Post on 14-Apr-2018
7/30/2019 Vista Hermosa Workshop 1
1/88
Enhancing Instruction through Cultural Awareness
&
Linguistically Responsive Teaching
1
Eric J. Johnson, Ph.D.
WSU Tri-Cities
ejj@tricity.wsu.edu
Angela Johnson, Ed.M.Pasco School District & Heritage University
anjohnson@psd1.org
7/30/2019 Vista Hermosa Workshop 1
2/88
Workshop 1 Objectives
Participants will be able to:
1. describe how culture influences language;
2. articulate the relationship between languageand culture;
3. list various factors involved in second
language acquisition in educational settings;4. portray how literacy relates to academic
language.
2
7/30/2019 Vista Hermosa Workshop 1
3/88
Background Pizzas!
If you were a pizza, what would yourtoppings be?
Possible toppings: Cultural background
Educational history
Hobbies and interests
Family
Your favorite____________
???????? 3
7/30/2019 Vista Hermosa Workshop 1
4/88
Language Proficiency Ice Breaker #1:Marshmallow Architecture
Rules:
1. only use marshmallows and spaghetti forconstruction materials
2. only use visual communication
3. no talking
4. no writing
5. team with highest tower wins prize 4
7/30/2019 Vista Hermosa Workshop 1
5/88
Language Proficiency Ice Breaker #2:Simn Dice
5
7/30/2019 Vista Hermosa Workshop 1
6/88
Language Proficiency Ice Breaker #3:
Matemtica Joo tem R$5,00 para gastar no
mercado. Ele comprou bananas por
R$1,00 e 3 barras de chocolate quecustam R$ 0,50 cada uma. Ele temdinheiro suficiente para comprar um
hamburguer que custa R$3,00?Mostre seu trabalho.
6
7/30/2019 Vista Hermosa Workshop 1
7/88
Language Proficiency Ice Breaker #4:Dictado Fcil
Rules:
Work in pairs
Partner A reads dictation
Partner B writes verbatim (with left hand)
2 minute time limit
7
7/30/2019 Vista Hermosa Workshop 1
8/88
Rules:
Work in pairs
Partner B reads dictation
Partner A writes verbatim
2 minute time limit
8
7/30/2019 Vista Hermosa Workshop 1
9/88
9
Language, Culture, & Education1. Definitions of
language & culture
2. Understanding theacquisition oflanguage and culture
3. Relating culture tolanguage
4. Cultural and linguisticfactors in education
7/30/2019 Vista Hermosa Workshop 1
10/8810
What is language?
7/30/2019 Vista Hermosa Workshop 1
11/88
11
Phonology (sounds): What did you say? [wdse]
Syntax (structure): I love tacos. SVO
Semantics (meaning): School rocks! Metaphor
Pragmatics (use/context): I pledge allegiance Registers
EspaolEnglishItaliano
,
7/30/2019 Vista Hermosa Workshop 1
12/88
12
7/30/2019 Vista Hermosa Workshop 1
13/88
13
7/30/2019 Vista Hermosa Workshop 1
14/88
14
Beet
Bit
Bait
About
Bet
Bat
Another
Boot
Book
Boat
But Box
Bought
7/30/2019 Vista Hermosa Workshop 1
15/88
Phonemes & Morphemes
15
Singular Plural
Cat
Dog
Bus
15
7/30/2019 Vista Hermosa Workshop 1
16/88
16
Syntax
I ate the delicious sandwich after jogging.
Analyze the sentence in terms of grammar, parts of
speech, and word order.
7/30/2019 Vista Hermosa Workshop 1
17/88
17
SemanticsThose guys need to chill!
What is the metaphor in this sentence?
What other ways can this concept be used?
7/30/2019 Vista Hermosa Workshop 1
18/88
Pragmatics
18
Registers: What is the difference between formaland informal language?
Speech Acts: Give an example of a phrase that
can change your social status.
7/30/2019 Vista Hermosa Workshop 1
19/88
19
Surface & DeepStructures in the Brain
7/30/2019 Vista Hermosa Workshop 1
20/88
20
Language Policy & Planning
Provide examples of different language policies:
http://leiterreports.typepad.com/.a/6a00d8341c2e6353ef01347fb55955970c-pihttp://dc-cdn.virtacore.com/english_only.jpeghttp://irregulartimes.com/wp-content/uploads/2007/10/speakorgetout.gif7/30/2019 Vista Hermosa Workshop 1
21/88
21
How is language influenced by culture?
7/30/2019 Vista Hermosa Workshop 1
22/88
What is Culture?
22
7/30/2019 Vista Hermosa Workshop 1
23/88
Understanding Cultural PracticesProvide a description of the following cultural events:
23
7/30/2019 Vista Hermosa Workshop 1
24/88
24
Bias, Ethnocentrism, & MarkednessA B
D
C
7/30/2019 Vista Hermosa Workshop 1
25/88
Ethnocentrism & Bias
25
AB
D
C
7/30/2019 Vista Hermosa Workshop 1
26/88
26 26
Marked
Marked------------------------------------------------------------------UNMARKED--------------------------------------------------------------Marked
Marked
7/30/2019 Vista Hermosa Workshop 1
27/88
27
Unmarked Marked
Eating
Habits
Pets
Provide culturally unmarked and marked
examples for the following activities:
7/30/2019 Vista Hermosa Workshop 1
28/88
Cultural Relativism
28
7/30/2019 Vista Hermosa Workshop 1
29/88
Cultural Categories
Radial Categories
birds
Gradient Categories
temperature
29
7/30/2019 Vista Hermosa Workshop 1
30/88
30
~Cultural Transmission~
Enculturation C1
Acculturation C1C2
DeculturationC2
Biculturalism
Assimilation
7/30/2019 Vista Hermosa Workshop 1
31/88
How does language reflect cultural beliefs?
31
C lt l i i ti I f l lt ?
7/30/2019 Vista Hermosa Workshop 1
32/88
Cross-cultural miscommunication: Issues of language or culture?
32
L Id l i
7/30/2019 Vista Hermosa Workshop 1
33/88
Language Ideologies
English dialects in the US
Mapping Unmarked and Marked English
Unmarked.Marked
Blue Red
33
7/30/2019 Vista Hermosa Workshop 1
34/88
34
7/30/2019 Vista Hermosa Workshop 1
35/88
35
7/30/2019 Vista Hermosa Workshop 1
36/88
36
CultureEthnicity
LanguageGender
Socioeconomic Class
P i ti i & D i ti i
7/30/2019 Vista Hermosa Workshop 1
37/88
Prescriptivism & Descriptivism
37
7/30/2019 Vista Hermosa Workshop 1
38/88
38
7/30/2019 Vista Hermosa Workshop 1
39/88
Olde English
39
7/30/2019 Vista Hermosa Workshop 1
40/88
Olde English
40
7/30/2019 Vista Hermosa Workshop 1
41/88
41
~80% monolingual English
~20% speak other languages
~12% Spanish at home
Speaking English at least well or
better
7/30/2019 Vista Hermosa Workshop 1
42/88
42
7/30/2019 Vista Hermosa Workshop 1
43/88
43
The Reality of ELLs and Classrooms:Demystifying Second Language Acquisition
How do humans acquire their1st language?
What about their 2ndlanguage?
7/30/2019 Vista Hermosa Workshop 1
44/88
Language
Acquisition
know want to know learned
7/30/2019 Vista Hermosa Workshop 1
45/88
1st Language Acquisition 5-7 years
Combination of: biological, environmental and cognitive influences
Development of:
*Sounds (phonology)*Grammar (syntax)*Meaning (semantics)*Vocabulary (lexicon)
*Social norms (pragmatics)
They are intertwined and play equally important role.
(Johnson, 2008)
7/30/2019 Vista Hermosa Workshop 1
46/88
Stages of L1 Acquisition Babies are exposed to language even before they areborn.
Comprehension of language comes first.
Production of language comes later. 6 months of age- babbling by repeating a series of
identical syllables. (e.g. ba-ba-ba), expanding theirvocal apparatus to more complex syllables (e.g. bab-
bab-bab) 1 year-old- produce words- single word stage
(Johnson, 2008)
7/30/2019 Vista Hermosa Workshop 1
47/88
Stages of Acquisition (continued)At 18 months- two-word sentence structures.
By 3 years-old, children are able to have fullconversations
4years-old- distinction between different phonemeswhen spoken to.
By the age of 5- most of the phonological inventory is
flawlessly acquired
7/30/2019 Vista Hermosa Workshop 1
48/88
Stages of Acquisition (continued) Chomsky believes that language acquisition is abiologically innate language faculty of the brain(universal grammar)
Poverty of stimulus- childrens language isnt result of abehavioral reinforcement and repetition.
10/2:How does human interactionfoster language learning?
7/30/2019 Vista Hermosa Workshop 1
49/88
2nd
Language Acquisition 5-7 years Combination of: biological, environmental and cognitive influences
Development of:
*Sounds (phonology)*Grammar (syntax)*Meaning (semantics)*Vocabulary (lexicon)
*Social norms (pragmatics)
They are intertwined and play equally important role.
(Johnson, 2008)
7/30/2019 Vista Hermosa Workshop 1
50/88
2nd
Language Acquisition (continued) Sociolinguistics- social and cultural factors of languagedevelopment
Teachers can promote SLA by creating a classroom environmentin which students can interact with and develop positiveattitudes towards speakers of the targeted language.
(Freeman, 2008)
10/2:
How can you promote SLA in your classroom? Think aboutat least one strategy that can be used!
7/30/2019 Vista Hermosa Workshop 1
51/88
2nd
Language Acquisition (continued) Krashens theory- innate ability to learn a language.
1st hypothesis:*Language is learned subconsciously (language for real purposes)*Learning is a conscious process (classroom)
2nd hypothesis:*natural order
Monitor hypothesis: the monitor is like an editor, checking whatwe produce. The focus is on grammatical production, errorcorrection and in written output.
(Freeman, 2008)
7/30/2019 Vista Hermosa Workshop 1
52/88
2nd
Language Acquisition (continued) The input hypothesis: people acquire language in only
one way by receiving oral or written messages theyunderstand. Krashen believes that learners must
receive input that is slightly beyond their currentability level (input+1)- comprehensible input
(Freeman, 2008)
7/30/2019 Vista Hermosa Workshop 1
53/88
2nd
Language Acquisition (continued)What about the output of the language?
(writing and speaking)
What about the social and cultural aspects of it?
(Freeman, 2008)
Cabo San Lucas, Mexico
7/30/2019 Vista Hermosa Workshop 1
54/88
10/2 Brainstorm 2 strategies you can use to minimize the
cultural and social gaps for English language learnersin your classroom to promote effective language and
content instruction.
7/30/2019 Vista Hermosa Workshop 1
55/88
Myths in 2nd language acquisition
jigsaw puzzle activity 4 groups
4 myths
Read your myth Discuss with your partners about what you just read
As a group, come up with a poster to teach the othergroups about your myth (use sketches and brief
explanations)You are the expert! Go back to your original group and
teach them (1 minute)
7/30/2019 Vista Hermosa Workshop 1
56/88
Myth 1Children learn second
languages quickly and easily.
7/30/2019 Vista Hermosa Workshop 1
57/88
Myth 2The younger the child, themore skilled in acquiring a
second language.
7/30/2019 Vista Hermosa Workshop 1
58/88
Myth 3The more time students spend
in a second language context,the quicker they learn the
language.
7/30/2019 Vista Hermosa Workshop 1
59/88
Myth 4Children have acquired asecond language once theycan speak it.
7/30/2019 Vista Hermosa Workshop 1
60/88
Language Acquisition & Bilingualism
L1 L2
Time
Context
Meaningful Interactions
Learning vs. Acquiring
60
7/30/2019 Vista Hermosa Workshop 1
61/88
What does language have to do with apersons identity?
61
7/30/2019 Vista Hermosa Workshop 1
62/88
Spanglish & Code Switching
7/30/2019 Vista Hermosa Workshop 1
63/88
63
Speaking Spanglish
7/30/2019 Vista Hermosa Workshop 1
64/88
64
Speaking Spanglish Code-switching
Intra-sentential: Anoche, when I went to the store, vi a Julia.
Inter-sentential: Anoche, cuando fui a la tienda, vi a Julia. She looked at me but didnt even
say hi!
Loan words (lexical borrowing): el Winco (lexical blends):troca, biles, wachear, cachar, tripear
Calques (lexical transfer): winning $ an hour, wet me, make a question (semantic blends): aplicacin, librera, carpeta, colegio
C d it hi l M i
7/30/2019 Vista Hermosa Workshop 1
65/88
65
Codeswitching en la MsicaYa No Llo res
(by Baby Boy)
Por que tu llores every time I think About ita mi me rosa
El tono de tu voz A mi me controla
The way you want it , I got it, come and getGet it started dami mami I want more!Girl tu sabes que te quiero a ti
Amor I want to be into Let me love you I needto love you (want to love you )
Girl I dont need to Know your name
We just need to feel the sameOhh yea yea.Y en tu galeria de nombres
quiero Ser el que tu llamas!
7/30/2019 Vista Hermosa Workshop 1
66/88
SPANISH---------------------------------------------------------------------------------------------------------------------ENGLISH
Adult Family (-) Siblings Friends Sp. Educators Eng. Educators
(+) Siblings
__________________________
Sp. = Spanish/bilingual speakingEng. = English speaking(+) = older(-) = younger
Spanglish Interpersonal Language-Use Model
S li h Wh ?
7/30/2019 Vista Hermosa Workshop 1
67/88
Spanglish: When?
Like when Im talking to my friends, likeSpanish words just come out. First Im talking
in English, then when I notice it Im talking in
Spanish. (Mindy, 8th grade)
Spanglish: Why?
7/30/2019 Vista Hermosa Workshop 1
68/88
Spanglish: Why? Like, last time I was talking to Ms. Walters, all of a sudden I just started
talking Spanish, and she was like, what did you say? I was like, oh Im
sorry. Cause like, its used to me, like Im sometime talking in Englishand all of a sudden Im talking in Spanish, like I dont like, I dont know
why Im saying it. Like, its used to, its used to me like Im used to it.
(Eva, 8th grade)
Sample Activity : Fun with Spanglish
7/30/2019 Vista Hermosa Workshop 1
69/88
Sample Activity : Fun with Spanglish
69
Spanish___________________________________________________________
Yesterday cuando estava en la libreria I saw a cool book about elefantes.
English_____________________________________________________________
Culture & Literacy:
7/30/2019 Vista Hermosa Workshop 1
70/88
70
How are language, culture, and literacy related?
7/30/2019 Vista Hermosa Workshop 1
71/88
What is literacy?(meaning) (coding)
A
B
C
D
E
Reading as a Sociocultural Process:
7/30/2019 Vista Hermosa Workshop 1
72/88
Reading as a Sociocultural Process:Decoding cultural and linguistic knowledge
A
72
B C
D E
Homonymy & Polysemy
7/30/2019 Vista Hermosa Workshop 1
73/88
73
Apply the same cultural/linguistic knowledge analysis
to the following sentences:
A. She threw a head of lettuce at my head.
B. Upon seeing the tear in the painting I shed atear.
C. He was canned for flushing the pop can downthe can.
Homonymy &Polysemy
Li
7/30/2019 Vista Hermosa Workshop 1
74/88
74
Literacy vs. Spelling
Comprehension & Context Clues
7/30/2019 Vista Hermosa Workshop 1
75/88
Comprehension & Context Clues
?Lord, we thank thee.
7/30/2019 Vista Hermosa Workshop 1
76/88
7/30/2019 Vista Hermosa Workshop 1
77/88
Literacy&
Academic Language
77
What is academic language?
7/30/2019 Vista Hermosa Workshop 1
78/88
78
g g
The language of school vs. the BICS/CALP distinction.
7/30/2019 Vista Hermosa Workshop 1
79/88
79
Basic Interpersonal
Communication Skills
Cognitive Academic
Language Proficiency
The LanguageofSchool
SocialLanguage
Academic
Language
Language Proficiency
7/30/2019 Vista Hermosa Workshop 1
80/88
80
Language Proficiency
What is the difference betweenoral language and literacy?
Domains of (Academic) Language Proficiency
7/30/2019 Vista Hermosa Workshop 1
81/88
81
Domains of (Academic) Language Proficiency
Oracy Literacy
Productive
Speaking Writing
Receptive
Listening/Comprehension Reading
7/30/2019 Vista Hermosa Workshop 1
82/88
82
Oracy Literacy
Productive Speaking Writing
Receptive Listening Reading
Language domains across contexts:School
A rt
ShoppingCooking
Sports
etc.
Contextualizing Language Skills
7/30/2019 Vista Hermosa Workshop 1
83/88
_____________Language Proficiencies
________Oracy _________Literacy
ProductiveSkills
ReceptiveSkills
83
School
7/30/2019 Vista Hermosa Workshop 1
84/88
84
Math
Social Studies
Science
Language Arts
Band
Soccer
etc.
The Language of
xyz
OracySkills
LiteracySkills
Contextualizing Content Language Skills
7/30/2019 Vista Hermosa Workshop 1
85/88
_____________Language ProficienciesOracy Literacy
Productive
Skills
Receptive
Skills
85
MathScienceLanguage ArtsSocial StudiesP.E.Art
Home Literacies
7/30/2019 Vista Hermosa Workshop 1
86/88
86
LanguageofHome
Oracy
Skills
Literacy
Skills
LanguageofSchool
Oracy
Skills
Literacy
Skills
Home Literacies
&
Practices
SchoolLanguage
HomeLanguage
Classroom
Success
W k h 1 Obj ti
7/30/2019 Vista Hermosa Workshop 1
87/88
Workshop 1 Objectives
Participants will be able to:
1. describe how culture influences language;
2. articulate the relationship between languageand culture;
3. list various factors involved in second language
acquisition in educational settings;
4. portray how literacy relates to academic
language.
87
7/30/2019 Vista Hermosa Workshop 1
88/88
Eric J. Johnson, Ph.D.WSU Tri-Cities
ejj@tricity.wsu.edu
Angela Johnson, Ed.M.Pasco School District & Heritage University
anjohnson@psd1.org
mailto:ejj@tricity.wsu.eduhttp://www.angelajohnsonseducationcorner.blogspot.com/http://www.angelajohnsonseducationcorner.blogspot.com/http://www.angelajohnsonseducationcorner.blogspot.com/mailto:anjohnson@psd1.orgmailto:ejj@tricity.wsu.edu