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What Teachers Need to Know About Language

What Teachers Need to Know About Language. Fillmore & Snow (2000) ERIC ED308705. Teacher as …. Communicator Educator Evaluator Educated Human Being Agent of Socialization. Oral Language. 1. What are the basic units of language? 2. What is regular and what isn’t?

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What Teachers Need to Know About Language

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  1. What Teachers Need to Know About Language Fillmore & Snow (2000) ERIC ED308705

  2. Teacher as … • Communicator • Educator • Evaluator • Educated Human Being • Agent of Socialization

  3. Oral Language • 1. What are the basic units of language? • 2. What is regular and what isn’t? • 3. How is the lexicon acquired and structured? • 4. Are vernacular dialects different from “bad English” and if so, how? • 5. What is academic English? • 6. Why has the acquisition of English by non-English-speaking children not been more universally successful?

  4. Written Language • 7. Why is English spelling so complicated? • 8. Why do students have trouble with structuring narrative and expository writing? • 9. How should one judge the quality and correctness of a piece of writing? • 10. What makes a sentence or a text easy or difficult to understand?

  5. Oral Language Development

  6. What are the basic units of language?

  7. 2. What is regular and what isn’t?

  8. 3. How is the lexicon acquired and structured?

  9. 4. Are vernacular dialects different from “bad English” and if so, how?

  10. 5. What is academic English?

  11. 6. Why has the acquisition of English by non-English-speaking children not been more universally successful?

  12. Written Language Development

  13. 7. Why is English spelling so complicated? • Variation – “blood is good food” • No “Language Academy” prescriptive • Deep orthography – complex spellings, irregular words • Etymological • Ph = /f/ • Y = /ai/

  14. 8. Why do students have trouble with structuring narrative and expository writing? • NARRATIVE: Mimic, learned, discourse strategy (sequence) • Latino – emphasizes personal relationship more than plot • Japanese – terse, not recounting all events • AAVE – end of the story is often the beginning • Expository: forming, arguing, precise, present facts

  15. 9. How should one judge the quality and correctness of a piece of writing? • We as educators lack grounding in grammar • Teach students to polish • Understand structure • Discuss structure • Explicitly teach how to write effectively

  16. 10. What makes a sentence or a text easy or difficult to understand? • Simple text – bullets • More coherent texts flow • Relevant • Coherence • Naturalness • Grace • Informativeness

  17. What Teachers Need to Know About Language Fillmore & Snow (2000) ERIC ED308705

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