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Linguistics for Educators: Understanding Language and Teaching Reading Effectively

This class covers topics such as emergent and early literacy, print-rich environment, phonics, phonemic awareness, comprehension, vocabulary, fluency, sociolinguistics, and orthography. It also discusses designing interactive read-aloud lessons and linguistic subfields. The importance of linguistic change and prescriptive vs. descriptive grammar is explored, as well as the use of Standard American English and various registers. The class concludes with phonology, word work, and word solving strategies for teaching reading effectively.

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Linguistics for Educators: Understanding Language and Teaching Reading Effectively

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  1. EDU 375 & 370: Week 2 Wednesday & Thursday, Feb 18 & 19 Spring 2015

  2. Overview: Wednesday’s Topics • Emergent & Early Literacy • Print-rich environment; phonics, phonemic awareness, comprehension, vocabulary, fluency. • Sociolinguistics • Orthography • What is “orthography”? What do I need to know about orthography to teach reading effectively? • For-class: • McKenna: Ch. 4 • F&P: Ch. 2-3 • Word Matters: Ch. 1-5 (moodle)

  3. Designing an Interactive Read-Aloud Lesson • Refer to F&P Ch. 15-17 • Develop and outline for an interactive read-aloud lesson using the guidelines in your text. • Select a picture book from the display. • Complete the planning sheet.

  4. Linguistics for Educators Part I • Sociolinguistics • 2/13/15 & 2/17/15

  5. Linguistics Subfields • Syntax • Phonology • Morphology • Orthography • Semantics • Pragmatics • Sociolinguistics THINK-PAIR-SHARE Try to briefly define each of these based on prior knowledge or past experience in previous classes.

  6. Match-Up the Terms & Definitions

  7. Can you find examples of each of the 7 subfields of linguistics in the passage below? I ran into an old friend the other day. He really likes playing video games. But when I asked him if he wanted to come over on the weekend, he was like, “Are you serious? It’s Valentine’s Day? I’m taking Bae for a romantic dinner!” I was really surprised coz I thought he’d dumped her after all her FB vaguing! Instead I went “wOOt! So are you taking her to Circle K for some cheappuccinos?” He looked at me and goes “Dude, you got Platonic jealousy or are you just a noob?” “Nah, man,” I said, “she’s just pretty ambitchous.” My now ex-friend said,“That’s Fubar, man,” right before he punched me in the face and walked away.

  8. We’re NOT linguistics! So, why do we need to know any of this?

  9. Axiom #1 • A person’s opinion about a dialect or language actually reflects his or her attitude about the group of speakers of that dialect or language. • Can you think of an example?

  10. Activity: Linguistic Change • Read your group’s assigned text. • Can you recognize any words? • Read the text aloud • Circle familiar words and highlight unfamiliar • What strategies did you use to “read” the text? • What did you need to know about “language” to read & comprehend the text? • How does this relate to teaching reading in K-6?

  11. Axiom #2 (a) All living languages have changed in the past. (b) Languages are constantly changing. (c) Therefore, linguistic change is inevitable.

  12. Axiom #3 • All languages and dialects are rule-governed and are not better or worse than other language varieties, linguistically speaking.

  13. Activity: Prescriptive vs. Descriptive Grammar Correct the following sentences. • Who am I speaking to? • A good author needs to develop a clear sense of who she is writing for. • Martha’s two children are completely different to each other. • I will either cook a turkey or a chicken. • Me and Andy went out to the park. • I jumped off of the dividing board.

  14. Small Group Discussion • Share your responses to Exercise #3 (p. 24). • Discuss: • If all language changes all the time, what should I do with students in my classroom who use “bad grammar”? • Am I wrong to give my students a lower grade for not using “proper” or “academic” English? What about swear words?

  15. SAE • “…SAE is essentially a game of trying not to sound like speakers from stigmatized speech communities.” (p. 33) • “The language style one chooses to use does not definitively indicate one’s level of cognitive aptitude, potential, or achievement. With language use, you really cannot judge a book by its cover.” (p. 33)

  16. Registers • Read Pragmatic Example A, B, C. (pp.39-43) • Discuss: • Think about the various registers that you use on a daily basis. When, why, and with whom do you style shift? Have you ever used an appropriate register or have you observed others speak inappropriately given the speech context? What happened? How did you know that the wrong register was being used? Were the speakers aware that they were being inappropriate? Were the listeners?

  17. Spanglish, AAVE, Appalachian English

  18. Next time: • Chapter 2: Phonology

  19. Overview: Thursday’s Class • Phonology, Word Work, & Word Solving Strategies: • Assessing phonics, phonemic awareness, comprehension, vocab, fluency • Guided reading in kindergarten • What is “phonology”? What do I need to know about phonology to teach reading effectively? • Assignment Overview: Kindergarten Assessment Report • For-class: • McKenna: Ch. 5 • Kostelnik, Ch. 5 • F&P:, Ch 4 & 5 • Word Matters, Ch. 9, 11,12 (moodle)

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