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GRDG626: Language, Literacy, and Diversity in American Education

This session led by Dr. Gloria E. Jacobs focuses on the importance of language, literacy, and diversity in American education. Participants will explore linguistic variation, including accents, dialects, and social language dynamics. Through minilectures, group discussions, and hands-on activities, educators will gain insights into dialect studies and the significance of respecting linguistic heritage. The session will also address teaching strategies for code-switching and literacy instruction, examining the implications of language variation on comprehension and assessment.

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GRDG626: Language, Literacy, and Diversity in American Education

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  1. GRDG626: Language, Literacy, and Diversity in American Education Using Linguistic Analysis Dr. Gloria E. Jacobs

  2. Agenda • Sharing • Group Discussion • Break • Minilecture & IPA Instruction • Next Week

  3. Sharing • Elliot of RCSD addressing NCTE

  4. Small Group Discussion This week, you choose your groups!

  5. Break 6:15 – 6:30

  6. Minilecture: Linguistic Variation • Accents, dialects, languages – all linguistic variation • Levels of variation • Regional Association (“regional dialects) • Pronunciation (accent) • Vocabulary • Social Groups (“social dialects”) • Grammar

  7. 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.

  8. Minilecture: Linguistic Variation Use These Terms • Language variation or linguistic variation • Vernacular dialect • Standard English(es) Rather Than These • Dialect • Nonstandard English • Proper English

  9. Language, Learning, and Thinking • No evidence that linguistic variation interferes with cognitive development or reflects logical thinking (or lack thereof).

  10. 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.

  11. 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

  12. 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

  13. 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

  14. 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.

  15. 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)

  16. Practicing the IPA • Handout

  17. 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?

  18. Student Analysis • See syllabus • Data to be collected • Analysis • Implications

  19. 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.

  20. Examples of Spoken Word • Hebrew Mamita • Taylor Mali - "What Teachers Make"

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