linguistics: classroom tools to deconstruct and...
TRANSCRIPT
LINGUISTICS: Classroom tools to deconstruct and improve
students’ writing
Oregon Association of Latino Administrators (OALA) Winter Conference, Feb 2, 2013 Liliana Heller-Mafrica, Ed.D. Robert A. Troyer, Ph.D. Language Program Coordinator Assistant Professor of English Woodburn School District Western Oregon University
Outline
1. Welcome and Introduction
2. A little LING for teaching
3. Teacher Noticing Task 1: word parts in English
4. ELL students’ challenges
5. Teacher Noticing Task 2: prepositional phrases
6. ELL students’ challenges
7. Errors vs. Mistakes
8. Strategies for improving ELL’s reading and writing
9. Conclusion
Linguistics: tools to improve writing
Source: UCI – Scarcella; Linguistic Components of Academic Language
Linguistics: tools to improve writing
Language Understanding to Improve Student Achievement
Project LUISA
Acknowledgements
Title 3 grant for university & K-12 collaboration
Western Oregon University, Woodburn and Central SD
Dr. Maria Dantas-Whitney Dr. Carmen Caceda College of Education College of Education Western Oregon University Western Oregon University
What is Linguistics? • Phonology: the study of the sounds of a language
• Morphology: the study of words and parts of words
• Syntax: the study of the structure of sentences and the rules
that govern the formation of a sentence
• Semantics: the study of meanings of individual words and of larger units such as phrases and sentences
• Pragmatics: the study of language use in context
• Sociolinguistics: the study of how language differs among specific groups of users
• Applied linguistics: uses all of the above to deal with real-world issues involving language
Linguistics and ELL’s Writing
Teachers who have not been trained in methods of teaching ELLs are often overwhelmed by the challenges of their students’ writing.
Literacy Autobiography
In my earliest memorize, I was writing begin when I was in
primary school. At that time, we just write some basic
things such as explain our hometown or your family. As
time goes on, when I was just get in high school, my
writing of logical and organization become better. On that
time the teacher begins give us some deeply topic to
write.
What is Grammar?
The appropriate choice of words (semantics)
in the appropriate form (morphology)
for an appropriate sentence structure (syntax)
and (pragmatics).
In my earliest memorize, I was writing begin when I was in
primary school. At that time, we just write some basic things
such as explain our hometown or your family. As time goes
on, when I was just get in high school, my writing of logical
and organization become better. On that time the teacher
begins give us some deeply topic to write.
What teachers should be aware of • inflectional morphemes (do not change PoS)
in English, only suffixes • on nouns: plural marker (-s, -es), possessive (-’s, -s’) • on verbs: tense and aspect markers(-ed, -en, -ing) present tense, singular subject marker (-s) • on adj: degree markers (-er, -est)
• derivational morphemes (change PoS and/or meaning)
in English, prefixes and suffixes • re-, auto-, ex-, un-, dis-, mis-, co-, de-, pre-, in/im/ir/il-, etc • -er, -sion, -tion, -ist, -ful, -ness, -ity, -ly, -ment, etc.
• irregular nouns and verbs, root words, and combinations
Morphology: the study of word formation
At the edge of the market, I stopped. In a neat sparkling row
stood several big new bicycles. One of them was decorated all
over with red and blue.
That’s what I would buy!
For some time now, Murete, my father, had been teaching
me to ride his big, heavy bicycle. If only I had a bicycle of my
own.
“My Rows and Piles of Coins” Literacy by Design, Grade 3
Prefixes and Suffixes in fiction/narrative
At the edge of the market, I stopped. In a neat sparkling row
stood several big new bicycles. One of them was decorated all
over with red and blue.
That’s what I would buy!
For some time now, Murete, my father, had been teaching
me to ride his big, heavy bicycle. If only I had a bicycle of my
own.
“My Rows and Piles of Coins” Literacy by Design, Grade 3
Prefixes and Suffixes in fiction/narrative
At the edge of the market, I stopped. In a neat sparkling row
stood several big new bicycles. One of them was decorated all
over with red and blue.
That’s what I would buy!
For some time now, Murete, my father, had been teaching
me to ride his big, heavy bicycle. If only I had a bicycle of my
own.
“My Rows and Piles of Coins” Literacy by Design, Grade 3
Prefixes and Suffixes in fiction/narrative
Trees are mostly a renewable resource: in theory, if some get
cut down, others can be planted. But cutting down trees can be
tragic. Clear-cutting, removing all the trees in an area, causes the
soil to wash away. Trees can’t grow back on bare rock. Even if
new trees are planted, the forest and its inhabitants may still die
off. Sometimes only one type of tree is replanted. So, animals
that need other types of trees for food or shelter can no longer
live in the forest.
“How is Paper Made?” Literacy by Design, Grade 3
Prefixes and Suffixes in expository prose
Trees are mostly a renewable resource: in theory, if some get
cut down, others can be planted. But cutting down trees can be
tragic. Clear-cutting, removing all the trees in an area, causes the
soil to wash away. Trees can’t grow back on bare rock. Even if
new trees are planted, the forest and its inhabitants may still die
off. Sometimes only one type of tree is replanted. So, animals
that need other types of trees for food or shelter can no longer
live in the forest.
“How is Paper Made?” Literacy by Design, Grade 3
Prefixes and Suffixes in expository prose
Trees are mostly a renewable resource: in theory, if some get
cut down, others can be planted. But cutting down trees can be
tragic. Clear-cutting, removing all the trees in an area, causes the
soil to wash away. Trees can’t grow back on bare rock. Even if
new trees are planted, the forest and its inhabitants may still die
off. Sometimes only one type of tree is replanted. So, animals
that need other types of trees for food or shelter can no longer
live in the forest.
“How is Paper Made?” Literacy by Design, Grade 3
Prefixes and Suffixes in expository prose
Prefixes and Suffixes in English
Teacher Noticing Task 1: proficient use of English
• Read your text and then work together to:
• circle the inflectional suffixes.
• put a box around the derivational prefixes and suffixes.
• Fill out the prefix-suffix chart.
• Discuss your findings with a partner.
What teachers should be aware of • inflectional morphemes (do not change PoS)
in English, only suffixes • on nouns: plural marker (-s, -es), possessive (-’s, -s’) • on verbs: tense and aspect markers(-ed, -en, -ing) present tense, singular subject marker (-s) • on adj: degree markers (-er, -est)
• derivational morphemes (change PoS and/or meaning)
in English, prefixes and suffixes • re-, auto-, ex-, un-, dis-, mis-, co-, de-, pre-, in/im/ir/il-, etc • -er, -sion, -tion, -ist, -ful, -ness, -ity, -ly, -ment, etc.
• irregular nouns and verbs, root words, and combinations
Morphology: the study of word formation
Example
Many student consideration how to choosing
words but lacking sufficiently knowledgeable
of vocabularies in contextuous.
Prefixes and Suffixes in ELL students’ writing
Example
Many students consider how to choose
words but lack sufficient knowledge
of vocabulary in context .
Inflectional affixes
-s, -ies (plurality) -ing (progressive) -’s (possession) -s (3rd sing verb) -ed (past tense) -en (participle) -er, -est (adj degree)
Derivational affixes
-ation (verb to noun) -ly (adjective to adverb) -able (noun to adjective) -ual (noun to adjective) prefixes: un- (opposite), non- (not), etc., etc.
Prefixes and Suffixes in ELL students’ writing
Examples
Some crimes, such as hi jack and rob are conducted using Airsoft guns.
hijacking and robbery
It accurately point_ that lots of farmlands losing is one factor which led to food lacking around the world.
points out, farmland, loss, a lack of food (or food shortage)
Prefixes and Suffixes in ELL students’ writing
Prefixes and Suffixes in ELL’s Writing
ELL’s Use of English Morphemes
• Read your student writing sample:
• circle any mistakes with inflectional suffixes
• put a box around any mistakes of derivation pre/suffixes.
• Fill out the prefix-suffix mistakes chart.
• Discuss your findings with a partner.
Strategies for Instruction
• Select a page from your materials that your students should read independently (about 150 words).
• Circle the inflectional affixes.
• Put a box around the derivational affixes.
• For earlier grades/levels, make a ‘grammar suffix’ chart
base plural -s poss -s verb -ed verb -ing verb -en verb -s adj –er adj -est flower flowers plant plants plant’s plant planted planting plants tall taller tallest
• For upper grades/levels, make a ‘word forms’ chart
Verbs Nouns Adjectives Adverbs
contribute contribution prepare preparation survive survivor culture cultural culturally
method methodical methodically
period periodical periodically
Syntax: The internal structure of sentences
What teachers should be aware of • sentence types
declarative, question, imperative, exclamative • typical clause structures
subject + verb + object subject + verb + adjective or noun subject + verb + adverbial modifier alternative structures (there + verb, it + verb, changed order)
• conjunctions joining pieces inside phrases; joining clauses and sentences
• noun modification premodifiers (adjective, noun, ed-participle, ing-participle) postmodifiers (prepositional phrase, relative clause, participle clause,
appositive noun phrase) • adverbial modification
prepositional phrase, single adverb, adverbial clause, participle or infinitive clause, noun phrase
Syntax: The internal structure of sentences
What teachers should be aware of • sentence types
declarative, question, imperative, exclamative • typical clause structures
subject + verb + object subject + verb + adjective or noun subject + verb + adverbial modifier alternative structures (there + verb, it + verb, changed order)
• conjunctions joining pieces inside phrases; joining clauses and sentences
• noun modification premodifiers (adjective, noun, ed-participle, ing-participle) postmodifiers (prepositional phrase, relative clause, participle clause,
appositive noun phrase) • adverbial modification
prepositional phrase, single adverb, adverbial clause, participle or infinitive clause, noun phrase
Prepositional Phrases
A preposition + a noun phrase
While some of its articles are technical, requiring an understanding of voice spectrograms, others are accessible to anyone.
1) post-noun modifier 2) sentence modifier Some Common Prepositions about above across after against along around at before behind below beneath beside besides between beyond by down during for from in inside into like near of off on onto opposite outside over past since through to toward/s under underneath until up upon with within without
Prepositional Phrases in non-fiction
Horses were unknown in North America until the 1500s,
when Spanish explorers began arriving. The explorers sailed
from Spain with horses onboard their ships. They used the
horses to explore the New World. During this exploration
many of the horses were lost.
5th Grade History text
Prepositional Phrases in non-fiction
Horses were unknown in North America until the 1500s,
when Spanish explorers began arriving. The explorers sailed
from Spain with horses onboard their ships. They used the
horses to explore the New World. During this exploration
many of the horses were lost.
5th Grade History text
Biber, Conrad, & Leech. 2002. Longman Grammar of Spoken and Written English.
Prepositional Phrases in English
Teacher Noticing Task 2: proficient use of English
• Read your text and then work together to:
• underline all of the prepositional phrases.
• Fill out the prepositional phrase chart.
• Discuss your findings with a partner.
Prepositional Phrases
A preposition + a noun phrase
While some of its articles are technical, requiring an understanding of voice spectrograms, others are accessible to anyone.
1) post-noun modifier 2) sentence modifier Some Common Prepositions about above across after against along around at before behind below beneath beside besides between beyond by down during for from in inside into like near of off on onto opposite outside over past since through to toward/s under underneath until up upon with within without
Syntax—ELL student
I Can Fly
I can Fly. When I was litle my
Mom teach to fly. I Fly every
where. I look for food. I have
friend when I was flying and
still looking at food. My
mom go looking the nother
food. I hate finger nails. I
have a big body. I have a
good food. I play with my
friend. My mom have a new
friend and we all play
together. we have a party.
I'm happy and I have a big
head. The next day. I com
back to my home. I go to
sleep at home. I like being a
bird.
sent #
words/ sent
Indep clauses/ sent
Dep clauses/ sent
Prep phrases/ sent
other modif/ sent
1 3 1 0 0 0
2 9 1 1 0 0
3 4 1 0 0 0
4 4 1 0 1 0
5 12 1 1 1 0
6 7 1 0 0 0
7 3 1 0 0 0
8 5 1 0 0 0
9 5 1 0 0 0
10 5 1 0 1 0
11 11 2 0 0 0
12 4 1 0 0 0
13 9 2 0 0 0
14 3 0 0 0 0
15 6 1 0 1 0
16 6 1 0 1 0
17 5 1 0 0 0
101 18 2 5 0
5.9 1.06 .12 .29 0
Prepositional Phrases in ELL’s Writing
ELL’s Use of Prepositional Phrases
• Read your student writing sample:
• underline all of the prepositional phrases.
• Fill out the prepositional phrase chart.
• Discuss your findings with a partner.
Syntax Helping students deal with information overload • English sentences are hierarchically organized, so
-teach students to focus their attention on the head noun of the subject, the main verb, complement, and conjunctions.
-modifiers add extra (less important) information The Drake stopped at Alexandria, Bengasi, Tripoli, Tunis and Algiers, passed the Rock of Gibraltar and turned north up the coast of Portugal. The Drake stopped at Alexandria, Bengasi, Tripoli, Tunis and Algiers, passed the Rock of Gibraltar and turned north up the coast of Portugal.
Syntax Helping students deal with information overload • English sentences are hierarchically organized, so
-teach students to focus their attention on the head noun of the subject, the main verb, complement, and conjunctions.
-modifiers add extra (less important) information Horses were unknown in North America until the 1500s, when Spanish explorers began arriving. Horses were unknown in North America until the 1500s, when Spanish explorers began arriving.
Analyzing and Describing ELL’s Grammar
proficiency vs. deficiency
The use of any prefix or suffix is demonstrates some knowledge of the rules of English morphology. He runned to the store. The only way to revise internal grammar rules is through making mistakes, noticing forms, and revising rules.
Error The result of an incomplete internal rule.
Mistake The result of incomplete time to process existing rules and apply them.
Thank You