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Unformatted text preview: CHAPTER 6: LANGUAGE LOUISIANA STATE UNIVERSITY COLLEGE OF EDUCATION EDCI 2400: EDUCATION & DIVERSE POPULATIONS GUIDING QUESTIONS GUIDING • Should teachers expect and Should demand Standard English from their students? their • How essential to the learning How process is it for students to speak Standard English? • If a student is able to communicate If well enough in his or her nonstandard English, why should educators be concerned about nonstandard English usage? nonstandard • If several children in your class If speak fluently in another language, should they be allowed to speak with classmates in their native language? S.C.W., Ph.D. TERMS OF IMPORTANCE TERMS • • • • • • • Language: System of vocal sounds and/or nonverbal systems System by which group members communicate. by Standard English: English spoken by a particular group of English individuals in a community; typically this group is the professional, educated, middle class. Dialect: Variations of a language usually determined by region Variations or social class. Nonstandard Dialect: A dialect of the same language, by a dialect different dialect than that which is considered standard. Argot: Somewhat secret vocabulary of a co-culture group. Colloquialism: Informal or conversational speech in a Informal community. African American Vernacular English (AAVE): Black English African or Ebonics or S.C.W., Ph.D. TERMS OF IMPORTANCE {CONT} TERMS OF IMPORTANCE {CONT} •Monolingualism: The ability to speak only one The language. •Bilingualism: The ability to speak fluently in The more than one language. •Subtractive Bilingualism: Second language Second replaces the first language. •Additive Bilingualism: Development of a second Development language without detriment to the first. •Transitional Programs: Emphasize bilingual Emphasize education as a means of moving from the culture and language most commonly used for communication in the home to the mainstream of U.S. language. •Maintenance Programs: Provides a pluralistic Provides orientation; Teach English language learners (ELL) to function effectively in both native language and English. S.C.W., Ph.D. LANGUAGE & CULTURE ACCENTS DIALECTS * REGIONAL * SOCIAL * GRAMMATICAL DIFFERENCES PERSPECTIVES ON BLACK ENGLISH CODE­SWITCHING AMERICANSIGN LANGUAGE NONVERBAL COMMUNICATION SECOND LANGUAGE ACQUISITION S.C.W., Ph.D. LANGUAGE ACQUISITION • Use pictures and realia to support questions. • Build vocabulary using pictures. • Provide listening activities. • Focus on key vocabulary and concepts. • Use simple books with predictable text. • Support learning with graphic organizers. • Sound out stories phonetically. • Read short, modified texts in content area subjects. • Complete graphic organizers with word banks. • Match vocabulary words to definitions. • Study flashcards with content area vocabulary. • Participate in duet, pair and choral reading activities. • Write and illustrate riddles. • Compose brief stories based on personal experience. • Write in dialogue journals. S.C.W., Ph.D. EDUCATIONAL IMPLICATIONS EDUCATIONAL • Bilingual Education Act: (1968) Legally allows the use of two languages as method of instruction. • Oakland Unified School District: (1996) Adopted policy on AAVE. • California Proposition 227: (1998) Requires all language minority students to be educated in sheltered English immersion programs. • Lau v. Nichols: (1974) • Guadalupe v. Tempe: (1978) • Diana v. Board of Education: (1970) S.C.W., Ph.D. ...
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