LLQT 2505/2507 Literacy Theories and Frameworks March 2012 John Keenan j.keenan@worc.ac.uk

1. LLQT 2505/2507 Literacy Theories and Frameworks March 2012 John Keenan j.keenan@worc.ac.uk

2. Assignment 1. Essay 2. Presentation - to be done on July 18th 3. Reflection

3. Essay Factors affecting language acquisition Showing knowledge of: How language can be described and analysed Grammatical and lexical frameworks 3000 words

4. Presentation 10 minute presentation supported by ICT Critically assess – using language acquisition theory Include sample teaching techniques for learning and teaching

5. Wednesday 14th BYG199 9.30-1 The Psychology of Language 1.30-3 The psychology of motivation 3-4.30 The importance of non-verbal communication

6. Thursday 15th BYG199 9-12.30 Dealing with disability – focus on dyslexia 1-2.30 Guest Speaker Judith Rose Adult Learning for those with Difficulties 2.45-4.15 Autism

7. Friday 16th BYG197 9.30-12 Language Learning Strategies for ESOL and English 12.30-3.30 Second Language Acquisition – ESOL First Language theories revisited, EAL, tutorials and grammar workshop Eng  3.45-4.30 Shared learning First v second language 4.30-5 Course Management Team meeting with course reps (sTaRs)

8. Saturday 17th BYG199 9.30-1.30 Assignment details, progression, reflection II

9. Module Target: synthesise, challenge, compare, elaborate on learning theories

10. Factors affecting language acquisition How we make sense of language How we learn (or do not learn) language

11. Factors affecting... THE BRAIN DEVELOPMENT First Language Acquisition Dyslexia Autism KEY LEARNING THEORIES The Psychology of Language Second Language Acquisition Language Learning Strategies for ESOL and English  STRATEGIES TO OVERCOME FACTORS Motivation The importance of non-verbal communication Autism/Dyslexia/Disabled workshop

12. Admin Who wants to be a sTaR? Level 3

13. The Psychology of Language

14. What I hope you will come away with from this session: 1. Greater understanding of what language is 2. Greater understanding of first language acquisition 3. More ability to label language 4. (ESOL) Compare/contrast with second language acquisition theory

15. How do animals communicate? snake chutter eagle craup lion/leopard chirp hyena hum

16. Purr - wants/needs/gets attention Miaow miaow miaow- call for help MIAOW! - I want Mia-ow (falling) - protest Hiss - back off

17. animal language Flat ears and crouch - you are the boss Wag tail fast- I am happy Small slow wags - what is this? Growl - go away Whine - help!

18. animal language Species dependent Blackbird = pink pink - there is a cat nearby Chaffinch = tsee - I’ve ben hurt Singing - this is my territory; I have territory so do you want to mate with me?

19. animal language Screech - there is a dangerous bird chirp - there is a non-dangerous bird screech and upright posture - there is a ground based predator

20. animal language Rubbing chin on something - one day I will eat you Lying stretched out - I am happy Half-raised on back legs - there is danger about Hopping in circle with tail up - I want to mate with you

21. animal language Moo - baby calf be still; baby calf come here; baby calf where are you?; I’m not going in there; food has arrived Calf runs with tail on back - I have just been fed

22. animal language Nuzzle - go away Ears back - go away Nicker - hello Snort - there is trouble about

23. animal language • Round dance - food is 50-80m away pointing in direction • Waggle dance - food is further away pointing in direction • Dance varies by intensity according to how much and some is handed out • Buzz is in dialect • eg • Albanian: bzzz • Bengali: bhonbhon • Japanese: bunbun • Korean: boong-boon

24. animal language Whistle - that’s unusual; I am eating Squeak - help!

25. animal language Singing - mate with me Sound identifies location, age, gender etc

26. What do you know? True or false?

27. What is language? What would you say language was? ‘an artificial system of signs and symbols, with rules’ Chambers cited in Harley p.8

28. Language form content use

29. Language form content use phon/graphology Syntax semantics pragmatics morphology Owens, p.19

30. Sign Phoneme Grapheme Morpheme Word Denotation Connotation Grammar Syntax Noun Verb Adverb Adjective Preposition Article Pragmatics Syntagm Paradigm

31. Who are you?

32. How do we acquire language? Nobody knows

33. Infans - ‘not speaking’

34. Brain decides on which stimuli to attend to Gestalt Theory Jessica, age 4: ‘Say that again. I didn’t hear you. I was listening to my toast’ Owens, 2001: flyleaf

36. controls eye Motor function, moving hands etc Wernicke’s- sees images memory Broca’s area encodes speech Speech production context

37. Pp12-13 How the Special Needs Brain Learns

38. Pp12-13 How the Special Needs Brain Learns

40. 30,000 neurons fit on the end of a pin A neuron has tens of thousands of branches – dendrites Neurons are connected by a synapse The dendrites receive electrical impulses from other neurons A neuron can transmit 2,500 impulses per second Sousa, 2001: 11 100,000 neurons per square millimetre an average pixel on the screen is representing some five million neurons and 22km of axons Kenning P (2008) What Advertisers Can and Cannot Do with Neuroscience. International Journal of Advertising, Vol. 27, No. 3. Pp 472-3

41. ‘the neurons of the newborn are relatively unorganised and unspecified. Over time, the child begins to construct auditory maps from the phonemes heard in the environment. Sounds must be heard thousands of times before neurons are assigned. Eventually, different clusters of neurons will respond to each phoneme, firing when that phoneme is heard.’ Owens, 2001: 134

42. Schemas the rare and beautiful anota shook its feathers and took flight Greene p.34

43. True False timed a robin is a robin a robin is a bird a robin is an animal a robin is a fish a robin has a red breast a robin has wings a robin has lungs

44. 1. a robin is a robin 2. a robin has a red breast 3. a robin is a bird 4. a robin has wings 5. a robin is an animal 6. a robin is a fish 7. a robin has lungs

45. ‘as new stimuli are received, the …person..tries to fit this information into existing schemes’ Owens, 2001: 137

46. What else is in the schemas for the following? Thyme Tesco Pizza Hut oak Robert De Niro Katie Price Paris Sony

47. Nim Washoe ‘the cognitive abilities of apes are broadly similar to that of very young children’ Harley p51

48. Eliza

49. Men are all alike (word alike triggers clarification) IN WHAT WAY they’re always bugging us about something (word something triggers need for specific) CAN YOU THINK OF A SPECIFIC EXAMPLE well, my boyfriend made me come here (unsure so repeated back with different word order) YOUR BOYFRIEND MADE YOU COME HERE He says I’m depressed too much of the time (negative word triggers sympathy) I AM SORRY TO HEAR THAT YOU ARE DEPRESSED It’s true that I am unhappy (second negative word triggers solution repsonse) DO YOU THINK COMING HERE WILL HELP YOU NOT TO BE UNHAPPY I need help, that much is certain (vague terms triggers clarification) WHAT WOULD IT MEAN IF YOU GOT SOME HELP Perhaps I could learn to get along with my mother(predetermined response to word mother) TELL ME MORE ABOUT YOUR FAMILY Can computers talk Is this language?

50. Two mothers Mother 1 – Anna child Patricia. Mother 2 – Liz, child Charlie Out shopping Carrying bags