1. LCRT 5810: WORKSHOP IN LANGUAGEACQUISITION & LITERACY DEVELOPMENTWELCOME BACK!TAKE A LOOK AT THE LANGUAGE PUZZLEON YOUR TABLE CAN YOU FIGURE IT OUT?Class Session #5: Face to FaceOctober 18, 2014Dr. Sherry Taylor

2. TODAYS AGENDASecond language acquisition Stages of language developmentA Review of Phonetics and PragmaticsPhonologyMorphologyA Preview to Syntax Overview of the Oral Language Analysis Assignment Oral Language Analysis Workshop: Working with yourtranscript!Ways with Words Group Discussion 3. SECOND LANGUAGE ACQUISITION (SLA)A HISTORICAL VIEW & MOREGrammar-TranslationStructural linguisticsBehaviorism 4. THEORIES OF SECOND LANGUAGE ACQUISITIONA HISTORICAL VIEW Grammar-Translation: Knowing a languageinvolves being able to translate for reading & writingpurposes; Structural linguistics: Studying languages usingthe grammar and sound structures; Proposed thatknowledge of a language with similar structures asa second language allows for easy transfer oflinguistic knowledge and easy learning of thesecond language. Behaviorism: The learner is a Blank Slate.Stimulus reward involved in language learning;Stimulus-response/ Sample teaching approachesinclude. 5. CURRENT THEORIES OFLANGUAGE DEVELOPMENTKrashens theories1) Learning vs. acquisitionhypothesis2) Natural orderhypothesis3) The monitor hypothesis4) The input hypothesis5) Affective filterhypothesisCummins theories1) Basic InterpersonalCommunication Skills2) Cognitive AcademicLanguage proficiency 6. Dr. KrashenAn expert in the field oflinguistics, specializing intheories of language acquisitionand development (Retired fromUSC)- Much of his recent researchhas involved the study of non-English and bilingual languageacquisition.- During the past 20 years, hehas published well over 100books and articles. 7. Key elements of Krashens theories"Acquisition requires meaningful interaction in thetarget language - natural communication - in whichspeakers are concerned not with the form of theutterances but with the messages they are conveyingand understanding.""The best methods are therefore those that supply'comprehensible input' in low anxiety situations.These methods do not force early production in thesecond language, but allow students to producewhen they are 'ready', recognizing thatimprovement comes from supplying comprehensibleinput, and not from forcing and correcting production." 8. The FiveHypotheses- Learning vs. acquisition hypothesis:Learning restricted to school context, acquisition islearned through day to day actions.- Natural order hypothesis: Why children saymama before they can say rabbit. The plural markers shows up on nouns like toys before it shows upin present tense verbs such as, he plays.- The monitor hypothesis: Why speakers knowHe is married to her sounds better than He ismarried with her. Or why we know to self-correctonce we have re-played our utterance in our head.- The input hypothesis: Students can reach for& comprehend language input that is only slightlybeyond their current level.- Affective filter hypothesis: Boredom andanxiety are huge affective filters. Proficientspeakers of a second language will sometimes losetheir proficiency in situations where their anxiety isincreased.Krashen 9. JIM CUMMINSProfessor at the Ontario Institute forStudies in Education of the University ofToronto where he works on languagedevelopment & literacy development oflearners of English as an additionallanguage.In 1979 Cummins coined theacronyms BICS and CALP torefer to processes that help ateacher to qualify a student'slanguage ability. They are stillused in the field of SLA today. 10. TWO VERY DIFFERENT TYPES OFLANGUAGE SKILLSBasic InterpersonalCommunication Skills(BICS): Language skills thatallow students to communicatein everyday language and socialcontexts (cafeteria, chatting,etc.).Cognitive Academic LanguageProficiency (CALP): Languageskills needed for academictasks, abstract learning ofcontent that is presented withlimited context & few concretecues (liberty, revolution,photosynthesis, etc.) 11. THE ICEBERG METAPHORBICS-Basic Interpersonal CommunicationSkills is the above the surface language obvious, concrete, conversational,supported by contextual clues.CALP-Cognitive Academic LanguageProficiency is the vastness of the belowthe surface underlying proficiency abstract & analytic with limited contextualclues. 12. RELATIONSHIP BETWEEN BICS AND CALP- Like an iceberg, BICS may represent onlyabout 10% of the overall proficiency of anacademically competent learnerbut it isthe language that is most often heard, shared,and obvious.- The key to understanding the relationshipbetween the above (BICS) and below thesurface (CALP) features includesunderstanding the role that first languageproficiency and age of arrival with respect toimmigrants in the U.S.Hetty Roessingh, PhD University of Calgary, Faculty of Education, 13. RELATIONSHIP BETWEEN BICS AND CALP- A student often achieves BICS, thecommunication used in daily routinesin 2-3 years.- A student will need 5-7 years toachieve CALP, the language necessaryfor academic success.Hetty Roessingh, PhD University of Calgary, Faculty of Education,2005 14. WHAT HAVE YOU OBSERVED? What aspects of Krashens orCummins theories do youobserve with the students inyour classroom? With theCase Study learner? Do you have students who arelearning English as anadditional language and havestrong conversational skills,yet struggle with academicEnglish? How can we make our lessonsmore contextualized to bettersupport students CALP?And, What do you DO? How do you help studentsactivate their backgroundknowledge about a topic canincrease knowledge up to 50%. What are ways that you buildbackground knowledge whenintroducing content? How do you activate yourbackground knowledge? 15. WHAT DOES IT MEAN TO ACQUIREAN ADDITIONAL LANGUAGE? 16. ACQUIRING AN ADDITIONAL LANGUAGESecond-language acquisition assumes that the learner has afoundation and solid knowledgeof the first language (L1).Given such a solid foundation in L1, the learner movesthrough the process of learning a new language, includingphonological components, vocabulary, grammaticalstructures, and writing systems.The process is not linear, it is more likea zig-zag process 17. ACQUIRING ENGLISH AS ANADDITIONAL LANGUAGELearners of an additional language rely onlanguage input and modifications from proficientspeakers who..support successful conversational exchangesand comprehension of the additional language. 18. STAGESOFSECOND LANGUAGEACQUISITION 19. Pre-productionSTAGE 1: The silent period;" when the student takes in thenew language but does not speak it. This period often lasts sixweeks or several months, depending on the individual.EarlyproductionSTAGE 2: The individual begins to speak using shortwords and sentences; emphasis is still on listening andabsorbing the new language; many errors in this stage that canlast 3 months or longer.SpeechEmergentSTAGE 3: Speech becomes more frequent, words andsentences are longer; student still relies heavily on contextclues and familiar topics. Vocabulary continues to increase inthis stage that can last 6 months to around 2 to 3 years; errorsbegin to decrease in common or repeated interactions.BeginningFluencySTAGE 4: Speech is fairly fluent in social situations withminimal errors. New contexts and academic language arechallenging; individual struggles to express herself due togaps in vocabulary and appropriate phrases (2 to 3 yearsdepending on the individual). 20. IntermediateFluency STAGE 5: Communicating in the second language isfluent, especially in social language situations; individualis able to speak almost fluently in new situations or inacademic areas, but there will be gaps in vocabularyknowledge and some unknown expressions; fewer errors,and the individual is able to demonstrate higher order thinkingskills in the second language such as offering an opinion oranalyzing a problem (3 to 6 years depending on the individual).AdvancedFluency STAGE 6: The individual communicates fluently in mostall contexts and can maneuver successfully in new contextsand when exposed to new academic information. At thisstage, the individual may still have an accent and useidiomatic expressions incorrectly, but the individual isessentially fluent and comfortable communicating in thesecond language (5 to 7 years or never depending on theindividual). 21. WHATDO WE KNOWWHENWE KNOW A LANGUAGE? 22. WHAT DO WE KNOW? Pragmatics Lexicon Phonology Semantics Syntax Morphology-- Try out yourknowledge! 23. WHAT KNOWLEDGE ABOUT THE ENGLISHLANGUAGE ALLOWS YOU TO FIGURE OUT THEINTENT BEHIND THESE UTTERANCES?- Dont go in there!- Write your name in the upper right-handcorner of the paper.- Record the data in your notebook. 24. WHAT KNOWLEDGE ABOUT THE ENGLISHLANGUAGE ALLOWS YOU TO FIGURE OUT WHYONE OF THESE SENTENCES SOUNDS MORECORRECT THAN THE OTHERS?- He has three black big dogs.- He has black big three dogs.- He has three big black dogs. 25. WHAT KNOWLEDGE ABOUT THE ENGLISHLANGUAGE ALLOWS YOU TO FIGURE OUTHOW TO COMPLETE THIS SENTENCE?A _______ _______edthe ________s. 26. WHAT KNOWLEDGE ABOUT THE ENGLISHLANGUAGE ALLOWS YOU TO FIGURE OUTTHE PRONUNCIATION& PATTERN OF THESE PLURALS?cats dogspuppies tubes 27. WHAT KNOWLEDGE ABOUT THE ENGLISHLANGUAGE ALLOWS YOU TO DETERMINEWHEN TO USE EACH OF THESE STATEMENTS?- The dude like, uh - you know, skipped class.- The student missed history class.- The adolescent deviant was absent from hisacademic studies and therefore truant. 28. WHAT KNOWLEDGE ABOUT THE ENGLISH LANGUAGEHELPS YOU FIGURE OUT WHAT LETTERS COULD FITIN THE BLANKS BELOW TO MAKE A WORD?Q __ __ __ NT L __ __ __ __ TQ __ __ __ __ __ __ NN __ __ __ __ T L 29. WHAT KNOWLEDGE ABOUT THEENGLISH LANGUAGE HELPS YOU FIGURE OUTWHAT MAKES THESE SENTENCES AMBIGUOUS?- She told us she would do it yesterday.- I saw the thief with my glasses. 30. What do you know? How doyou use your knowledge aboutthe language to make meaning? 31. THINKING ABOUT WHAT WEKNOW WHEN WE KNOW ALANGUAGE Pragmatics Lexicon Phonology Semantics Syntax MorphologyTry out yourknowledge! 32. PHONETICSThe branch of linguistics that studies thephysical production of speech sounds andhow these sounds are formed in the mouth.How sounds are formed in the mouth, thelocation of the lips, teeth, velum, tongue, etc.Articulatory phonetics (our focus in LCRT 5810): Thestudy of how the vocal tract & mouth parts produce influence airflow to produce sounds.. 33. PHONETICS IS NOT TO BE CONFUSEDWITH . . .Phonics: A reading methodinvolving letter-sound recognition. 34. ARTICULATORY PHONETICS:GIVE IT A TRY!Repeat PeggyBabcock 10 times.What happens whenyou say it fast? Why?Look look at the diagram here.On your own, look at the table inLP page 20 for more aboutarticulation points, air flow, andvocal cords. 35. ARTICULATORY PHONETICSThe study of how the vocal tract & parts ofthe mouth form & produce the sounds.Speech is produced when we fill our lungs with airand expel it. The air gets obstructed as it is expelled whichresults in a variety of speech sounds.How is the air flow obstructed in themouth? 1 minute brainstorm. 36. WHAT HAPPENS TO THE AIR FLOW?Where does the airexit?How is the airobstructed?What are the vocalcords doing?What parts of themouth or cavity formthe obstruction?What are the points ofarticulation? 37. HOW IS THE AIR OBSTRUCTED?WHAT ARE THE POINTS OF ARTICULATION?FOCUS ON CONSONANTS:Peggy (P= Bilabial stop)Babcock (B= Bilabial stop)peGGy (G = Velar stop)babCoCK (K = Velar stop)Peggy (P= Bilabialstop, voiceless)Babcock (B= Bilabialstop, voiced) peGGy (G = Velarstop, voiced) babCoCK (K = Velarstop, voiceless) 38. http://www.tubechop.com/watch/3744139 39. WHAT ABOUT VOWELS?Vowels have no obstruction of airVowels are distinguished by height of the tongue &the shape the oral cavity takes on as a result of thetongues positionTension in the tongue & jaw influence vowelsVowels are formed by the rounding of the lips 40. VOWELS: BEAT AND BAT 41. TONGUE POSITION IN MOUTH:HIGH, MID, LOW HIGH / FRONT BACK MID LOW 42. HAVE YOUR HEARD STUDENTS SAY THIS?OR SEEN THIS IN STUDENTS WRITING? Sheet Sh*t I hit with a bat. I heat wid a bet.It is difficult to enunciate a phoneme when it does notexist in your first language. 43. PHONOLOGYPhonology is the study of sound patternsfound in human language;It also refers to the kind of knowledge thatspeakers have about the sound patterns oftheir particular language.CH but not TL in EnglishAnd the ways in which languages classifysounds & the consequences of theseclassifications. 44. MORPHOLOGYMorphology is the study of wordconstruction.It includes the internal structure of wordsand the rules by which words are formed;And, the meaning that word parts carry.E.g. Prefixes, suffixes and more!Secure..insecure (in = not)Polite.impolite (im = not) 45. MORPHOLOGYInsecure . ImpoliteWHY BOTH?Why not inpoliteHere is why:[n] is alveolar - and - [p] is bilabialWhat happens when your mouth tries to move from [n] to[p] quickly? What is [m]? How is it formed in the mouth?Too awkard to move from [n] to [p] regularly!This is why we have Allomorphs, when changes are made toaccommodate a neighboring sound. 46. YES.. MORPHOLOGY & PHONOLOGYCAN INFLUENCE EACH OTHERWhen there are competingdemands between morphologyandphonology, one will influencethe other. 47. WHY DO TEACHERS NEED TO KNOWABOUT MORPHOLOGY? Studies have shown that childrens difficulties withthe spelling of many words can be reduced byhelping them become aware of the morphemesthat compose words; Children who are aware of morphemes haveimproved vocabulary growth; When there is growth in a students vocabulary,reading comprehension improves. 48. WHY DO TEACHERS NEED TO KNOWABOUT LEXICON?Lexicon includes a range of words, synonyms,antonyms; the use of precise or vague words;Keep in mind, that most of us have a vocabulary wecomprehend and one we use(i.e., competence & performance).Have you heard these uses before?The championship game is Legacy versus Monarch.She versed me in tetherball. 49. WHY DO TEACHERS NEED TO KNOWABOUT SYNTAX?Syntax includes language structures and how toplace or sequence parts of speech.Syntax includes the rules of a language that governword order and sentence formation.John cried.John cried about the baby.BUT NOTJohn cried the baby. 50. WHY DO TEACHERS NEED TO KNOWABOUT SEMANTICS?Semantics is the study of how to send amessage that carries meaning.Semantics involves understanding & using thecorrect use of content & functions words.SYDNEY: 5 years oldSyd: What are you doing daddy?Dad: Making the bed.Syd: Daaaaaddyyyyy No!.....it's already a bed!!!!! 51. WHY DO TEACHERS NEED TO KNOWABOUT PRAGMATICS ?Pragmatics is knowing how to send & receivea message that is appropriate to the speakeraccording to the social & cultural contexts.Having the ability to switch register or dialect orlanguage for the appropriate context & partner.Understanding how to use language & for a varietyof functions. 52. PRAGMATICSLanguage Functions(Halliday)Maxims(Grice)Instrumental (satisfy needs)Regulatory (to control)Interactional (social maintenance)Personal (personal expression)Heuristic (exploring ones world)Imaginative (pretending, usingimagination)Representational/informative(conveying info to others)Relation: We expect content ofconversation to be relevantQuality: We expect content ofconversation to be reasonable &truthfulQuantity: We expect theconversation to contain the rightamount of informationManner: We expect theconversation to be easy to follow,i.e., audible, sequenced logically, clearmeaning (not ambiguous) 53. TOOLS FOR ANALYZING LANGUAGE:PRAGMATICSLanguage Functions(Halliday)Grices maximsShifting registers(formal/informal);Use of slangAbility to correct &/orredirect Discourse functions(declaratives,questioning, imperatives,exclamations);Using rising or fallingintonation to sendmeaning;Restricted code (insiderinfo), elaborations needed;Lexical ambiguity (vocab)or structural ambiguity(unclear message). 54. MORE TOOLS FOR ANALYZING LANGUAGE:LINGUISTICS & LANGUAGE SYSTEMS Phonology Phonetics Morphology Syntax Semantics Pragmatics Stages of 1st languagedevelopment or 2ndlanguage acquisition 55. CASE STUDYPROGRESS8 sections1) Abstract2) Learner Background Done!3) Analysis of Oral Language In progress!4) Analysis of Reading5) Analysis of Writing6) Discussion of Findings and Conclusion7) Works Cited8) AppendicesLearner Interview and Profile Done!Coded Transcript Analysis In progress!Reading and Writing Samples In progress! 56. CASE STUDYPurpose:To examine language and literacy development asthese apply to literacy instruction relevant toyour teaching context, you will identify a learnerwhose language and literacy you will analyze insocial and academic contexts.Select a learner who is average or struggling withlanguage or literacy and collect samples of orallanguage, reading, and writing. Use concepts and frameworks addressed in thecourse readings to analyze the language andliteracy samples. 57. CASE STUDY Record several samples of your learners orallanguage in academic and social settings.Select representative segments of the orallanguage sample & transcribe WHAT & HOWthe learner communicates.Collect several reading and writing samples(e.g., running records, DRAs, essays, dictatedstories, etc.)Analyze the oral language, reading, and writingdata & make connections between thelearners language and literacy use. 58. LCRT 5810Oral Language AnalysisWorkshop 59. TODAYS WORKOverview of the Case Study ProgressOverview of the Oral Language Analysisassignment & rubricAnalyze the oral language data using thetranscript & looking for the learners use oflanguage functions and the languagesystems 60. WORKING LUNCH 61. ANALYZING ORAL LANGUAGE:WHAT ARE WE GOING TO DO TODAY? Look for patterns in thelearners language (Today & onyour own) Analyze & color-code thetranscript for languagefunctions & language systemsusing resources provided(Today & on your own) Record examples ofstrengths, approximations,and strategies (used by thelearner or to support instruction)on the tables provided (Today &on your own) Use the resources provided toidentify the learners stage &characteristics of oral languagedevelopment (Today & on your own) Write your oral language analysisto include: a summary of theanalysis information anchored incourse readings to articulate yourunderstanding of the research; UseAPA writing style (On your own). 62. WAYS WITH WORDS:DISCUSSION GROUPSFOCUSED QUESTIONS What are distinctcharacteristics of orallanguage in yourcommunity? What isvalued? How do children interactwith other children and withadults in your community? How is print used in yourcommunity? How is itviewed? How do religion and churchinfluence the use oflanguage and literacy inyour community? Consider the purpose of orallanguage, conventions of orallanguage, morals and lessonstaught using oral language,creativity around use of orallanguage, and truth related towhat children say. In what ways do the language& literacy skills and lifelessons taught in the 2communities align (or not) with(a) school expectations, (b)school language, (c) schoolreading & writing activities? 63. THE TOWNSPEOPLE. THE TEACHERS What are your predictions regarding theinteractions between the townspeople and thesetwo communities?What strengths will the townspeople recognize inthe children of Trackton? Roadville? What challenges will the townspeople view in thechildren of Trackton? Roadville?.. with respect to(a) school expectations, (b)school language, (c) school reading & writingactivities? 64. LOOKING AHEADSee Dates & Detailed Guidelines inCANVAS for Session #5 ONLINETOPICS:- Work on Oral LanguageAnalysis& Summary (draft)- Ways with Words: TheTownspeopleASSIGNED READINGS:-Review assigned readings to findreferences & citations to groundthe Oral Language Analysis &Summary-Read all of WWW, chapterBRING TO CLASS SESSION #7(11/1):Paper copy of your draft of theOral Language AnalysisSUBMIT TO CANVAS (by 11/1):WWW Notecatcher chapter 7If you do not have reading & writingdata from learner, be sure to collectthese ASAP!Reading & Writing AnalysisWorkshop set for Class Session #7.