grdg626 language literacy and diversity in american education
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GRDG626: Language, Literacy, and Diversity in American Education. Using Linguistic Analysis Dr. Gloria E. Jacobs. Agenda. Sharing Group Discussion Break Minilecture & IPA Instruction Next Week. Sharing. Elliot of RCSD addressing NCTE. Small Group Discussion.

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grdg626 language literacy and diversity in american education

GRDG626: Language, Literacy, and Diversity in American Education

Using Linguistic Analysis

Dr. Gloria E. Jacobs

agenda
Agenda
  • Sharing
  • Group Discussion
  • Break
  • Minilecture & IPA Instruction
  • Next Week
sharing
Sharing
  • Elliot of RCSD addressing NCTE
small group discussion
Small Group Discussion

This week, you choose your groups!

minilecture linguistic variation
Minilecture: Linguistic Variation
  • Accents, dialects, languages – all linguistic variation
  • Levels of variation
    • Regional Association (“regional dialects)
      • Pronunciation (accent)
      • Vocabulary
    • Social Groups (“social dialects”)
      • Grammar
minilecture linguistic variation1
Minilecture: Linguistic Variation
  • The greater the social distance, the greater the variation in language.
    • Most apparent in how verbs are used

Those with less social power expected to know/understand language of those of higher social power, but not vice versa.

minilecture linguistic variation2
Minilecture: Linguistic Variation

Use These Terms

  • Language variation or linguistic variation
  • Vernacular dialect
  • Standard English(es)

Rather Than These

  • Dialect
  • Nonstandard English
  • Proper English
language learning and thinking
Language, Learning, and Thinking
  • No evidence that linguistic variation interferes with cognitive development or reflects logical thinking (or lack thereof).
minilecture linguistic variation3
Minilecture: Linguistic Variation
  • Standard English(es): A composite of “socially preferred dialects from various parts of the US and other English speaking countries” (Adger, Wolfram, & Christian, 2007, p. 15).
    • Consistent with critical race theory that recognizes the value of the African American experience and how the white experience has been historically privileged.
  • Two views: Deficit versus Difference
    • Consistent with McDermott & Varenne (1997) Culture as Disability perspective.
minilecture linguistic variation4
Minilecture: Linguistic Variation
  • What’s a teacher to do?
    • Develop knowledge and respect for integrity of linguistic varieties (Adger, 2007, p. 26).
    • Make dialect study part of your professional development
    • Teach students to appreciate their linguistic heritage by teaching them how to do dialect study
    • Explicitly teach code switching and audience/purpose for different Englishes
minilecture linguistic variation5
Minilecture: Linguistic Variation
  • Conducting dialect study
    • Involve your students
    • Listen closely and nonjudgmentally to your speech and that of your students
    • Learn the linguistic patterns of the community I which you teach
      • Listen for grammatical patterns
      • Listen for pronunciation patterns
        • Vowel differences tend to mark region
        • Consonant differences tend to mark social class
minilecture linguistic variation6
Minilecture: Linguistic Variation

Is someone who speaks in the vernacular

“uneducated”

Or

not socialized into academic or standard Englishes

Or

choosing to use a linguistic variant as an identity and group membership marker

minilecture linguistic variation7
Minilecture: Linguistic Variation
  • Implications for Literacy Instruction
    • miscue analysis/reading instruction
      • The shortcomings of Dibels and similar out of context word lists
    • spelling development
    • grammar instruction
    • writing assessment
    • mis-identification of students for Special Education services

We should of gone to are grandmother house.

minilecture ipa phonics chapter
Minilecture - IPA (Phonics Chapter)
  • Sound/letter correspondence
  • Vowels and consonants
  • Terms
    • Phoneme: smallest unit of sound that carries meaning.
    • Dipthongs: Two sounds within one phoneme (bike)
    • Digraphs: Two letters to represent one phoneme (that)
    • Blends: Two letters/two phonemes that are smoothed together (bread/bleed)
practicing for the oral language analysis
Practicing for the Oral Language Analysis
  • With a partner, analyze your speech
    • Listen to a portion of your recorded conversation then transcribe a few minutes. First capture the words, then relisten and transcribe using IPA.
    • Use Adger et al (2007) and Freeman & Freeman (2004) to help you think about your
      • Pronunciation
      • Grammar patterns
      • Vocabulary choices
    • In casual conversation with close friends, how “standard” do you think your speech is?
    • In classroom or other professional settings, how does your speech change?
student analysis
Student Analysis
  • See syllabus
  • Data to be collected
  • Analysis
  • Implications
next week
Next Week
  • Watch at least 6 "Full Poems" performances from Brave New Voices
  • Compton-Lilly Chapter 10
  • Redd, T.M. & Webb, K.S. (2005). A Teacher’s Introduction to African American English. Urbana, IL: NCTE. Chapters 3 & 4
  • Tatum, A. (2009). Reading for Their Life: (Re)Building the Textual Lineages of African American Males. Portsmouth, NH: Heinemann. 1-21.
examples of spoken word
Examples of Spoken Word
  • Hebrew Mamita
  • Taylor Mali - "What Teachers Make"
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