April 9, 2005
Crunch Time.
Dear students,
We've entered the "crunch" time of the semester, as one of you wrote in an E-mail recently. As students, each of us has many demands weighing on our time. The semester shortens quickly.
I've enjoyed teaching this course and learning from you all, too. Teaching is an enjoyable and challenging profession, and it is never boring.
The next four weeks will be intense, so let's try to maintain our focus and accomplish what we set out to do. Take a moment to consider a few key questions that were raised at the beginning of the semester.
What enduring understandings will you retain from this class as you move into your professional life?
What skills and knowledge will help your students as they continue their acquisition of English?
What questions do you have about language development that we haven't considered yet? Ask them in class.
Thoughtful Reflections
Your reflections on Chapters Five and Six demonstrated a vast improvement over Chapters One and Two. The summaries were brief and concise, your responses thoughtful, and your application and analyses useful and practical. I was pleased that you expressed the importance of the new knowledge you have gained.
Assignment Reminders
I have decided to omit the analysis and application part of the reflection for Chapters 9 and 10. Simply summarize the chapters and write a response.
You should prepare for a short quiz on Chapters 11 and 12. You do not have to write reflections for 13 and 14.
Section One Note!
Section 001: Your group projects have been cancelled. The group voted to eliminate them due to senior interviews and other responsibilities. In their place, you will write a one-page report about each of the guest speakers. Your report will be due one week after the speaker presents. Don't be late.
Section Two Note!
Section 002: No guest speaker reports are required.
001 and 002 Note!
Groups 001 and 002: Field observation reports are due on the last day of class. All notes must be typed using APA style. You will include three pieces of information: the time sheet, the observation entries, and the reflection. Make sure each entry is dated. The reflection includes several points:
- A brief summary of the experience (where you observed, information about the subject)
- connections to the text and class information
- what you learned from this experience
- what you would do differently if you could
- what you would change about the experience if you could.
Chapters 11 and 12
Questions and Answers.
Chapter 11
1. What is the difference between referential and expressive children in learning vocabulary according to Nelson?
Referential children focus more on objects in vocabulary development. Expressive children focus on personal relations and feelings.
2. List several factors that affect the process of language learning.
- Personality
-
General cognitive style
- Perseverance
- Curiosity
- Sociability
- Independence
- Gender
3. Which SES uses language to avoid and settle conflicts?
Mostly middle-class
4. What lack of experiences disadvantage a child in the school setting?
- Preschool language experiences
- A low value placed on literacy by parents
5. Define nonstandard dialect.
A recognizable, consistent variation of a mainstream language that is rule-governed and highly structured and is usually associated with a particular group of people.
6. Discuss the debate surrounding Black English. Be prepared to go beyond my simplistic answer.
The deficit approach views Black English as substandard to standard English. The difference approach states that it is a true dialect and not substandard.
7. Discuss the importance of context in establishing communication between middle-class and minority or SES students.
Because of the difference in cultural experiences, context is often lost. Middle-class speakers are used to elaboration, the expansive and descriptive aspect of giving information. Minority or SES children can also do this within the context of their experience and background. However, they may not use this technique with "outsiders." Therefore, one must ask them to elaborate, or one must have some experiential knowledge of their backgrounds.
Chapter 12
1. Is there evidence that teaching grammar at the secondary level is effective in improving writing and speaking?
NO.
2. What is the difference between implicit and explicit
knowledge of grammar?
Implicit: students use grammatical forms but do not know that they are following rules.
Explicit: students know what they know. They don't necessarily increase what they know.
3. What are the three dangers in teaching the "new linguistics" to children?
- It is only descriptive.
- It can have unfortunate effects on the classroom atmosphere.
- It only focuses on the sentence not on complex ideas.
4. What is a teacher's strongest teaching lever?
Modeling.
5. How do children learn to communicate?
By communicating
*This is the next step toward THE One World Language.
Step Sixteen: *Your transitive verb dances naked on the veranda.
Planet Gnosis is ruled by Freddie A. Bowles, a professional educator and fellow at the Department of Curriculum and Instruction, the University of Arkansas at Fayetteville. An independent entity in the CornDancer consortium of planets, Planet Gnosis is dedicated to the exploration of education and teaching. CornDancer is a developmental website for the mind and spirit maintained by webmistress Freddie A. Bowles of the Planet Earth. Submissions are invited.
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