Enhancing Instruction through Cultural Awareness & Linguistically Responsive Teaching

Eric J. Johnson, Ph.D. WSU Tri-Cities ejj@tricity.wsu.edu

Angela Johnson, Ed.M.

Pasco School District & Heritage University

anjohnson@psd1.org
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Workshop 1 Objectives
Participants will be able to:
1. describe how culture influences language; 2. articulate the relationship between language and culture; 3. list various factors involved in second language acquisition in educational settings; 4. portray how literacy relates to academic language.
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Background Pizzas!
If you were a pizza, what would your toppings be? Possible toppings:
Cultural background Educational history Hobbies and interests Family Your favorite____________ ????????

Language Proficiency Ice Breaker #1: Marshmallow Architecture

Rules:
1. only use marshmallows and spaghetti for construction materials 2. only use visual communication 3. no talking 4. no writing 5. team with highest tower wins prize

Language Proficiency Ice Breaker #2: Simn Dice

Language Proficiency Ice Breaker #3:

Matemtica
Joo tem R$5,00 para gastar no mercado. Ele comprou bananas por R$1,00 e 3 barras de chocolate que custam R$ 0,50 cada uma. Ele tem dinheiro suficiente para comprar um hamburguer que custa R$3,00? Mostre seu trabalho.
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Language Proficiency Ice Breaker #4:

Dictado Fcil

Rules: Work in pairs Partner A reads dictation Partner B writes verbatim (with left hand) 2 minute time limit
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Rules:
Work in pairs Partner B reads dictation

Partner A writes verbatim

2 minute time limit

Language, Culture, & Education

1. Definitions of language & culture

2. Understanding the acquisition of language and culture

3. Relating culture to language 4. Cultural and linguistic factors in education
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What is language?

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Phonology Syntax Semantics Pragmatics

(sounds):

What did you say?

[wdse]

(structure):

I love tacos.

SVO

(meaning):

School rocks!

Metaphor

(use/context): I pledge allegiance

Registers

Espaol English Italiano

,
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12

13

Beet Book

Boot

Bit

Bait About

Boat

Bet

But

Box

Bat Another Bought 14

Phonemes & Morphemes

Singular Plural

Cat

Dog

Bus

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Syntax
I ate the delicious sandwich after jogging.

Analyze the sentence in terms of grammar, parts of speech, and word order.

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Semantics
Those guys need to chill!

What is the metaphor in this sentence? What other ways can this concept be used?
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Pragmatics

Registers: What is the difference between formal and informal language? Speech Acts: Give an example of a phrase that 18 can change your social status.

Surface & Deep Structures in the Brain

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Language Policy & Planning

Provide examples of different language policies:

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How is language influenced by culture?

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What is Culture?

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Understanding Cultural Practices

Provide a description of the following cultural events:

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Bias, Ethnocentrism, & Markedness

A B

C
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Ethnocentrism & Bias

D
C
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Marked

Marked ------------------------------------------------------------------ UNMARKED

--------------------------------------------------------------

Marked

Marked
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Provide culturally unmarked and marked examples for the following activities:
Unmarked
Eating Habits

Marked

Pets

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Cultural Relativism

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Cultural Categories
Radial Categories birds

Gradient Categories temperature

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~Cultural Transmission~
Enculturation
C1

Acculturation
Biculturalism Assimilation

C1
C2

Deculturation
C2

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How does language reflect cultural beliefs?

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Cross-cultural miscommunication: Issues of language or culture?

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Language Ideologies
English dialects in the US Mapping Unmarked and Marked English
Unmarked.Marked Blue Red

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Culture Ethnicity Language Gender Socioeconomic Class

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Prescriptivism & Descriptivism

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Olde English

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Olde English

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~80% monolingual English ~20% speak other languages

~12% Spanish at home

Speaking English at least well or better

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The Reality of ELLs and Classrooms: Demystifying Second Language Acquisition

How do humans acquire their 1st language? What about their 2nd language?
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Language Acquisition
know want to know learned

st 1

Language Acquisition

5-7 years Combination of: biological, environmental and cognitive influences Development of:

*Sounds (phonology) *Grammar (syntax) *Meaning (semantics) *Vocabulary (lexicon) *Social norms (pragmatics) They are intertwined and play equally important role. (Johnson, 2008)

Stages of L1 Acquisition
Babies are exposed to language even before they are

born. Comprehension of language comes first. Production of language comes later. 6 months of age- babbling by repeating a series of identical syllables. (e.g. ba-ba-ba), expanding their vocal apparatus to more complex syllables (e.g. babbab-bab) 1 year-old- produce words- single word stage (Johnson, 2008)

Stages of Acquisition (continued)

At 18 months- two-word sentence structures. By 3 years-old, children are able to have full

conversations 4years-old- distinction between different phonemes when spoken to. By the age of 5- most of the phonological inventory is flawlessly acquired

Stages of Acquisition (continued)

Chomsky believes that language acquisition is a

biologically innate language faculty of the brain (universal grammar) Poverty of stimulus- childrens language isnt result of a behavioral reinforcement and repetition.

10/2: How does human interaction foster language learning?

nd 2

Language Acquisition

5-7 years Combination of: biological, environmental and cognitive influences

Development of:

*Sounds (phonology) *Grammar (syntax) *Meaning (semantics) *Vocabulary (lexicon) *Social norms (pragmatics) They are intertwined and play equally important role. (Johnson, 2008)

nd 2

Language Acquisition (continued)

Sociolinguistics- social and cultural factors of language

development
Teachers can promote SLA by creating a classroom environment

in which students can interact with and develop positive attitudes towards speakers of the targeted language. (Freeman, 2008)

10/2: How can you promote SLA in your classroom? Think about at least one strategy that can be used!

2nd Language Acquisition (continued)

Krashens theory- innate ability to learn a language. 1st hypothesis:

*Language is learned subconsciously (language for real purposes) *Learning is a conscious process (classroom)
2nd hypothesis:

*natural order
Monitor hypothesis: the monitor is like an editor, checking what

we produce. The focus is on grammatical production, error correction and in written output. (Freeman, 2008)

2nd Language Acquisition (continued)

The input hypothesis: people acquire language in only

one way by receiving oral or written messages they understand. Krashen believes that learners must receive input that is slightly beyond their current ability level (input+1)- comprehensible input

(Freeman, 2008)

nd 2

Language Acquisition (continued)

What about the output of the language?

(writing and speaking)

What about the social and cultural aspects of it?

(Freeman, 2008)

Cabo San Lucas, Mexico

10/2
Brainstorm 2 strategies you can use to minimize the

cultural and social gaps for English language learners in your classroom to promote effective language and content instruction.

Myths in 2nd language acquisition jigsaw puzzle activity

4 groups 4 myths

Read your myth

Discuss with your partners about what you just read As a group, come up with a poster to teach the other

groups about your myth (use sketches and brief explanations) You are the expert! Go back to your original group and teach them (1 minute)

Myth 1
Children learn second languages quickly and easily.

Myth 2
The younger the child, the more skilled in acquiring a second language.

Myth 3
The more time students spend in a second language context, the quicker they learn the language.

Myth 4
Children have acquired a second language once they can speak it.

Language Acquisition & Bilingualism

L1 Time Context Meaningful Interactions Learning vs. Acquiring

L2

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What does language have to do with a persons identity?

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Spanglish & Code Switching

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Speaking Spanglish
Code-switching
Intra-sentential: Anoche, when I went to the store, vi a Julia. Inter-sentential: Anoche, cuando fui a la tienda, vi a Julia. She looked at me but didnt even say hi!

Loan words
Calques

(lexical borrowing): el Winco (lexical blends): troca, biles, wachear, cachar, tripear

(lexical transfer): winning $ an hour, wet me, make a question (semantic blends): aplicacin, librera, carpeta, colegio

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Codeswitching en la Msica
Ya No Llores
(by Baby Boy)

Por que tu llores every time I think About it a mi me rosa El tono de tu voz A mi me controla The way you want it , I got it, come and get Get it started dami mami I want more! Girl tu sabes que te quiero a ti Amor I want to be into Let me love you I need to love you (want to love you ) Girl I dont need to Know your name We just need to feel the same Ohh yea yea.Y en tu galeria de nombres quiero Ser el que tu llamas!
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Spanglish Interpersonal Language-Use Model

SPANISH---------------------------------------------------------------------------------------------------------------------ENGLISH Adult Family (-) Siblings Friends (+) Siblings Sp. Educators Eng. Educators

__________________________ Sp. = Spanish/bilingual speaking Eng. = English speaking (+) = older (-) = younger

Spanglish: When?
Like when Im talking to my friends, like Spanish words just come out. First Im talking in English, then when I notice it Im talking in Spanish. (Mindy, 8th grade)

Spanglish: Why?
Like, last time I was talking to Ms. Walters, all of a sudden I just started talking Spanish, and she was like, what did you say? I was like, oh Im sorry. Cause like, its used to me, like Im sometime talking in English and all of a sudden Im talking in Spanish, like I dont like, I dont know why Im saying it. Like, its used to, its used to me like Im used to it. (Eva, 8th grade)

Sample Activity : Fun

with Spanglish

Spanish___________________________________________________________

Yesterday cuando estava en la libreria I saw a cool book about elefantes.

English_____________________________________________________________
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Culture & Literacy:

How are language, culture, and literacy related?

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What is literacy?
(meaning) (coding) A

Reading as a Sociocultural Process: Decoding cultural and linguistic knowledge

A B C

Homonymy & Polysemy

Apply the same cultural/linguistic knowledge analysis to the following sentences:

A. She threw a head of lettuce at my head.

B. Upon seeing the tear in the painting I shed a tear. C. He was canned for flushing the pop can down the can.

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Literacy vs. Spelling

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Comprehension & Context Clues

?
Lord, we thank thee.

Literacy & Academic Language

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What is academic language?

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The language of school vs. the BICS/CALP distinction.

Basic Interpersonal Communication Skills Cognitive Academic Language Proficiency

The Language of School

Social Language
Academic Language

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Language Proficiency
What is the difference between oral language and literacy?

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Domains of (Academic) Language Proficiency

Oracy Literacy

Productive

Speaking

Writing

Receptive

Listening/Comprehension

Reading
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Oracy
Productive Receptive Speaking Listening

Literacy
Writing Reading

Language domains across contexts: School Art Shopping Cooking Sports etc.
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Contextualizing Language Skills

_____________Language Proficiencies
________Oracy _________Literacy

Productive Skills

Receptive Skills
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The Language of xyz

Oracy Skills

Literacy Skills

School Math Social Studies Science Language Arts Band Soccer etc.

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Contextualizing Content Language Skills

MathScienceLanguage ArtsSocial StudiesP.E.Art

_____________Language Proficiencies
Oracy Literacy

Receptive Skills

Productive Skills

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Language of Home
Oracy Skills Literacy Skills

Home Literacies & Practices

Language of School Oracy Skills Literacy Skills

Home Language

Classroom Success

School Language

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Workshop 1 Objectives
Participants will be able to:
1. describe how culture influences language; 2. articulate the relationship between language and culture; 3. list various factors involved in second language acquisition in educational settings; 4. portray how literacy relates to academic language.
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Eric J. Johnson, Ph.D.

WSU Tri-Cities ejj@tricity.wsu.edu

Angela Johnson, Ed.M.

Pasco School District & Heritage University

anjohnson@psd1.org

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