LCRT 5810: Workshop in Language

Development & Acquisition

Welcome back to Class Session #9

November 15th 2014

I’m glad you’re here!

Have some fun with “truths & lies”!!!

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Agenda

Teachers as Learners & Researchers

Reviewing the 5810 content base

Peer Review: Final Oral Language Analysis

Peer Review: Draft of Reading & Writing Analyses and Discussion of Findings

Case Study Overview &Requirements

Course & Instructor Feedback

Looking Ahead

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Teachers as Learners &

Researchers

We have been using linguistics to observe and…

…analyze language behavior and language interactions to help us better

understand the learner’s language

and

to inform our approach to effective classroom communication & instruction.

Research tells us that all languages share linguistic

universals, such as:

❏ Language expresses meaning through sounds made in the

vocal tract (barring impairment or obstacles to the use of

sound);

❏ Children learn language in the speech community where they

are raised with little or no direct instruction by the adults;

❏ Discourse patterns are learned by children at home &

in their community (e.g., how to ask Qs, make requests, tell stories, etc.)

(Barry, 2008)

Language Variation: Registers, Dialects & Identity

We shift registers & dialects as we shift socio-cultural contexts.

Variations in language dialects are associated with ethnic identity, social class, regional & gender identity, etc.

Standard American English: Is one of many dialects in the USA. It is considered neutral, ‘standard,’ middle-class, educated;

Speakers thoughtfully maintain the dialect learned in the speech community where they grew up to maintain personal identity & family identity.

It is not unusual for a speaker to ‘shift in and out’ of a dialect according to pragmatic influences.

Thinking about language:

What have you learned? How & why are you an observer of language?

• What have you learned about language? Language acquisition?

• What does it mean to be an observer of language?

• How might you define an observer of language?

• In what ways and for what purposes do teachers observe language?

As you reflect on your language use, how does your language varywhen you change contexts & conversation partners?

How do students’ language vary by contexts, content & partners?

http://www.tubechop.com/watch/4002864

Thinking about the learner

What have you learned

about the learner’s oral language?

What does the

learner know

about language?

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Stages of typical language development

At what stage of development is the learner’s language?

REMEMBER:

• Language develops following typical, predictable stages.

Language development & adolescents

Language develops gradually through

adolescence continuing into the teen years.

Consider the learner’s syntax & use of English grammar with oral language, reading & writing

Syntax:

• The rules of a language that govern the word order and sentence structure.

Grammar:

• A set of prescribed rules that determine the proper use of syntax & morphology.

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CONSIDER THE FOLLOWING:

To what extent can the learner put letters to spoken language?

Is the learner at the point of sorting out which elements of spoken language and recording these successfully in written language?

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Applying the course concepts & your new understandings

Tools for Analyzing Language

Linguistics & Language Systems: Tools for Analyzing Language

Phonology: • Sound patterns of language including pitch, rate, stress, volume,

classifying sounds [phonemes & allophones].

Phonetics: • Description of speech sounds; how the sounds are formed in the

mouth (point of articulation & passage of air)… links to pronunciation/enunciation of phonemes in L1 & dialect.

Morphology: • Meaning units in a language including: • FREE: Single word that serves as morpheme, e.g., school, the, non…• BOUND: Morphemes linked to other morphemes, e.g., -ing, un-, -ed,

-able (often prefixes, suffixes, affixes, past tense markers) … clipping (prof-for professor); acronyms (SEHD); blends (fog/smoke=smog)…

Linguistics & Language Systems: Tools for Analyzing Language (2)

Syntax: Structure of sentences/rules for forming sentences (S-V); forming questions; negatives; using possessives; plurals (also links to morphology and the “s” plural which is a bound morpheme).

Semantics: Making meaning of words (& synonyms), phrases, and sentences.

Pragmatics: Communication in context, according to what is appropriate for the particular context (conversational rules; repair when needed); Non-verbal communication (body language, gestures, eye contact, facial expression; physical distance; time/timing; interrupting, etc.

More on PRAGMATICS To what extent can the learner:

1. Use language for a variety of functions;

2. Adapt language according to the situation or the listener;

3. Adapt language according to his/her role;

4. Follow conversational rules;

5. Use appropriate non-verbal communication;

6. Clarify when communication is ambiguous.

7. Repair: Does s/he know how, when, why?

More on Pragmatics: Tools for Analyzing Language

• Performance versus competence

• Halliday’s functions;

• Shifting registers (formal/informal);

• Use of slang

• Discourse functions (declaratives, questioning, imperatives, exclamations);

• Grice’s maxims;

• Using rising or falling intonation to send meaning;

• Restricted code (insider info), elaborations needed;

• Lexical ambiguity or structural ambiguity.

(Barry, 2008, 3-8; 145)

Are the Stages of

Typical Second Language Acquisition

Relevant for this Learner?

Pre-

production

STAGE 1: The silent period;" when the student takes in the new

language but does not speak it. This period often lasts six weeks or several months, depending on the individual.

Early

production

STAGE 2: The individual begins to speak using short words and

sentences; emphasis is still on listening and absorbing the new language; many errors in this stage that can last 3 months or longer.

Speech

Emergent

STAGE 3: Speech becomes more frequent, words and sentences are

longer; student still relies heavily on context clues and familiar topics. Vocabulary continues to increase in this stage that can last 6 months to around 2 to 3 years; errors begin to decrease in common or repeated interactions.

Beginning

Fluency

STAGE 4: Speech is fairly fluent in social situations with minimal

errors. New contexts and academic language are challenging; individual struggles to express herself due to gaps in vocabulary and appropriate phrases (2 to 3 years depending on the individual).

Intermediate

Fluency STAGE 5: Communicating in the second language is fluent,

especially in social language situations; individual is able to speak almost fluently in new situations or in academic areas, but there

will be gaps in vocabulary knowledge and some unknown expressions; fewer errors, and the individual is able to demonstrate higher order thinking skills in the second language such as offering an opinion or analyzing a problem (3 to 6 years depending on the individual).

Advanced

Fluency STAGE 6: The individual communicates fluently in most all

contexts and can maneuver successfully in new contexts and when

exposed to new academic information. At this stage, the individual

may still have an accent and use idiomatic expressions incorrectly,but the individual is essentially fluent and comfortable communicating in the second language (5 to 7 years or never depending on the individual).

Have you observed current theories oflanguage development in play relevant to the learner?

Krashen’s theories 1) Learning vs.

acquisition hypothesis

2) Natural order

hypothesis

3) The monitor

hypothesis

4) The input hypothesis

5) Affective filter

hypothesis

Cummin’s theories

1) Basic Interpersonal

Communication Skills

2) Cognitive Academic

Language proficiency

What have YOU observed?

• What aspects of Krashen’s or Cummins’

theories do you observe with the Case Study

learner?

• Does this learner have strong conversational

skills, yet struggle with academic English?

• This could be true for learners who have

English as their 1st language too!

What have you learned about the learner?

FOCUS ON: Oral Language analysis

What have you learned about the learner?Oral Language analysis

What does the learner know about language?

What are the learner’s strengths and needs with respect to the language systems? With respect to language functions (or maxims)?

In what ways do the data support the analysis of the learner’s language?

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What have you learned about the learner’s..Grammar rules? Grammar usage?

• Does the Case Study learner have a well-developed understanding of his/her native language syntax in place?

• What word order and sentence structure seem to govern the learner’s use of English in spoken language?

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When analyzing the learner’s oral language:

Did you…….?

• Look for patterns in the

learner’s language

• Identify the language

functions & language

systems used by the

learner.

• Identify “strengths,”

“approximations,” and

“strategies” used by the

learner or to support instruction.

• Identify the learner’s

stage & characteristics

of oral language

development.

• Anchor what you have

observed about the

learner’s oral language

in course concepts & readings.

Did you display the data using tables?

Function Example Cited in Transcript

Example Cited by Line Number

Instrumental

I want; language as a means of getting things, of satisfying needs

“Tonight we will have pizza. I always ask Mom for pizza on Mondays.”

#1, 22, 28, 47, 69(List lines of transcript where you observe other examples of this function).

LanguageSystems

StrengthsExamples

cited in the transcript

Line #s and type

Approximations (Errors)

Examplescited in the transcript

Line #s and type

Strategies Used:Either by the

learner or potential

strategies to be used by Tr.

for Instruction

Did you ‘speak to’ the Guiding Questions in the analysis?

Language functions: Review the oral language transcript for the language functions the learner is able to use. Halliday’s functions. Optional: Grice’s Maxims.

Pragmatics: How does the learner shift her language according to what is appropriate for the context and the particular conversation partner? What language functions & maxims can the learner use?

Phonetics/Phonology: How does the learner use and articulate the sounds of English?

Syntax: How does the learner form sentences, sequences subject-verb-object, etc.?

Morphology: How does the learner use words, word parts, root words, affixes, etc.?

Semantics: How does the learner make meaning and try to comprehend?

Lexicon: Does the learner have a broad knowledge of vocabulary for a range of topics? Can s/he find & use vocabulary particular to the topic?

Peer Review of Finalized Oral Language Analysis

Check with the author about how to give your feedback & read for the following……

• Is the transcript color-coded? Does it reveal patterns and characteristics of learner’s oral language including language systems &functions?

• Does the legend articulate a clear coding system?

• Do data tables clearly display characteristics, strengths & developing areas using language systems & functions? Are examples & transcript line # noted?

• Is there a descriptive narrative of an analysis of the learner’s language use with attention to language systems & functions & stage of language development (using the guiding questions)?

• Is the written analysis grounded in course concepts and supported with a minimum of 5 in-text citations also noted on a Works Cited page?

Your questions

Finalized Oral Language Analysis is due today.

Submit to CANVAS today.

Remember, there’s more involved in oral language use

than just learning the language!

http://youtu.be/ePVZvMjSMvE

Warning: Some adult humor!

Were you able to get the humor?

Or do you have a very small vocabulary????

On to reading &

writing

8 sections 1) Abstract

2) Learner Background

3) Analysis of Oral Language

4) Analysis of Reading

5) Analysis of Writing6) Discussion of Findings and Conclusion7) Works Cited

8) Appendices

• Learner Interview and Profile

• Coded Transcript Analysis

• Reading and Writing Samples

AS YOU CONSIDER THE LEARNER’S READING REMEMBER…..

“The development of oral language competence

lays the groundwork for the development

of reading and writing,

which are also systems of language.”

“Language development is critical to children’s success as learners of reading and writing…”

Harp & Brewer, p.13- 14 36

In what ways does the learner integrate the language systems when reading?

pragmatics,

grapho-phonics (i.e., phonology, phonetics,

sound-symbol relationship),

syntax and morphology…. and,

semantics.

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In what ways & with which level of text & genre of texts does the learner…..?

• try to make meaning of it?

• notice if the print, words, etc. look right?

• notice if the written language sounds right as we read it?

• try to situate the text in a context that is meaningful?

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What language systems does theCase Study learner rely on when reading?

Over-rely on? Avoid using?

• Meaning (Semantics & Lexicon): In what ways does

the reader try to make sense of the text? And the words?

• Structure (Syntax & Morphology): In what ways does

the reader rely on & use sentence structures, parts of speech, word parts…to make sense of the text?

• Visual (Grapho-phonetics & Phonology): In what ways

does the reader rely on how the text “looks right” including words, letters, punctuation, spacing, directionality, etc.

• Context (Pragmatics): In what ways does the reader

use context and background knowledge to make sense of the text? 39

Does the learner understand concepts of print when reading?

• Print carries meaning; it conveys a message.

• Spoken words can be written & preserved.

• Written words can be spoken (read aloud).

• Words are read from left to right, top to bottomin English.

• Speech has a linear sequence in time that corresponds to the linear sequence of written language

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At what Stage of Reading Development is the

Case Study learner?

Stage 0: Pre-reading (birth to age 6)

Stage 1: Initial reading or decoding stage (grades 1-2, ages 6-7)

Stage 2: Confirmation, Fluency, Ungluing from Print (Grades 2-3, ages 7-8)

Stage 3: Reading for Learning New Information (grades vary, ages vary)

Stage 4: Reading for Multiple view points (high school, ages 14-18)

Stage 5: Reading to construct and reconstruct – a world view (college, age 18 and above) (Chall, 1996 as cited in Harp & Brewer)

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USE THE GUIDING QUESTIONS TO HELP YOU DEVELOP the ‘Discussion of Findings’ for the READING ANALYSIS

LEXICON

To what extent does the reader

• comprehend a breadth and depth of vocabulary words used in the text?

• comprehend content words accurately? And, comprehend function words accurately?

PHONOLOGY To what extent does the “read” text marked with miscues look like original text?

To what extent does the reader: demonstrate an understanding of L-R directionality; • space between words; • beginning of words &

sentences; • end of words & sentences; • punctuation?

GUIDING QUESTIONS: READING ANALYSIS

PRAGMATICS To what extent does the reader:

• Use appropriate “voice” while reading aloud the text? Vary “voice” as indicated by changes in the text?

SEMANTICS To what extent does the reader:

• make sense of the text as s/he reads aloud? (Note: If the reader miscues and the sentence does not “make sense” as s/he read it, it does not mean that the reader has not captured the meaning; the retelling will verify what the reader comprehended).

GUIDING QUESTIONS: READING ANALYSIS

SYNTAX

• To what extent does the reader

• preserve the basic grammatical structure of the text?

• Does the reader recognize when s/he miscues and the language structure does not “sound right”?

MORPHOLOGY

To what extent does the reader recognize when

s/he miscues and the word structure does not “sound right”?

The Learner’s Writing

CONSIDER THE LEARNER’S WRITING

To what extent can the learner put letters to spoken language?

Does the learner sort out elements of spoken language and record these successfully in written language?

To what extent is the learner able to vary his/her written language in style & formality?

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What are the developmental stages?

Writing Development

Spelling Development

• Scribble Writing

• Pseudo Letters

• Letters

• Pseudo Words

• Copied Words

• Self-generated Words

• Self-generated Sentences(Note: Marie Clay’s stages vary slightly)

• Scribbling stage

• Linear repetitive stage

• Random letter stage

• Phonemic stage

• Transitional stage

• Conventional stage

• Proficient stage

Note: Stages may vary sequence slightly for

writing & spelling. 47

Does the learner understand concepts of print when writing?

• Print carries meaning; it conveys a message.

• Spoken words can be written & preserved.

• Written words can be spoken (read aloud).

• Words are read from left to right, top to bottomin English.

• Speech has a linear sequence in time that corresponds to the linear sequence of written language

48

CONSIDER THE LEARNER’S SPELLING To what extent is there a connection between the learner’s

spoken language & spelling?

What are strategies this learner uses or strategies the teacher could try out with this learner?

-Studying word families

-Providing word walls/at their seat materials

-Quick words, personal dictionary, etc.

-Flash cards

- hard-to-spell word lists

-Making references available such as dictionaries

- OTHER? 49

GUIDING QUESTIONS:

WRITING ANALYSIS

USE THE GUIDING QUESTIONS TO HELP YOU DEVELOP the ‘Discussion of Findings’ for the WRITING ANALYSIS

Here’s a sampling……

LEXICON

To what extent does the writer

• Use a breadth and depth of vocabulary words used in the text?

• Use content words accurately? And, use function words accurately?

PHONOLOGY

To what extent does the writer

• spell phonetically? Rely heavily on consonants?

• struggle with vowel selection for an unstressed syllable (schwa)?

• omit letters in spelling? Include extra letters?

What interplay between the learner’s

spoken language,

reading, and written language

have you observed & noted?

THE INTERPLAY ORAL LANGUAGE

READING WRITING IMPLIC. FORINSTRUCTION

Language SystemsPragmaticsSemanticsLexiconPhonologySyntaxMorphology

Language FunctionsInstrumentalRegulatoryInteractionalPersonalHeuristicImaginativeInformativeDivertive

Concepts from course readings & professional literature

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Making connections: Discussion of Findings & Conclusions

• Begin to identify and document connections you observe between the learner’s oral language, reading and writing.

• Record this information on the “Findings Across Language Areas” table.

• Use this information to guide your development of the “Discussion of Findings” section.

• Ground these connections in the course concepts from the readings & the professional literature.

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Discussion of Findings & Conclusions

• What do you notice in the oral language that is also reflected in the learner’s reading? What are the differences between his/her language & reading?

• What do you notice in the oral language that is also reflected in the learner’s writing? What are the differences between his/her language & writing?

• What do you notice across all three areas? • What might be next steps for the effective

instruction of the learner? What does the learner need?

Peer Review of Reading & Writing Analysis & Discussion of

Findings

Check with the author about how to give your feedback & read for the following……

Rationale for selection of reading & writing samples.

Describes & visually presents data using a typed chart or table to identify patterns of learner’s reading & writing characteristics, strengths, and needs; and table to report & analyze reading miscues.

Careful and in-depth analysis of reading & writing samples using literacy continuums, developmental stages of reading& writing and language systems.

Extensive and clear discussion of patterns & findings relevant to the learner’s oral language, reading, writing.

Explicit connections are made between learner’s oral language and literacy.

Thoughtful next steps for learner provided to implement knowledge gained as a result of this study.

Your questions

Finalized Case Study is due

Dec. 3rd

Submit to LIVETEXT by Dec. 8th in order for semester grade to be assigned!

See Livetext Module in CANVAS for hotlinks & support.

Ways with Words Returning to Trackton & Roadville

Our early interactions included: Chapters 1 & 2• ID a quote that resonated

with you.• How do you believe

before (starting) school home experiences affect school experiences?

• What is the history of the area where you teach? How does the community perceive school?

In-class discussions:Chapters 3 or 4• The “place of children” in

Trackton /“role of school” in Roadville. How does this belief system color expectations for school?

• Differences students will face in school due to the belief systems of adults?

• Challenges the children face? How do these compare to challenges your students face?

• Completion of ‘parent belief chart’

Ways with Words Returning to Trackton & Roadville

You explored & recorded…• The distinct characteristics of

oral language in Trackton or Roadville. What is valued?

• How do children interact with other children and with adults?

• How is print? How is it viewed?• How do religion and church

influence the use of language and literacy?

In Class #7, we discussed: • How the townspeople use

language? Literacy? View School? View their role in society? AND….

Elements that could prompt discord with Trackton & Roadville & the Townspeople.

• The concept of time &schedule;

• The use of questions &requests

• Parental involvement & expectations around school;

• Parents’ discipline & expectations about politeness.

Going to school

What connections can you make? • For the children of Trackton and Roadville, school is

the FIRST place where they meet for an extended period of time with the townspeople’s ways of being, speaking & writing.

• The children from these 2 communities are sent to school by parents who have hopes & dreams that school can help their children move beyond what they (the parents) have accomplished in life.

• Sound familiar?

Working Lunch: Meet in your ‘mixed’ community group (2T & 2R).

Take about 30 minutes and Jigsaw your group efforts to re-read chapter 8.

ALL: Read/skim A student again, pp. 265-272 Using space & time in preschool, pp. 272-275

1 R & 1T Read/Skim Using talk, pp. 276-293

1 R & 1T Read/Skim The story in school, pp. 292-310

All: Read/Skim The question of relevance, pp. 310-314

After about 30 minutes, join with the others in your

‘mixed’ community group to discuss

your thinking.

Please reconvene in an hour.

Adjust the Afternoon to Meet Students’ needs & timeline

Feedback & FCQs

Finalizing the Case Study

Culminating Carousel for WWW

Case Study Overview

Case Study Overview 8 SECTIONS 1) Abstract2) Learner Background 3) Analysis of Oral Language

• Oral Language Data Collection Procedures (Summary)

• Analysis of Oral Language (Summary with Tables)

4) Analysis of Reading• Reading Sample Data

Collection Procedures (Summary)

• Reading Analysis (Summary with Table/s)

5) Analysis of Writing• Writing Sample Data

Collection Procedures (Summary)

• Writing Sample Analysis (Summary with Table/s)

6) Discussion of Findings & Conclusion

7) Works Cited

8) Appendices

• Language and Literacy Interview and Learner Profile

• Coded Oral Language Transcription

• Analyzed Reading Sample

• Analyzed Writing Sample

• Note: You can opt to include full tables in the appendix with excerpts of tables in the narrative to support the analysis

How do I merge my previous assignments with the literacy

analysis?

Suggestions

• First, locate the APA guidelines in Canvas & use as you work!

• Work with an existing Word document or open a new Word document for the Case Study;

• Set up the document for margins, title page, running head (& header), abstract page & page numbers;

• Insert required sections (make these the primary headings);

• Copy & paste into this document the existing parts (e.g., Learner Background Summary, Oral Language Analysis, Reading Analysis, Writing Analysis, Discussion of Findings, Conclusion, & Appendices);

• Adjust the secondary subheadings according to APA.

APA & Academic Writing

Paragraph Format: Use 1 inch margins; Font size 12. Indent 1st sentence; Double space lines. Do not skip line

between paragraphs; Well written

sentences with a central topic for each paragraph.

• Clear, coherent writing; • Subject-verb agreement;• Avoid run-on sentences; • Avoid slang & colloquial

language; • Pay attention to writing

conventions; • Submit near-final draft to

CU Writing Center or ask a friend to read.

• Print & read aloud the near-final version before finalizing & submitting.

Your questions

PAUSE FOR FEEDBACK

- LCRT 5810 Course Feedback Form

- CU System Faculty Course Questionnaire (online)

- Return feedback forms to their envelopes

- While you wait for classmates to finish with providing feedback….. Jot down your ideas on the “Culminating Carousel” charts.

Culminating Carousel

Circulate & jot down your responses on the chart paper to these prompts. • What strengths/skills did the young learners bring

to school?

• Note the challenges/mismatches that each group of learners may face in school.

• Having examined closely the language of the groups, what are some similarities and differences between each community?

Mrs. Gardner took a different approachto teaching a group of “potential failures” and

with them experienced great success.

Discuss the insights you gained from Mrs. Gardner’s alternatives to students who had not experienced success in school.

How might you go about addressing/engaging students who’ve previously been unsuccessful in the context where you work?

What are the implications of Heath’s seminal study for you and your instruction?

You have been great!

Thank you for

an enriching &

fun learning

experience this

semester!

Looking ahead • Submit “Oral Language

Analysis” via CANVAS by Nov. 15th (11:59pm).

• Look for feedback & graded assignment by Nov. 22nd .

• Finalize Case Study.

• Submit Final Case Study to CANVAS by _____ and to LIVETEXT by Dec. 8th.