LLSS 556: Class #2

LLSS 456/556: First and Second Language Development

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January 31, 2008 (class #2)

Topic: What is language and what does it mean to know a language?
Class Outline:

1.) announcements:

No class next week – NABE conference in Tampa.

Please give me your e-mail address (and/or send me an e-mail). Some students are having trouble with one of the readings – I will e-mail you the pdf.

Turn in your summary.

2.) small group activity:

Provide a definition of discourse norms for the rest of the class. Then, provide some examples of how patterns of language use can differ for culturally diverse students from those expected in the mainstream classroom (the examples may come the assigned readings).

3.) report out from groups.

4.) quick write: "When you think about someone who is a truly stellar communicator, what can this person do? What does this mean?"

5.) interactive presentation: What does it mean to know a language?

6.) minute paper

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Overheads:
PowerPoint
Handouts:
linguistic universals
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Readings
Note: All of the readings, required and recommended, can be found on the electronic reserves at Zimmerman library. Please contact the instructor for the course password.
Authors: Lessow-Hurley (chapter 3)

1.) Define language in your own words.

2.) The author defines five aspects of communication. How do you understand each one?

3.) Lessow-Hurley discusses two common beliefs about languages. Summarize her arguments about why these are incorrect.

4.) The author states that "standard language is the language of the group in power" (p. 33). What does that mean? How does that relate to the study of English language learners in our K-12 schools?

5.) Now that you've read this chapter:

...what seem to be some important concepts in this reading?

...what are some new terms for you?

...what new questions do you have?

Author: Nofsinger

1.) What was something new that you learned about "ordinary" conversation?

2.) What are the primary characteristics of this language genre (or register, according to Lessow-Hurley)?

3.) Compare and contrast the definitions of the five components of language, as provided by Nofsinger, with those provided by Lessow-Hurley.

4.) One assignment in this class is to observe a classroom interaction for patterns in language use. What information from this chapter would be helping in deciding what you need to be looking for?

5.) Now that you've read this chapter:

...what seem to be some important concepts in this reading?

...what are some new terms for you?

...what new questions do you have?

Author: Corson (chapter 3)

1.) Corson states "these expectations about context clues, the structuring of attention, the regulation of talk or turn-taking, are often culturally specific" (p. 36). What do you think this means? Provide some concrete examples of how these can differ cross-culturally.

2.) Corson further states that "mismatches in greeting styles; or in teasing behavior can produce mistrust or a general unease, or even a sense of impending violence" (p. 37). Provide a few examples of examples or differences in greeting styles and/or teasing and explain how these can differ and what might be some of the consequences of differences.

3.) From those provided in the reading, identify several examples of different patterns of language use in the classroom between culturally diverse students and mainstream teachers.

4.) What additional examples can you identify, of different cultural patterns of using language, which might cause misunderstandings in the classroom.

5.) Now that you've read this article:

...what seem to be some important concepts in this reading?

...what are some new terms for you?

...what new questions do you have?

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Extra Resources
Website Links:

This is a brief description of systemic-functional linguistics: http://www.public.iastate.edu/~carolc/LING511/sfl.html.

This is a working paper by William Labov that compares different perspectives on the definition of language within the field of linguistics: http://www.ling.upenn.edu/~wlabov/Papers/Foundations.html

A primer in basic concepts in linguistics -- notes from lecture #1 for Linguistics 001 at UPenn: http://www.ling.upenn.edu/courses/Summer_2004/ling001/lecture1.html

Recommended Related Readings:
Bannink, A. (2002). Negotiating the paradoxes of spontaneous talk in advanced L2 classes. In C. Kramsch (Ed.), Language acquisition and language socialization (pp. 266-288). New York: Continuum.
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de Valenzuela, J. S., & Niccolai, S. L. (2004). Language development in culturally and linguistically diverse students with special education needs. In L. Baca & H. Cervantes (Eds.), The bilingual special education interface (4th ed., pp. 124-161). Upper Saddle River, NJ: Merrill.
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Fromkin, V., Rodman, R., & Hyams, N. (2003). An introduction to language (7th ed.). Boston, MA: Thomson Heinle.
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Rosenkoetter, S. (2001). Lessons for preschool language socialization from the vantage point of the first day of kindergarten. Early Education & Development, 12(3), 325-342.

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Last updated: January 28, 2008

1.)	announcements: No class next week – NABE conference in Tampa. Please give me your e-mail address (and/or send me an e-mail). Some students are having trouble with one of the readings – I will e-mail you the pdf. Turn in your summary.
2.)	small group activity: Provide a definition of discourse norms for the rest of the class. Then, provide some examples of how patterns of language use can differ for culturally diverse students from those expected in the mainstream classroom (the examples may come the assigned readings).
3.)	report out from groups.
4.)	quick write: "When you think about someone who is a truly stellar communicator, what can this person do? What does this mean?"
5.)	interactive presentation: What does it mean to know a language?
6.)	minute paper

1.)	Define language in your own words.
2.)	The author defines five aspects of communication. How do you understand each one?
3.)	Lessow-Hurley discusses two common beliefs about languages. Summarize her arguments about why these are incorrect.
4.)	The author states that "standard language is the language of the group in power" (p. 33). What does that mean? How does that relate to the study of English language learners in our K-12 schools?
5.)	Now that you've read this chapter: ...what seem to be some important concepts in this reading? ...what are some new terms for you? ...what new questions do you have?

1.)	What was something new that you learned about "ordinary" conversation?
2.)	What are the primary characteristics of this language genre (or register, according to Lessow-Hurley)?
3.)	Compare and contrast the definitions of the five components of language, as provided by Nofsinger, with those provided by Lessow-Hurley.
4.)	One assignment in this class is to observe a classroom interaction for patterns in language use. What information from this chapter would be helping in deciding what you need to be looking for?
5.)	Now that you've read this chapter: ...what seem to be some important concepts in this reading? ...what are some new terms for you? ...what new questions do you have?

1.)	Corson states "these expectations about context clues, the structuring of attention, the regulation of talk or turn-taking, are often culturally specific" (p. 36). What do you think this means? Provide some concrete examples of how these can differ cross-culturally.
2.)	Corson further states that "mismatches in greeting styles; or in teasing behavior can produce mistrust or a general unease, or even a sense of impending violence" (p. 37). Provide a few examples of examples or differences in greeting styles and/or teasing and explain how these can differ and what might be some of the consequences of differences.
3.)	From those provided in the reading, identify several examples of different patterns of language use in the classroom between culturally diverse students and mainstream teachers.
4.)	What additional examples can you identify, of different cultural patterns of using language, which might cause misunderstandings in the classroom.
5.)	Now that you've read this article: ...what seem to be some important concepts in this reading? ...what are some new terms for you? ...what new questions do you have?