Vista Hermosa Workshop 1

7/30/2019 Vista Hermosa Workshop 1

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Enhancing Instruction through Cultural Awareness

&

Linguistically Responsive Teaching

1

Eric J. Johnson, Ph.D.

WSU Tri-Cities

[email protected]

Angela Johnson, Ed.M.Pasco School District & Heritage University

[email protected]


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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.

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Background Pizzas!

If you were a pizza, what would yourtoppings be?

Possible toppings: Cultural background

Educational history

Hobbies and interests

Family

Your favorite____________

???????? 3


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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


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Language Proficiency Ice Breaker #2:Simn Dice

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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.

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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

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Rules:

Work in pairs

Partner B reads dictation

Partner A writes verbatim

2 minute time limit

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Language, Culture, & Education1. Definitions of

language & culture

2. Understanding theacquisition oflanguage and culture

3. Relating culture tolanguage

4. Cultural and linguisticfactors in education


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What is language?


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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

,


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Beet

Bit

Bait

About

Bet

Bat

Another

Boot

Book

Boat

But Box

Bought


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Phonemes & Morphemes

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Singular Plural

Cat

Dog

Bus

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Syntax

I ate the delicious sandwich after jogging.

Analyze the sentence in terms of grammar, parts of

speech, and word order.


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SemanticsThose guys need to chill!

What is the metaphor in this sentence?

What other ways can this concept be used?


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Pragmatics

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Registers: What is the difference between formaland informal language?

Speech Acts: Give an example of a phrase that

can change your social status.


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Surface & DeepStructures in the Brain


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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.gif


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How is language influenced by culture?


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What is Culture?

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Understanding Cultural PracticesProvide a description of the following cultural events:

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Bias, Ethnocentrism, & MarkednessA B

D

C


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Ethnocentrism & Bias

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AB

D

C


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Marked

Marked------------------------------------------------------------------UNMARKED--------------------------------------------------------------Marked

Marked


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Unmarked Marked

Eating

Habits

Pets

Provide culturally unmarked and marked

examples for the following activities:


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Cultural Relativism

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Cultural Categories

Radial Categories

birds

Gradient Categories

temperature

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~Cultural Transmission~

Enculturation C1

Acculturation C1C2

DeculturationC2

Biculturalism

Assimilation


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How does language reflect cultural beliefs?

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C lt l i i ti I f l lt ?


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Cross-cultural miscommunication: Issues of language or culture?

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L Id l i


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Language Ideologies

English dialects in the US

Mapping Unmarked and Marked English

Unmarked.Marked

Blue Red

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CultureEthnicity

LanguageGender

Socioeconomic Class

P i ti i & D i ti i


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Prescriptivism & Descriptivism

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Olde English

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Olde English

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~80% monolingual English

~20% speak other languages

~12% Spanish at home

Speaking English at least well or

better


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The Reality of ELLs and Classrooms:Demystifying Second Language Acquisition

How do humans acquire their1st language?

What about their 2ndlanguage?


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Language

Acquisition

know want to know learned


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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)


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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)


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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


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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?


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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)


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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!


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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)


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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)


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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


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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.


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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)


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Myth 1Children learn second

languages quickly and easily.


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Myth 2The younger the child, themore skilled in acquiring a

second language.


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Myth 3The more time students spend

in a second language context,the quicker they learn the

language.


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Myth 4Children have acquired asecond language once theycan speak it.


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Language Acquisition & Bilingualism

L1 L2

Time

Context

Meaningful Interactions

Learning vs. Acquiring

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What does language have to do with apersons identity?

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Spanglish & Code Switching


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Speaking Spanglish


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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


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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!


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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 ?


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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?


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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


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Sample Activity : Fun with Spanglish

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Spanish___________________________________________________________

Yesterday cuando estava en la libreria I saw a cool book about elefantes.

English_____________________________________________________________

Culture & Literacy:


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How are language, culture, and literacy related?


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What is literacy?(meaning) (coding)

A

B

C

D

E

Reading as a Sociocultural Process:


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Reading as a Sociocultural Process:Decoding cultural and linguistic knowledge

A

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B C

D E

Homonymy & Polysemy


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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


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Literacy vs. Spelling

Comprehension & Context Clues


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Comprehension & Context Clues

?Lord, we thank thee.


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Literacy&

Academic Language

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What is academic language?


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g g

The language of school vs. the BICS/CALP distinction.


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Basic Interpersonal

Communication Skills

Cognitive Academic

Language Proficiency

The LanguageofSchool

SocialLanguage

Academic

Language



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What is the difference betweenoral language and literacy?

Domains of (Academic) Language Proficiency


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Domains of (Academic) Language Proficiency

Oracy Literacy

Productive

Speaking Writing

Receptive

Listening/Comprehension Reading


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Oracy Literacy

Productive Speaking Writing

Receptive Listening Reading

Language domains across contexts:School

A rt

ShoppingCooking

Sports

etc.

Contextualizing Language Skills


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_____________Language Proficiencies

________Oracy _________Literacy

ProductiveSkills

ReceptiveSkills

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School


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Math

Social Studies

Science

Language Arts

Band

Soccer

etc.

The Language of

xyz

OracySkills

LiteracySkills

Contextualizing Content Language Skills


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_____________Language ProficienciesOracy Literacy

Productive

Skills

Receptive

Skills

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MathScienceLanguage ArtsSocial StudiesP.E.Art

Home Literacies


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LanguageofHome

Oracy

Skills

Literacy

Skills

LanguageofSchool

Oracy

Skills

Literacy

Skills

Home Literacies

&

Practices

SchoolLanguage

HomeLanguage

Classroom

Success

W k h 1 Obj ti


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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.

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Eric J. Johnson, Ph.D.WSU Tri-Cities

[email protected]

Angela Johnson, Ed.M.Pasco School District & Heritage University

[email protected]
mailto:[email protected]://www.angelajohnsonseducationcorner.blogspot.com/http://www.angelajohnsonseducationcorner.blogspot.com/http://www.angelajohnsonseducationcorner.blogspot.com/mailto:[email protected]:[email protected]

Vista Hermosa Workshop 1

Documents

Transcript of Vista Hermosa Workshop 1