication and shared understanding language should promote.” (Robert DiYanni and Pat C. Hoy II, The Scribner Handbook for Writers. Allyn and Bacon, 2001)
- 11. Gender-biased language impliesthat people are male unless 'proven' to be female. Female gender may be designated by either tagging on a feminine descriptor (e.g. lady professor, women doctor, female engineer) or by belonging to a stereotypically female group (e.g., kindergarten teacher, social worker)." (Janet B. Ruscher, Prejudiced Communication: A Social Psychological Perspective. Guilford, 2001)
- 12. Economic status Nonstandard dialectstend to be from the lower classes; their lower class status and different dialect complicate efforts to make schooling equal.
- 13. Implicit biases towardpupil’s language may interfere with learning if teachers lower their expectations for their students’ success.
- 14. Teachers held negativejudgments toward black children and their black English dialect (Williams 1970)
- 15. Low expectations byteachers has been found to result in low achievement.
- 16. If the teacherwas of the same race as the children, the bias was reduced, but this finding was true only if the children were of a higher socioeconomic level than the teacher.
- 17. It is importantthat professionals make every effort to reduce any negative bias they may hold toward students on the basis of those students’ dialect.
- 18.
- 19. Deficit View Socioeconomic status Impairmentof auditory poverty
- 20. Socioeconomic The IQs ofblack children were lower than those of white children. (Deutsch, Brown)
- 21. Being poor and/ora member of a minority group resulted in a tendency to have poorer language functioning than being white and middle class.
- 22. Lower class motherstended to provide less verbal explanation to their four-year old children in problem solving tasks than black middle class mothers did.
- 23. Auditory discrimination C. Deutschfound poor auditory discrimination in lower class black first graders who were unsuccessful in beginning reading.
- 24. poverty The language ofchildren of poverty lacked sufficient structure and meaning for appropriate learning.
- 25.
- 26. Rather than lookingto the individual and the individual’s cognition for the sources of educational problems, these linguists examined the language of nonstandard speakers with the view that different forms(dialects) of language are equally sufficient for expression.
- 27. Creolization The process inwhich creole cultures engage in the new world. As a result of colonization there was a mixture between people of indigenous
- 28. Creole Language (Creole) astable natural language that has developed from a pidgin or simplified version of a language.
- 29. Continual modification ofthe dialect after slavery ended brought this dialect closer to other forms of American English.
- 30. There have beenlexical borrowings from black to standard English despite of shown influence of standard American English to the black English
- 31.
- 32. SUCH AS… man –comrade the man – cool, hot, etc. gig or pad – (older jazz term)
- 33. Common Phonological Patternsof Black English Reduction of /r/ and /l/ at the ends and in the middle of words Simplification of final consonant clusters so that only the first of the two consonants is sounded A general weakening of final consonants Combinations of these consonant characteristics Some variation in medial vowel sounds in certain contexts Mostly for very young black English speakers - /f/ instead of / /: “roof” for “Ruth”
- 34. r- lessness guard –God court – caught terrace - tess nor – gnaw fort – fought sore – saw Paris – pass l- lessness toll – toe all – awe help – hep Saul – saw tool – too fault - fought
- 35. simplification of consonantclusters rift – riff box – bock wind – wine past – pass mix – Mick hold - hole meant – men mend – men weakening of final consonants seat – seed – see feed - feet road - row bit – bid - big
- 36. combination picked – pickraised – raise fine – find – fined miss – mist – missed stream – scream strap - scrap vowel sounds pin – pen find – fond sure – shore since – cents peel –pail boil - ball beer – bear poor - pour
- 37. BLACK ENGLISH STANDARDENGLISH He going. He is going. He be here. He is here all the time John cousin. John’s cousin. I got five cents. I have five cents. John he live in New York. John lives in New York. I drunk the milk. I drank the milk. Yesterday he walk home. Yesterday he walked home. She have a bicycle. She has a bicycle. You go home. You’ll go home. I ask did he do it. I asked if he did it. I don’t got none. I don’t have any. I want a apple I want an apple He book. His book. He over to his friend house. He is over at his friend’s house.
- 38. Further Characteristics ofBlack English Optional deletion of possessive marker Deletion of noun plural in some instances Insertion of pronoun after the proper noun Alternate forms of variant verbs Different systems of noun-verb agreement Variant structure of embedded questions Differential transformational rules for some negatives Indefinite article differences Possessive and other pronoun differences Prepositions that vary in some settings
- 39.
- 40. Communication View Children learnthe language of their families Styles of interaction may vary by family and by cultural group
- 41. Metaphor in BlackEnglish Bible story metaphorically to represent current issues
- 42. Metaphor in BlackEnglish Signify – speech form which negative meaning is portrayed in an INDIRECT even hidden, manner. Marking – narrative form in which EXAGGERATION and EMPHASIS establish the nonliteral meaning as the real one. Sounding – is a popular form of exchange among adolescents. Initially an insult about someone’s family member.
- 43.
- 44. Black Children growing upin Trackton Learn to communicate in a different style Little dialogue, play songs and monologue With an emphasis on creation and embellishment, children needed to interrupt to talk with adults
- 45. White Children growingup in Roadville Working-class family Considerable attention to the set time, the set place and the set way of talking Much on baby talk than in Trackton Parents spent sharing books with their children until they enter school Parents knew that their role was to teach the children But did not establish links between early literacy experiences
- 46. TRACKTON Reading thattook place over notices and bills Group talk Used reading in religious activities On the other hand, children on Trackton has lack on Experience with set times for things ROADVILLE Learned different method for communication Much baby talked occurred Sharing books with their children until school entrance not linked between early literacy experiences and life of the community did not used reading and writing very much.
- 47. Children had difficultyextending their knowledge into new areas when school came Parents stopped their teaching, believing that it was the job of the school The separateness of school and home was not helpful to the children.
- 48. Tough concluded thatthere are important class differences in the talk between child and parent, differences that are carried into school.
- 49. three year-old Jimmiecomes to his mother: Jimmie: Look – look what I’ve found Mother: Just look at your hands – black bright aren’t they? Jimmie: Look at this thing – the ladybird – look it’s right little. Mother: Go wash your hands now – just look at the color of them. Jimmie: It’s a ladybird. I want to keep it . . .
- 50. three year-old Markand his smaller sister play with their mother close by: Mark: What’s this funny thing for? Mother: Let me look – oh yes, see, it’ a hook. Can you find something that will fasten on behind the lorry? Mark: Yes – I see – well it might be a breakdown one couldn’t it? Mother: Oh, do you think so? What are breakdown lorries like? – do you remember? ….
- 51. Parents influence howtheir children think
- 52. Communication view oflanguage differences rests upon the concept that discourse styles in families influence language development
- 53. The apparent lackof understanding of school expectations comes from differences in communication rather than from inability to communicate
- 54.
- 55. Questions: Does dialect andlanguage variation influence reading and writing? What is the extent of the influence, if any, are explored?
- 56. Answers: keep the regularschool talk and materials Adjust to the mismatch through teaching or to revise the material to meet the children’s language.
- 57. Dialect and reading Doesdialect affect reading? Does changing the dialect will help the students in reading? How does emergent language affect reading?
- 58. Evidence for directinterference School Reading writting
- 59. Evidence for indirectinterference Oral reading
- 60. Spelling Writing Requires theencoding of one’s language knowledge into representative graphemes
- 61. Bilingualism having someability to use two or more languages. have equal competence (thus native ability)in using two languages
- 62. Acquisition of asecond language at home. Does bilingualism affects children’s overall language and cognitive development? (Linhom 1980) acquiring two language suggest very little harm and some advantage derived from simultaneous acquisition. The explanation lies in social roots
- 63. Acquisition of asecond language at school. (Carrow- Woolfolk and lynch 1982)there is no evidence that lexical, syntactic, and meaning structure of second language are more easily acquired by children
- 64. Schooling and Bilingualism Beneficialeducational environments should offer the opportunity for children to acquire a second language in naturalistic ways.
- 65. Language Immersion Immersion Program(Lambert, 1970)
- 66. Immersion and underlyinglanguage competency To the extent that instruction in Lx is effective in promoting cognitive/ academic proficiency in Lx, transfer of this proficiency to Ly will occur provided there is adequate exposure to Ly (either in school or environment)and adequate motivation to learn Ly(1981, 141)
- 67. PRESENTOR DAGDAGAN, RIC ANGELOM. DE LEON, LEYNETTE C. SALCEDO, SAIRAH MYRRH N.