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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. 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

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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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