3. The course
• March 5th – 26th
• 4 assignments: 25% each
• Core course
• Reflect on your teaching habits
• Crystal, David, The Cambridge Encyclopedia of Language, Cambridge: Cambridge
University Press, 1987
• Bailey, Richard. Nineteenth-Century English. University of Michigan Press, 1996
4. HUMAN LANGUAGE
• There are 6,000 languages worldwide.
• The world’s languages are a result of a long “natural history,” which began
with a single first language spoken in Africa.
• Languages change in ways that make old sounds into new sounds and words
in to grammar and shift in different directions. At all times, any language is
gradually in its way to changing into a new one; the language that gradually is
not turned upside-down is one on the verge of extinction.
5. Continue
• These changes are so relentless that it even creates “languages within
languages”
• Text: John: Hey, wassup, wachadoin’
• Tom: lol, notting, chillin’ you?
• John: same, are you down for balling?
• Tom: smh, naaaahhh, gotta get them benjamins. Ttyl…
6. Continue
• The result is variations upon the language- a dialect is created. Often a dialect
is chosen as the standard one, and when it is used in writing, it changes more
slowly than the ones that are mostly just spoken, due to the permanency of
writing has an official look that makes change seem suspicious. On the other
hand, spoken dialects change at a more rapid and normal pace.
• Languages tend to mix together on various levels. All languages borrow
words from one another; there is no “pure” language.
7. continue
• Some languages are even direct crosses between one language and another,
two languages having ‘reproduced’ along the lines of mitosis.
• When people learn a language quickly without being explicitly taught, they
develop a pidgin version of it, then, if they need to use this pidgin on an
everyday basis, it becomes a real language, called a creole.
• Pidgin English.
9. Language vs Communication
LANGUAGE COMMUNICATION
Language is more than words; it is also how words
are put together – Grammar. Grammar allows us to
put words together to produce utterances that
reflect our impression of our lives, experiences, and
environment.
A process by which information is exchanged
between individuals through a common system if
symbols, signs or behavior.
A person can learn 500 words in a foreign language
and still be unable to manage even a simple
conversation.
11. Exercise
Washoe the Chimpanzee (1966) YOU ME OUT
BACK HAT FIRE FALL BALL
I SOME WATER BIRD CUP
HAVE DO SHOOT TWO PHONE
BLACK CAR SIT AWAY SERVICE
12. OUR FIRST LANGUAGE
• We do not work to learn our first language, it just happens, despite the
complexities of a language.
• Taking this last statement into consideration, How do you teach?
14. Damages to the brain
• “Yes..ah…Monday…ah..Dad and Peter Hogan, and
Dad..ah…hospital….and ah..Wednesday…Wednesday nine o’clock and ah
Thursday…ten o’clock ah doctors.
• “Oh sure. Go ahead, any old think you want. If I could I would. Oh, I’m
talking the word the wring way to say…..
15. Open question
• Linguists who study how children acquire language often note that there is a
particular point at which children’s ability to speak makes a “quantum leap,”
such that they are producing full sentences when just a couple of months
ago thy were limited to two-word utterances, “me eat”.
• Have you observe how a child learns a language and apply the same
principals to a classroom if so, how?
16. History of the Language
Generally the story is told as beginning with the arrival of the
Angles, Jutes and Saxons from continental Europe, followed by their
language incorporating vocabulary from the original Celtic
inhabitants, then the Scandinavian Vikings, then the Normans, and
then came along the Greek and the Roman Latins.
17. The growth of a language
• The growth of a language is violent, bloody and destructive for many
cultures that adapt the new language as a form of communication. We see, in
recent years, due to the invasion both in Afghanistan and Iraq, English is
taking over the media and slowly but surely, the educational system. How
Russia can potentially invade Poland.
18. The Beginning
• We can trace back English to its original form, an Indo European dialect.
• The Indo European Language was a mixture of Baltic and Russian that
divided in 3 dialects. Eastern (died soon due to lack of use), Northern and
Western. The Northern dialect is the basis of the language we know as
English.
• Britain was part of the Roman Empire, then the Celts came and brought
their language. Two languages were adapted. Celt and Roman-Celt (a form of
latin)
19. The Beginning
• Slowly the Celts were left in Britain and new Germanic Tribes started to
arrive to the country.
• Celts spread and eventually vanish and the Germanic Tribes took the fertile
lands and called themselves ENGLISH.
• This form of English would impossible for a modern speaker to
comprehend.
20. Example
• “Hwaet We Gardena in geardagum, Peodeyninga, prym gefrunon, buaa
aepelinguas ellen Fremedon”
21. Inherited words
• From this form of English, we have short simple words like
• Water
• We
• Child
• Talk
• Ear
• The
22. 4 English Dialects
• Four dialects were born from these new language; Mersian, West german,
Celtic and Roman-Celts.
• Mersian was we consider the starting point of the language as we know it.
This new dialect was flexible to accept new words and adapt to the needs of
the speakers easier than other dialects. It imported words from different
languages and dialects.
23. Examples
West German Celtic Roman Celt
Man Thames (river names) Cock
Woman Leeds (city names) Pear
Drink Cup
Sleep Pail
Anchor
24. Continue
• Missionaries came to convert English into Christianity and more Latin words
were adopted, words related to religion:
• Minster
• Altar
• Psalms
25. More Influence
• Vikings from Scandinavia attacked England and Europe. Those who settled
in France were called Normans and spoke French.
• In the VIII Century, the Normans invaded the England and brought with
them Old Norse, (Icelandic, Swedish, Norwegian, and Danish are the result
of Old Norse) and adapted Mersian to communicate to the peasants, and of
course new words were included in the vocabulary.
• Sky-Bag-Law-Hit-They, words related to war like: Sail-Ship-Knife-Take-Root
26. The Two Languages
• In 1066, When the Duke of Normandy (William the Bastard or William the
Conqueror) made himself the King of England and his followers settled among the
English there were tow languages normally used; Norman French (old French),
spoken by the Royalty, ruling class and Old English, used by the peasants and the
general population. This is the basis of Middle English. Hundreds of words were
imported this new language,
• Castle, Tower, Moat, Court (courtyard), Chimney. (words related to royalty)
• Fry, Boil, Beef, Sausage, Mutton, Poultry, Pork. (cooking words)
• Law, Court, Judge, Advocate (legal words)
27. Middle English
• “When that Aprille, with the shovres soote the droghte of March hath
perced to the roote and bathed every veyne in swich licour of which vertu
engenred is the flouri”
28. Standard English
• London became the legal and trade center of England. Due to the
importance of the city, the language spoken there was considered the
Standard English. This language was learnt as a way of communicating and
being able to do business in the city. As the English Empire started to grow
and trade with other lands, sailors brought back new words that became
commonly used,
• Skipper (as captain), Dock, Deck
29. Great Changes
• 1400 and 1700
• There were three major changes in the language that transformed the
language to what we now know as Modern English.
• The Great Vowel Shift (1400-1700)
• The kings James Bible (1611)
• William Shakespeare (1556-1616)
30. The Great Vowel Shift (1400-1700)
• A major factor separating Middle English from Modern English is known as the
Great Vowel Shift, a radical change in pronunciation during the 15th, 16th and 17th
Century, as a result of which long vowel sounds began to be made higher and
further forward in the mouth (short vowel sounds were largely unchanged).
• Many languages have undergone vowel shifts, but the major changes of the English
vowel shift occurred within the relatively short space of a century or two, quite a
sudden and dramatic shift in linguistic terms. It was largely during this short period
of time that English lost the purer vowel sounds of most European languages, as
well as the phonetic pairing between long and short vowel sounds.
32. The Great Vowel Shift
• The reason of this great change is still highly debatable by scholars and still
undergoing a lot of research but most believe that this shift was a result of various
factors like migration, loanwords, trade.
• Loanwords from Romance languages from Europe needed a different set of
pronunciations rules to be used for trade and thus the adaptation of this new
phonetic sounds were spread rapidly to through the English speaking community.
• Spelling was lightly impacted, as a result Written and Spoken English is so different.
• KNIFE (kneef) nife
33. The Renaissance
• Between 1450 and 1600 the Renaissance movement started in Italy and this
brought new words and experiences to the language that are related to the
Arts, Engineering, Commerce
• This was one of those leaps of evolution and wealth like no one had seen
before. The renaissance was an era of development and of course with that
came new language adaptations that we still use everyday.
34. William Shakespeare (1564-1616)
• William Shakespeare was an English Poet and Dramatist. He is still considered the
greatest dramatist of all times.
• He has a prestige position in world literature. Homer and Dante or poets like Leo
Tolstoy and Charles Dickens have transcended national barriers, but no writer living
reputation can compare to that of Shakespeare.
• His beginnings in theater are unclear but in 1594, he was an important member of
the Lord Chamberlain’s Company of Players. (the King’s Men after King James I
was crowned in 1603). This was a very prosperous company.
35. William Shakespeare (1564-1616)
• For 20 years Shakespeare devoted his life to his art, writing more than a million letters of
poetic drama.
• Because Shakespeare wrote for everyone to relate, he not only wrote for royalty but also to
common English person.
• Here is his greatest contribution to the language and what we consider today Modern
English. English as a powerful medley of words that was a medium between cultures.
• In Romeo and Juliet, Shakespeare use all these imported in written English for the first time
and introduced or invented more than 1700 new words that had never been formalized.
• In Shakespeare writings for every 50 words, 20 were either imported from other languages
or introduced by him.
36. Romeo and Juliet
Romeo and Juliet
Act II. Scene II.
CAPULET’S Orchard.
Rom. He jests at scars, that never felt a wound.
But, soft! what light through yonder window breaks?
It is the east, and Juliet is the sun!
5
Arise, fair sun, and kill the envious moon,
Who is already sick and pale with grief,
That thou her maid art far more fair than she:
Be not her maid, since she is envious;
Her vestal livery is but sick and green,
10
And none but fools do wear it; cast it off.
It is my lady; O! it is my love:
O! that she knew she were.
38. Phases or Idioms Introduced by Shakespeare
• Fair Play Foul Play
• Vanish into thin air Off with his head
• Green eyed monster Fight fire with fire
• The world is my Oyster Seen better days
• Wild goose chase So-so
• Love is blind
39. King James Version (King James Bible)
• King James Bible, is an English translation of the Bible, published in 1611
under the auspices of King James I of England . This translation had a
marked influence on English literary style and was generally accepted as the
standard English Bible from mid-17th to the early 20th century.
40. King James Bible
• Background:
• The reign of Queen Elizabeth I (1558-1603) succeeded in imposing a high
degree of uniformity upon the Church of England. Protestantism was
reinstated as the official religion of England after the short reign or Mary I
(1553-58), who had attempted to restore Roman Catholicism in the country.
In 1604, a conference of churchmen requested that the English Bible be
revised because existing translations “were corrupt and not answerable to the
truth of the original”
41. King James Bible
• Given the perceived need for a new authorized translation, James was quick
to appreciate the broader value of the proposal and at once made the project
his own. By June 30th, 1604, James had approved a list of revisers to
undertake the translation. The Bible was finally published in 1611.
• The King James Version is still the favored biblical translation of many
Christian fundamentalists and some Christian new religious movements. It is
also widely regarded as one of the major literary accomplishments of early
modern English. A complete version with modernized spellings was
published in 1982.
42. Contribution of KJB to the English Language
• There is no doubt that KJB was a major influence in the formalization of the
language and thus the spread of it. As England’s Empire spread, controlling
55% of the world, Catholicism was the “excuse” used to invade and take
control of this new territories.
• The most influential aspect the Bible was how it was adapted for everyone to
relate and to connect with the religion, not only Nobles but also the
common English.
43. Contribution
• What made the bible so easily understood was the used of common idioms
that were used by the general population in a regular basis.
• Unlike Shakespeare, the Bible did not introduce new words or phrases to the
language but formalized sayings (idioms) that were already in used by the
peasants and royalty. Shakespeare invented new words, the bible in that sense
was more conservative and the scholars were instructed to focus on the past
rather than the future.
44. Idioms
• “eat, drink, be marry for tomorrow shall die”
• “am I my brother’s keeper”
• “a fly on the ointment”
• “pillar of salt”
• “apple in ones eye”
• There are 257 idioms in the bible that are still used today, only 18 are unique
to the King James Version.
45. Examples
• "A Fly in the Ointment" is the sixty-third episode of Chip 'n Dale
Rescue Rangers. It premiered on September 26, 1990, and is the
third episode of the third season.
48. The New World
• In the XV Century, when the “New World” was colonized and new trade
routes were established. More new words were brought by the Spaniards
from the new territories they were invading.
• Comrade, Armada, Galleon
• From South America words like Tobacco, Potato, Maize.
• European cultures continue to share new words with Standard English such
as Quartz and plunder.
49. How do we put this to practice?
1. Establish weekly aims
2. Establish Daily aims
3. Establish activity aims
4. Establishing these aims will make the process easier and more effective.
50. Establishing Aims
Language Level Age of Ss Hours per week Main Aim
(Communication)
Subsidiary Aim
(Language)
Beginners (Starters) 10-12 4 At the end of the
week the Ss will be
able to introduce
themselves, using age,
origin, favorites and
likes.
My name is Jorge.
I am 42.
I am from Santiago.
My favorite sport is
Baseball.
I love Doritos
I hate Miguelitos.
Vocabulary:
• Numbers
• Sports
• Possessive
pronouns (my)
Structure:
• To be (am/is)
• Introduction: Like,
Love, Hate+brand
I love Coca Cola.
51. First Class
Activity Time Interaction procedure Aim
Intro 5-10 T-Ss 1. The teacher writes the
following on the board: Jorge,
42, Teacher, Santiago,
Baseball, Doritos, Miguelitos.
2. The teacher lets the Ss look at
the board and wait for
questions from the Ss. (no
matter the language)
3. The T introduces himself
using the words on the board.
4. Use slow pace and clear
pronunciation.
5. Repeat 2 or 3 times
DO NOT LET THE SS
WRITE.
Introduce the
language and
sounds.
52. Activity Time Interaction Procedure Aim
My name is…. (A) 10-15 T – Ss, Ss-
Ss
1. The T is going to present
the following using gestures,
Hi, my name is Jorge. Repeat
several times.
2. The T will demonstrate for a
Ss and let him/her do the
same.
3. Hi, my name is Jorge, and
You? Prompting the Ss to do
the same. Hi, My name is
Samantha. (praise the Ss)
4. The T asks the Ss
(Samantha) to do the same
with one of her classmates.
5. A. Hi, my name is Samantha,
and you?
B. Hi, my name is Braulio.
6. Students continue repeating the
same structure until all of them
have introduce themselves.
Listen and repeat
the language and
the structure.
53. Activity Time Interaction Procedure Aim
My name is… (B) 10-15 Ss-Ss 1. Divide the students in different
groups, 5 to 8 Ss per group.
2. Make and extra copy of the roll list
and cut up the list where only the first
names appear in each cut out
3. Hand the names out randomly so
students don’t get their names.
4. Have the Ss stand up in a circle and
repeat the same exercise as before but
now they will use the name on the cut
out.
5. Every 2 or 3 mins yell the word
CHANGE so they change to another
circle.
6. Repeat two or three times
Create
independence in Ss
to use the language
in a controlled
environment.
54. Activity Time Interaction Procedure Aim
My name is… (C) 5-10 T-Ss 1. The T writes on the Board the Full
sentences that S/he used at the
beginning and Focus attention to
grammar point.
2. HI, MY NAME IS JORGE.
I AM A TEACHER.
I AM 42.
3. Have the Ss write the introduction using
their info.
INTRODUCE
VERB BE
(IS/AM)
