Sunday, April 20, 2014

Topic Activities

Activity Topic 1
Watch the following webcast featuring Diane August, Margarita Calderόn, and Fred Genesee on best practices for teaching ELLs, and the two short videos on literacy development at home. Consider how the information shared in the webcast and videos relates to the best practices for instructing ELLs shared in Topic 2 and in the assigned readings.


During the webcast, vocabulary development was discussed by Dr. August.  She explained that vocabulary is a critical element in learning to reading and in comprehension; however, it is often neglected. This in turn has a negative effect on reading comprehension.  Dr. August feels that explicit instruction is necessary.  Dr. August advises preteaching vocabulary, scaffolding, and previewing text in order to improve comprehension among ELLS.  Additionally, teachers should draw from a repertoire of strategies in order to tailor instruction to meet the needs of the particular students. 

Activity Topic 2    
View Robin Scarcella's discussion related to academic vocabulary.  A transcript of the presentation is provided as a resource. Respond to the prompt below.

Webcast: Robin Scarcella Academic Language 

Consider what types of support ELLs may need in developing literacy to be successful in the academic content areas. Consider the best practices discussed in topic 2 as well as phonology, grammar, semantics, syntax and pragmatics as it applies to content area reading and writing. Review texts or reading materials from one content area of your choice, and explain how you might help a content teacher create learning opportunities that would support literacy? Where are there opportunities to support language development from a linguistic perspective (studying word parts in science, use of past tense in social studies, etc.) and where are their opportunities to build background, foster interaction, build vocabulary and make content meaningful to increase comprehension? 
Dr. Scarcella discusses the definition and importance of academic language.  She advises to begin building the foundation for academic language in Kindergarten.  Dr. Scarcella provides strategies for teaching academic language, for example having students compare/contrast academic and social language. 

In a content area, such as science, I would help a content teacher create learning opportunities that would support literacy by making connections with new vocabulary words.  Students may struggle with the academic language presented in the textbook definition.  Students need to understand the words and learn how to use them.  Interaction can be promoted with cooperative learning activities or think-pair-share. When goals and objectives are presented to students and connections are made, learning will become more meaningful to the students. When students understand the key terms in their text and have a purpose, comprehension can increase.   

Friday, April 11, 2014

Language Comparison Poster

Here is the link to my Prezi:)

http://prezi.com/dbb80heeauhi/?utm_campaign=share&utm_medium=copy

Sunday, April 6, 2014

Topic Activities

Activity Topic 1
Activity 1
Visit the following websites related to accents of the US. As you explore, think about how these various accents differ and how they might be have been influenced in various regions. How might the IPA be used to capture these accents?
I really enjoyed exploring the different accents, especially the activity in which you can choose a state and listen to examples of different people from various age groups, careers, etc.  I learned that I am apparently not very good at identifying where an accent is from, as I did poorly on the quiz.  The IPA can be used to capture accents by illustrating the sounds that are stressed.  IPA, however, cannot illustrate the different rate at which people speak or tone. 
Activity Topic 2
Activity 1
Watch the ABC news experiment video about Racism and Immigration in the US. While this is a complicated political issue in the US and abroad, you will find that you, as an ESL teacher, may be brought into the politics of language and government immigration policies.
As you watch the video consider how the various sentiments expressed in the film might impact how you as an ESL teacher interact and collaborate with others who share these sentiments, advocate for the needs of your students, and how your own feelings may impact your interaction with students and parents.
The video really hit home for me.  I live in the same small community my entire life.  Over the past 10 years, we have seen a drastic increase in Hispanic immigrants to the community, and therefore, an increasing ESL population in the school district.  The immigrants in the community and school face attitudes such as those demonstrated in the videos.  As an ESL instructor, I think at times it may be difficult to overlook these negative attitudes, especially if the students are aware of the negativity some feel towards them.  The most important aspects of my job as their teacher are to show them that they are valued members of the school and community who deserve an education, and to provide them with that education.  
Activity 2
Visit the PBS website to explore several topics in sociolinguistics. There you will find educational resources for both teachers and students. Briefly reflect (3-5 sentences) on how this information helps you as an educator.

The information provided by the PBS website will help teachers to understand the aspects of sociolinguistics.  Language is not only learned in the classroom, but influenced by our social contacts and environments.  Teacher can utilize these resources to gain a deeper understanding of the language influences experienced by their students.  Teachers can also research dialects and stigmas attached to those of certain regions/groups.    

Saturday, March 29, 2014

Unit 9 Blog Entries

Topic 1

1    John’s brother bought land last winter.  He sold it when the economy was in a bad condition. John loves to fish, but he wants to be more successful.  When John was feeling sad, he painted his boat blue and shined it.  John’s brother said that John lives to hear compliments.  John did not argue with his brother.  John made more nets.  He hoped to catch more fish the next day.
 
2    Some of the vocabulary words in this passage may be difficult for students.  Words such as debt, economy, compliments, energy, and bought may require further discussion/background or visuals (if applicable).  Additionally, spelling and pronunciation patters, that don’t follow the rules, can cause confusion.  These patterns can be introduced at this time and words can be practiced for correct pronunciation and identification. Phrasing can also cause confusion and will need further clarification.  For example, “economy crashed” “shined it up” “two nets full of fish” “fishing for compliments”. 

Topic 2

        3. Posted to the Dropbox


        4.  For grammar to be acquired, I feel that there must be a mix of instruction and immersion.  Instruction is important for students to develop background and learn the rules of the language.  However, without adequate opportunity for practice, students will not be able to internalize what they were taught.  Considering that English has so many exceptions to the rules, immersion will allow students to recognize what sounds correct, even if it does not follow the rules they learned in the classroom.   

Sunday, March 16, 2014

Application Questions

Read and analyze the following dialogs. Answer the questions related to one of them on the blog.

#1 A good school? (Mrs. Thomas and Mrs. Rashid are both parents of students in the district where Mrs. Thomas also teaches.)
Mrs. Thomas: Johnny has Mr. Smith as a teacher next year. I hear he is an excellent teacher.
Mrs. Rashid: He's very nice.
Mrs. T: Are you happy with the school district?
Mrs. Rashid: There are many lovely people in the neighborhood

  1. Choose one dialog. Identify where the miscommunication occurs. Explain what each speaker might be thinking.
The miscommunication occurred when Mrs. Thomas asks Mrs. Rashid if she is happy with the school district.  Mrs. Thomas is a teacher in the district, so therefore it is clear that she understands what a school district is and intentionally referred to the district.  Mrs. Thomas made the assumption that Mrs. Rashid was familiar with the term “school district”.  Mrs. Rashid, however, thought that Mrs. Thomas was referring to the neighborhood, which is why she responded with a comment about the neighborhood.  
  1. Explain what cultural factors may contribute to the miscommunication in the conversation. Post your answers on the blog; be sure to identify which conversation you are referring to.

Mrs. Thomas may not be familiar with the concept of a school district.  Different places may not use this term or do not divide their schools into districts.  Based on her cultural background, Mrs. Thomas related this term to a neighborhood.    

Grice’s Conversational Maxims

Relevance
While substituting in a fifth grade math class, I asked the class a question relating to the problem we were working on together on the Smartboard.  I called a student who was raised his hand, apparently eager to answer the question and he replied with “Can I go to the bathroom?” I am sure that the student most likely needed to use the restroom, but I know that the timing of his question was for the purpose of humor.  Of course he had to answer the question before leaving the room.
Quality
My husband, who is a great cook, made a meal that he enjoys but is not one of my favorites (and he knows).  After dinner, he asked, “Now wasn't that good?” and I replied, “Yes, it was great!” There was obvious sarcasm on both parts. 
Quantity
At my cousin’s birthday party, my aunt asked my cousin, “Where have you been?” and he responded with “Around”.  She had not seen him in a while and clearly wanted more detail.  Based on his facial expression, it was obvious that he was being sarcastic.  
Manner
While discussing interesting experiences with their previous classes, one teacher commented, “He is one of a kind”, when referring to a particular former student.  This statement is ambiguous because it can be positive or negative when referring to an individual.  Of course, the teachers that know this student knew exactly what she intended the comment to mean.      


Sunday, March 2, 2014

Application Questions

Application Questions


3.  Etymologies (etymonline.com)

vice versa
c.1600, Latin, from vice, ablative of vicis "a turn, change" (see vicarious) + versa, feminine ablative singular of versus, past participle of vertere "to turn, turn about" (see versus).
fungible (adj.)
"capable of being used in place of another," 1818, a word in law originally, from Medieval Latin fungibilis, from Latin fungi "perform," as in fungi vice "to take the place" (see function). Earlier as a noun (1765).

late 14c., "ask, make inquiry," from Old French demander (12c.) "to request; to demand," from Latin demandare "entrust, charge with a commission" (in Vulgar Latin, "to ask, request, demand"), from de- "completely" (see de-) + mandare "to order" (see mandate). Meaning "to ask for as a right" is early 15c., from Anglo-French legal use. Related: Demandeddemanding.
late 13c., "a question," from Old French demande (see demand (v.)). Meaning "a request, claim" is from c.1300. In the political economy sense (correlating to supply) it is attested from 1776 in Adam Smith.

I (pron.)
12c. shortening of Old English ic, first person singular nominative pronoun, from Proto-Germanic *ekan (cf. Old Frisian ik, Old Norse ek, Norwegian eg, Danish jeg, Old High German ih, German ich, Gothic ik), from PIE *eg-, nominative form of the first person singular pronoun (cf. Sanskrit aham, Hittite uk, Latin ego (source of French Je), Greek ego, Russian ja, Lithuanian ). Reduced to i by mid-12c. in northern England, it began to be capitalized mid-13c. to mark it as a distinct word and avoid misreading in handwritten manuscripts.
The reason for writing I is ... the orthographic habit in the middle ages of using a 'long i' (that is, j or I) whenever the letter was isolated or formed the last letter of a group; the numeral 'one' was written j or I (and three iij, etc.), just as much as the pronoun. [Otto Jespersen, "Growth and Structure of the English Language," p.233]
The form ich or ik, especially before vowels, lingered in northern England until c.1400 and survived in southern dialects until 18c. The dot on the "small" letter -i- began to appear in 11c. Latin manuscripts, to distinguish the letter from the stroke of another letter (such as -m- or -n-). Originally a diacritic, it was reduced to a dot with the introduction of Roman type fonts.

table (n.)
late 12c., "board, slab, plate," from Old French table "board, square panel, plank; writing table; picture; food, fare" (11c.), and late Old English tabele "writing tablet, gaming table," from Germanic *tabal (cf. Dutch tafel, Danishtavle, Old High German zabel "board, plank," German Tafel). Both the French and Germanic words are from Latin tabula "a board, plank; writing table; list, schedule; picture, painted panel," originally "small flat slab or piece" usually for inscriptions or for games (source also of Spanish tabla, Italian tavola), of uncertain origin, related to Umbrian tafle "on the board."

The sense of "piece of furniture with the flat top and legs" first recorded c.1300 (the usual Latin word for this was mensa (see mensa); Old English writers used bord (see board (n.1)). Especially the table at which people eat, hence "food placed upon a table" (c.1400 in English). The meaning "arrangement of numbers or other figures on a tabular surface for convenience" is recorded from late 14c. (e.g. table of contents, mid-15c.).

Figurative phrase turn the tables (1630s) is from backgammon (in Old and Middle English the game was called tables). Table talk "familiar conversation around a table" is attested from 1560s, translating Latin colloquia mensalisTable-manners is from 1824. Table-hopping is first recorded 1943. The adjectival phrase under-the-table "hidden from view" is recorded from 1949; to be under the table "passed out from excess drinking" is recorded from 1913. Table tennis "ping-pong" is recorded from 1887. Table-rapping in spiritualism, supposedly an effect of supernatural powers, is from 1853.

pachyderm (n.)
838, from French pachyderme (c.1600), adopted as a biological term 1797 by French naturalist Georges Léopole Chrétien Frédéric Dagobert, Baron Cuvier (1769-1832), from Greek pachydermos "thick-skinned," frompachys "thick, large, massive," from PIE *bhengh- "thick, fat" (cf. Sanskrit bahu- "much, numerous" Avestan bazah- "height, depth," Hittite pankush "large," Old Norse bingr "heap," Old High German bungo "a bulb," Lithuanian biess "thick") + derma "skin" (see derma).

kaiser (n.)
"an emperor," Old English casere, fallen from use after Middle English, but revived 1858 in reference to the German emperors of Austria and, after 1870, Germany, from German Kaiser, from Bavarian and Austrian spelling of Middle High German keisar, from Old High German keisar "emperor," an early borrowing of Latin cognomen Caesar. The Germanic and Slavic peoples seem to have called all Roman emperors "caesar" (cf. Old Englishcasere, Old Norse keisari). Said to be the earliest Latin loan word in Germanic.

karaoke (n.)
1979, Japanese, from kara "empty" + oke "orchestra," shortened form of okesutora, which is a Japanization of English orchestra.

Xerox
1952, trademark taken out by Haloid Co. of Rochester, N.Y., for a copying device, from earlier xerography "photographic reduplication without liquid developers" (1948), from Greek xeros "dry" (see xerasia) + -ography as in photography. The verb is first attested 1965, from the noun, despite strenuous objection from the Xerox copyright department. Related: XeroxedXeroxing.


babble (v.)
mid-13c., babeln "to prattle, chatter," akin to other Western European words for stammering and prattling (cf. Swedish babbla, Old French babillier) attested from the same era, some of which probably were borrowed from others, but etymologists cannot now determine which were original. Probably imitative of baby-talk, in any case (cf. Latin babulus "babbler," Greek barbaros "non-Greek-speaking"). "No direct connexion with Babel can be traced; though association with that may have affected the senses" [OED]. Meaning "to repeat oneself incoherently, speak foolishly" is attested from c.1400. Related: Babbledbabbling.


4.  Spelling System

Phonetic Demand
Semantic Demand
Etymological Demand
hat
Resign/resignation
colonel
pen
excel/excellence
island
can
sign/signature
sword
hen
differ/different
quiche
tin
produce/production
champagne


9.  “G” at the Beginning of a Word

/g/ Sound
/j/ Sound
gal
germ
gate
gem
gold
gym
goose
giant
guest
gentle
golf
gypsy

Rule:   If the letter “g” comes before the vowels a-o-u, it has the hard /g/ sound
If the letter “g” comes before the vowels e-i-y, it had the /j/ sound


Exceptions: gear, get, gin, give, girl, gift