In LCRT 5810 you will…

• Observe language: Yours & a student’s

• Record language: Yours & a student’s

• Analyze language: Yours & a student’s

• Record literacy samples from a student • Analyze a student’s language, reading & writing • Examine the interplay between a learner’s language,

reading & writing • Apply linguistic perspectives to language, teaching,

and learning.

In LCRT 5810 we will also …

Use linguistics to observe & discuss language & literacy.

And we will take a linguistic perspective on teaching and learning.

However, this is not a course in linguistics.

First assignment: Examining Language

in the Classroom

FOCUS: Your language use

First assignment: Examining Language in the Classroom

Focus on YOUR language• In this assignment, you will observe, examine,

and analyze your own language as you interact with students in a teaching context.

• Collect a 30-50 minute audio recording of yourself teaching or directing students.

• Your focus will be to analyze your language and communication patterns used during this interaction.

• For this analysis, you will cite several examples and explanations of your classroom language for each of the following….

Guidelines: Examining Language in the Classroom (1)

Directions: Collect a 30-50 minute audio recording of yourself teaching. Your focus will be to analyze your language and communication/interaction patterns used during instruction. Place the recording device in a location so that it is likely to pick up teacher and student voices, turn on the recorder, and let it “roll.”

You may wish to use ‘Audacity’ at: audacity.sourceforge.net or another type of recording device with which you are more familiar.

Guidelines: Examining Language in the Classroom (2)

Directions (2): NEXT…… Once you have collected the language sample, you will listen to it several times in order to cite examples and explanations of the language patterns you observed in your language and in students’ language. Submit your final paper in a typed word document on CANVAS and BRING a paper copy to share in class.

Guidelines: Examining Language in the Classroom

Directions:

1. Briefly describe the purpose of your teaching activity (1-3 sentences):

2. Analysis of Classroom Language Classroom Language Examples verbatim from recording

Clear and unclear enunciation of sounds (pronunciation):

 

 

Variations of rate or pace of speech (fast, reasonable, slow):

 

Variations of volume of speech (loud, reasonable, soft-difficult to hear):

 

Repetition of directions, content, reminders, etc.

 

Pauses; when, how often, strategic use:

   

Use of slang or expressions and explanation to clarify slang:

 

Variations of sentence complexity and sentence length.

 

Variation of verb tenses: Which ones?

 

3. Analysis of Teacher Questions & Student Responses

Teacher questions & Student Responses Examples verbatim from recording

WH- Questions (who, what, when, where, why)  

Clarifying Comprehension Questions (e.g., “Give me a thumbs up if you are getting this.”

 

Yes-No Questions (“Do plants need water to live?”) 

Higher Order Thinking Questions (“Describe what conditions are needed in order for a plant to survive.”)

 

Wait Time

 

Questions Asked by Teacher & then Answered by Teacher

 

Questions Asked by Students

 

Final observations & analyses

4. Note any additional observations about teacher’s language, students’ language and their interactions or communication patterns.

5. How can you use the information gained from this analysis to enhance YOUR language use and your students’ language use in the classroom?

Examining Language in the Classroom

Write & submit a draft of the assignment (See Course Calendar & CANVAS).

After getting feedback on the draft, you will complete & submit the finalized assignment.

Submit your final paper in a typed word document on CANVAS and BRING a paper copy to share in class.

What have teachers had to say?

Examples from teachers who examined their classroom language

Examples from teachers who examined their classroom language

• Clear and unclear enunciation of sounds:• The majority of sounds were clearly spoken. • However, I dropped some endings-goin’, doin’, somethin’. • I used- ‘ya betcha’ twice and ‘haf ta’ once. • In two instances, I started words, but did not finish them- ‘excep for exception’ and ‘deter for determine’.

• Variations of rate or pace of speech:• My rate started at a pace that was comfortable to the students. I

know this because they were at ease and following along.• I noticed that my rate increased as the teaching period passed and

I felt hurried. My students were stirring.• I said slowly, “Okay, here are the directions” to get students’

attention and then I rushed through the explanation of what they were supposed to do!!

More examples from teachers who examined their classroom language

WH- Questions (who, what, when, where, why)• Total number asked by teacher:• I asked a total of 8 WH- questions while teaching my lesson today

• Total number of answers given by students:• I received 15 total responses from students. Some students

answered the WH- questions correctly, and sometimes I had to ask another student for the correct answer.

• Give several examples of the WH questions that you asked:• What do you think will happen when we combine baking soda

with vinegar?• Why is it important to have only one variable in our scientific

experiment?• What did you predict would happen in the experiment?

Transcribing spoken language

• The Examining Language in the

Classroom assignment does not require a transcript.

• You will have another assignment that

does require an accurate transcript.

• Try using the “Examining” assignment to practice the transcribing skills for the future assignment!

HINT: Transcribing oral language

• Before you begin to fully record, make sure that you can collect an excellent audio recording with the device you are using.

• Listen carefully several times to accurately capture the language that is being produced.

• Having a video recording will allow you to capture non-verbal language.

• Transcribe the language that you really hear…not what you ‘expect’ to hear.

• “I wanna get anuder pamcake from da plate.” -- VERSUS -- • “I want to get another pancake from the plate.”

Excerpt of a Sample Transcript(1) T: You hava bout 30 sec-ndz lef(2) T: 5, 4, 3, 2, 1…Zero! Put your pencilz down ‘n shakout your hanz(3) T: while ya re-read what ya just wrote…. (Pause)(4) T: (repeats) Re-read whatcha just wrote…. (Pause)(5) T: Shhh!..... (class gets quiet)(6) T: (talking to a student) Good! As long as ya stay-on the topic of who you were writin-a bout… (Pause).(8) T: Don, seddle down (student responds with some utterances, can’t make them out)(9) S: I know! (frustrated)10) T: ‘K, so re-read-a-gain what ya just wrote. (11) T: ‘K, ladiez ‘n gentlemen at this time, we’re gonnago back ta this book ‘n then we’ll come back ta your piece in jus-a-sec-n.

Insights? Reflections?

• What insights have you gained as a result of conducting a quick analysis of these data?

• How could this teacher use the information gained from a thorough analysis to enhance her language use and her students’ language use in the classroom?

1. Language is dynamic (not static);

2. Languages – and dialects - have regular structures and a predictable set of rules or a grammar);

3. Language is used primarily for communication;

4. Language speakers have a language competence that may not always be reflected in their spoken language. (Barry, chapter 1, 2008)

Did you decide? AGREE or

DISAGREE?

Words added to Webster dictionary in 2014:

❏ Fracking: The injection of fluid into shale beds at high pressure in order to free up petroleum resources.

❏ Hashtag: A word or phrase preceded by the symbol # that classifies or categorizes the accompanying text.

❏ Selfie: An image of oneself taken by oneself using a digital camera especially for posting on social networks.

Language is DYNAMIC!

Languages – and dialects - have regular structures and a

predictable set of rules or a grammar

South Midland English in the USA

Has regular structures & predictable grammar This area is dominated by the Appalachian Mountains and the Ozark Mountains; originally settled by the Pennsylvania Dutchand the Scotch-Irish. A TH at the end of words or syllables issometimes pronounced F, and the word ARE is often left out ofsentences. An A is usually placed at the beginning of verb thatends with ING, and the G is dropped; an O at the end of a word

becomes ER. For example, "They a-celebratin' his birfday by a-goin' to see 'Old Yeller' in the theatah.”

Pennsylvania German-English in the USA Has regular structures & predictable grammar

Strongly influenced by Pennsylvania Dutch, a dialect of German spoken by people in this area. Its grammar allows sentences like "Smear your sister with jam on a slice of bread" and "Throw your father out the window his hat.”

http://youtu.be/FmzCLbgIis8

Dialects do have regular structures & predictable

grammar