group 3 power point final presentation

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Group 3 Andrew Bocchino Bill Bolte Tek Chhetri Pam O’Loughlin Karl Robinson

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Page 1: Group 3 power point final presentation

Group 3Andrew Bocchino

Bill BolteTek Chhetri

Pam O’LoughlinKarl Robinson

Page 2: Group 3 power point final presentation

Text 14 This text discussed the various levels of

bilingualism and how to determine if someone is a bilingual.

-Monolingual: one language-Bilingual: Someone who speaks 2 languages-Degrees of bilingualism: Assessed in four skills, listening, speaking, reading, and writing. -Balanced bilingual: Someone whose skills in two languages are basically equal.

Bilinguals and Bilingualism

Page 3: Group 3 power point final presentation

Teaching: Using ESL placement test data to differentiate instruction.

Learning: Students may benefit from bilingual instruction in content area classes as English proficiency improves.

Bilinguals and Bilingualism

Page 4: Group 3 power point final presentation

Text 15 This text discussed codeswitching and its role

with people who are bilingual.-Codeswitching is the term used to identify alterations of linguistic varieties in the same conversation. -Codeswitching is initially used to bridge gaps between first and second language.-Codeswitching amongst “stable” bilingual populations is used to identify ethnic groups and to show group solidarity.

Bilinguals and Bilingualism

Page 5: Group 3 power point final presentation

Teaching: Teachers must know how to manage codeswitching. Cultures must be values but class time should focus on formal English language teaching. Teaching students how to codeswitch is a valuable skill. Students will develop social language but they need to learn how to “translate” this speech into formal/academic English.

Learning: Students who are allowed to codeswitch

and feel like their language is valued are more likely to feel welcome at school. Completely banning their language will only alienate them from the class and dampen their developing English skills.

Bilinguals and Bilingualism

Page 6: Group 3 power point final presentation

Resources https://www.youtube.com/watch?v=xX1-FgkfWo8

◦ Codeswitching Lesson http://

www.ascd.org/publications/educational_leadership/apr08/vol65/num07/Becoming_Adept_at_Code-Switching.aspx◦ How to teach codeswitching

file:///C:/Users/krobin10/Downloads/The%20Color%20of%20Language%20(2).pdf

◦ The Color of Language: This article discussed how bilingual education leads to higher test scores for ELL students.

Bilinguals and Bilingualism

Page 7: Group 3 power point final presentation

Bilinguals and Bilingualism

Page 8: Group 3 power point final presentation

Text 16 Overview: Languages in Nigeria are categorized

into three types – 400 indigenous languages, three languages attain through colonization, Arabic, English, and French, and Pidgin English. English is the language of prestige, used in judicial proceedings, commerce, education, etc. The indigenous languages of Hausa, Igbo, and Yoruba finding position just below English. These languages are used in media communications such as newspapers, radio, television, etc.

Societal Multilingualism

Page 9: Group 3 power point final presentation

Text 16 Learners: So as Nigerians must learn the

language of prestige to survive in their homeland, so must our ELLs learn the language of prestige to survive in their new homeland. Until students and parents alike attain proficiency in English, they are without access to news, communications, etc. which can create a feeling of isolation.

Societal Multilingualism

Page 10: Group 3 power point final presentation

Text 16 Teachers: Educators need to learn to embrace

multilingualism in the classroom, allowing students to share their languages and cultures. In doing so, educators can raise the symbolic value of home languages which in turn could elicit pride and confidence in the classroom, leading to greater interest and enthusiasm of ELLs in the classroom. Even if the only steps educators take to introduce multilingualism in the classroom society by using literature that incorporates others languages alongside English, ELLs will feel more welcomed in the classroom community.

Societal Multilingualism

Page 11: Group 3 power point final presentation

Text 17 Overview◦ Pidgin language evolves from circumstances

where there are limited relations between speakers of different languages such as at the marketplace.

◦ Learned informally used mainly for trade. It is a language only used in contact of people for a certain purpose (market communication) while the people still hold on to their native language inside their communities.Lack of recognition of pidgin/creole results in them being viewed as local jargon and linguistic abnormality.

Societal Multilingualism

Page 12: Group 3 power point final presentation

Text 17 Learners- The major take away for ELLs is the

principle of developing the habit of using the right language. When pidgin language is present, it is usually the preference of the speaker to use it, even if the native language does not lack words to express. However, learners need to avoid using it to avoid mixing languages. The focus of the ELL should be to learn and speak English and to separate it from the pidgin language.

Societal Multilingualism

Page 13: Group 3 power point final presentation

Text 17 Teachers- Teachers need to be aware of the difficulty

of teaching students of pidgin/creole background, because of their language and its complex blend. Typically there is a blended phonology and two or more grammatical and lexical bases exist. It could result in an issue of learning English.

Societal Multilingualism

Page 14: Group 3 power point final presentation

Text 18 Language is a defining characteristic of ethnic group

membership. The link between language and ethnicity is strong.

Multilingual national states may have ethnic groups which may of may not have language similarity.

Among indigenous groups native languages may continue in isolated domains, but may be non-existent in the mainstream. Limited number of peoples may continue the native tongue only for community pride, but the language has not status outside the group.

Keywords are: Language rights, language and ethnic identity, language loyalty.

Societal Multilingualism

Page 15: Group 3 power point final presentation

Text 19 Overview The author’s belief of loss language does not mirror other

linguists, such as using the analogy of the extinction of an animal species, because it appeals to our emotion rather than reason.

He believes we should not always assume we know what is best in regards to language preservation. Human societies are not like animal species, because of unequivocal resilience in preserving diversity. As old or different cultures die out, new ones rise up.

He does not see the validity behind saving languages from extinction, because he argues linguists can be self-serving and who can say how the money should be used for the people the linguists are studying? Especially if the funding to save a language could instead be used to save people from genocide or tuberculosis eradication. “The task of the linguist is to lay out the facts of the given linguistic situation” (105).

Humans are not like animals in that they will be resilient and react to change to produce subgroups with language following suit. Hands off or “natural selection” mentatlity.

Societal Multilingualism

Page 16: Group 3 power point final presentation

Text 19 Learners As a learner of English as a second language, I would learn it, but

not replace it with my first language. It is important to learn English to understand the new culture and rules, how to travel, get food, essentially, how to communicate. Without being able to express myself, I would not be able to function. However, I would not neglect my roots and heritage, because they are invaluable and so I will use it at home and even share my culture to new friends. (EX: Kenyan Dahalo)

If I do not and my native companions have the same mindset, our culture and language will become endangered and could be lost forever. It is equally important to learn English as it is to preserve my first language. I know being bilingual can increase my potential job offers and studies have shown that bilinguals have higher problem solving and critical thinking skills. That, along with preserving heritage, are my motivations to maintain my first language and it would be my argument to anyone I know considering abandoning their first language.

Societal Multilingualism

Page 17: Group 3 power point final presentation

Text 19 Teachers As a teacher, I would encourage my ELL students to put forth their best

effort to learning English and the new culture they live in, but to not abandon their first language. If students start to abandon their first language, they will inadvertently lose their culture and lose hold of their rich heritage. Also, it is proven that bilinguals have higher problem solving skills. Encouraging my students to speak their first language not only helps them keep up with their first language, but also helps them increase their success rate of problem solving.

To preserve my students’ bilingualism, I would call to the attention their parents during conferences to encourage their child to speak the first language at home as much as possible. I would not ask them to forbid English, but to come to a realization and perspective that their language and culture are invaluable.

For students: I would introduce an international culture week in school, at the very least, in the classroom. The students could take this time to expose the school and classmates of their language and culture. Make presentations with information and even food of their culture. In doing this, it not only builds up their confidence, it creates awareness and acceptance inside the school, and gives the ELLs pride of their language and background. These approaches would certainly see to it the preservation of their culture and the prospect of not letting their language become endangered.

Societal Multilingualism

Page 19: Group 3 power point final presentation

https://www.teachingchannel.org/videos/multilingual-classroom-teaching

European Commission: Language Teaching and Learning in Multilingual Classrooms: http://ec.europa.eu/languages/library/studies/multilingual-classroom_en.pdf

3 Simple Ways Differentiated Instruction in a Multilingual Classroom Can Make a Difference http://www.teachhub.com/3-simple-ways-differentiate-instruction-multilingual-classroom

Teaching Mathematics in a Primary Multilingual Classroom

http://www.jstor.org/stable/30034945?seq=1#page_scan_tab_contents

Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching?

http://onlinelibrary.wiley.com/doi/10.1111/j.1540-4781.2009.00986.x/abstract?userIsAuthenticated=false&deniedAccessCustomisedMessage=

DuoLingo

Societal Multilingualism Resources

Page 21: Group 3 power point final presentation

Text 20 Overview: A centripetal language policy is when many speakers of

many languages converge to speak one common language, as is the case in the United States. A centrifugal language policy is when a common language, like English in Britain was disseminated to the Celtic lands in order to assimilate the peoples of Britain to a common language.

The writer considers the problem of relations of linguistic unity and diversity to be intractable, or hard to deal with or control, due to the fact that cultural identity is so closely linked to the language a person speaks.

Applied Sociolinguists

Page 22: Group 3 power point final presentation

Text 20 – Learners The application of the problems of language

diversity and language unity mirrors the struggle English language learners face, torn between learning and embracing the new American culture and maintaining their home languages and cultures.

American classrooms look and sound different to these students and for some, they have no one in the classroom or even in the school building who speaks the same language. For survival, they are forced into language unity.

Applied Sociolinguistics

Page 23: Group 3 power point final presentation

Text 20 – Teachers The application of the relationship between linguistic unity and

linguistic diversity for educators is simple. Educators need to strive to create a classroom environment that promotes the learning of the unifying language of the United States – English – while celebrating the cultures and heritages of every student in the classroom, not just the English Learners.

An important aspect of establishing linguistic unity while respecting linguistic diversity is involving the parents in the process. Teachers should work with in-school translators and district translators to make as much information available as possible to parents. Often the parents of ELLs feel remove from the educational process due to the language barrier.

Applied Sociolinguistics

Page 24: Group 3 power point final presentation

Text 21This text describe about the language preference in the province Quebec. During mid-1970, although Francophones comprise about 80% of the population, the Anglophone minority and foreign Anglophones control economic and financial institutions. Anglophones also dominant the top managerial level of large business firms.

In 1974, Liberal party’s Bill 22, the “official language Act”, which made French the official language of Quebec. Also in 1977, the provincial government adopted Bill I0I, the charter of French language, which strengthen Bill 22.

Applied Sociolinguists

Page 25: Group 3 power point final presentation

Learning Analysis: Speak slowly, distinctly and write down key terms. Emphasize visual literacy Graphic organizer Use charts, graphs and figures. Group projects and cooperative learning.

Teaching Analysis: Engage students in a number of blended learning activities

(like turn and talk) Design curriculum based on 4 themes. (Listening, Speaking, reading and writing) Have conversational activities such as role-play and peer work.

Text 21

Page 26: Group 3 power point final presentation

Text 22

The effect of Bill 22, which made French the official language of Quebec in 1974, and Bill 101, enacted in 1977, had serious effects on the Francisation of the workplace in Quebec. This political action changed the status of the French language by making it the official language. English was suddenly disfavored and the demographics of native English speakers has dropped to only 7.7% in Quebec. Names “Language Politics,” one is constantly reminded that French has become the most regulated language in the world, particularly, since the Parti Quebecois won a minority in government.

This has led to a segregated society and the division between the two languages.

Applied Sociolinguists

Page 27: Group 3 power point final presentation

Resources

Many Languages, Many Cultures by Hedy Chang http://www.scholastic.com/teachers/article/many-languages-many-cultures

Speaking Their Languages by Betsy Lindemanhttp://www.scholastic.com/teachers/article/speaking-their-language

Raphan, D. & Gertner, M. (1990). ESL and Foreign language: A Teaching and Learning Perspective.

https://www.youtube.com/watch?v=_Ub0NJ6UClI

Applied Sociolinguistics