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Pragmatics is the study of how context contributes to meaning in communication and involves three major skills: understanding intended meaning, status of those involved, and speaker intent. It examines how transmission of meaning depends not just on linguistic knowledge but also contextual factors like knowledge about participants and the inferred purpose behind an utterance. Pragmatic competence specifically refers to the ability to understand another person's intended meaning.
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Semantics is the study of meaning in human communication. It examines semantic relations like synonymy, where words have the same meaning, antonymy, where words have opposite meanings, polysemy, where words have multiple meanings, homophony where words sound the same but have different meanings, and the difference between connotation, the implied or cultural meaning, and denotation, the strict or literal meaning.
Phonology ppt for blackboard
Phonology is the branch of linguistics that studies how sounds function in a given language. Languages comprise of sounds that form more or less regular systems. Phonological knowledge includes determining which speech sounds form a language using minimal pairs and sets, where changing one sound changes the meaning of the word. A phoneme is the smallest distinct sound unit in a language that causes differences in meaning.
Terms and acronyms class
This document defines common terms and acronyms used in the field of bilingual education and second language acquisition. It provides definitions for over 30 acronyms related to topics such as American Sign Language, bilingual education, English language learning, intelligence testing, language acquisition theories, language proficiency assessments, teaching methodologies, and more. The acronyms cover concepts fundamental to understanding research and practice in second language teaching.
Edll 5341 edll 5344 may 5%2c 2014 learning module 16
This document discusses disciplinary literacies and content area literacy. It begins by defining disciplinary literacies as a form of academic literacy that involves learning the conventions and language used within a particular discipline. It discusses how students' understanding in a discipline, called "envisionments", develop over time through experiences like reading texts and discussions. The document provides examples of how envisionments are built in classrooms through inquiry-based learning and engaging with the practices of a discipline. It concludes by emphasizing the importance of teaching literacy through critical thinking and inquiry within discipline-focused instruction.
Edll 5341 edll 5344%2c learning module 15
This document provides an overview and reminder for Learning Module 15. It begins by summarizing the key concepts covered in the class so far and reminds students that rough drafts of final synthesis papers are due by May 2nd. It then defines and compares three approaches to content area literacy: academic literacy, multiliteracies, and disciplinary literacies. The document instructs students to complete a T-chart activity summarizing what they have learned about various literacy strategies and models. It concludes by asking students to email one question they have about content area literacy.
Learning module 14
This document discusses formative assessments and strategies for monitoring student learning and progress in literacy. It recommends considering Response to Intervention (RTI) and using baseline assessments like the Modified Burke Reading Interview to evaluate student knowledge and skills. Quick assessments are described, like using a 100-word passage to determine a student's independent reading level. Additionally, the document discusses using Power Writing and the Content Reading Inventory to assess writing and content area literacy.
Edll 5341 learning module 13
This learning module discusses techniques for a multigenre essay, including using dramatic scenes over narrative summaries to engage readers emotionally. It also covers using repetends, or unexpected repetitions of words or forms, and writing end notes to explain genre choices and direct readers to additional information. Students are reminded to post rough drafts of their multigenre essays by April 16th for the writer's workshop.
Learning module 12
This power point provides guidance for students on writing a multigenre essay. It includes instructions to:
1) Read a sample multigenre essay for components to consider like genres, personas, and cohesiveness.
2) Complete a writing activity by Don Murray where students write freely on notecards to generate ideas.
3) Analyze the first genre/paragraph as setting the tone and implying a central tension.
4) Practice dialogue writing with conflict and prompts.
5) Write a poem using genres like haiku, photograph poem, or poems for two voices.
Learning module 11
This document provides an overview and definitions of the multigenre essay assignment for students. It includes requirements for the assignment such as using a minimum of five genres, references, citations, and notes pages. Students are given approximately one month to complete the multigenre essay, due on April 25th. The document directs students to additional resources on multigenre writing and provides examples for students to examine as they begin working on their own multigenre essays.
Notes about critical literacy
The document discusses the need for critical literacy instruction for four students who struggle with reading. It describes how each student views reading and their literacy identities. The document advocates disrupting commonplace reading practices by selecting texts with social justice themes, considering multiple perspectives, focusing on the sociopolitical aspects of reading, and empowering students to take action and develop literacy agency. The goal is to help students view reading differently and become engaged readers by addressing the underlying theories that have guided ineffective instruction and disengagement in the past.
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