ORAL LANGUAGE ANALYSIS WORKSHOP

LCRT 5810

Today’s Work �  Overview of the Case Study Progress �  Overview of the Oral Language Analysis

assignment & rubric �  Analyze the oral language data using the

transcript & looking for the learner’s use of language functions and the language systems

Case Study Progress 8 sections 1)  Abstract 2)   Learner Background Done! 3)   Analysis of Oral Language In progress! 4)  Analysis of Reading 5)  Analysis of Writing 6)  Discussion of Findings and Conclusion 7)  Works Cited 8)  Appendices

�  Learner Interview and Profile Done! �  Coded Transcript Analysis In progress! �  Reading and Writing Samples In progress!

Case Study

Purpose: �  To examine language and literacy development

as these apply to literacy instruction relevant to your teaching context, you will identify a learner whose language and literacy you will analyze in social and academic contexts.  

�  Select a learner who is average or struggling with language or literacy and collect samples of oral language, reading, and writing. 

�  Use concepts and frameworks addressed in the course readings to analyze the language and literacy samples.

Language Data & Literacy Data

�  Record several samples of your learner’s oral language in academic and social settings.

�  Select representative segments of the oral language sample & transcribe WHAT & HOW the learner communicates.

�  Collect several reading and writing samples (e.g., running records, DRAs, essays, dictated stories, etc.)

�  Analyze the oral language, reading, and writing data & make connections between the learner’s language and literacy use.

Oral Language Analysis Grading Points

�  Transcript of selected segments of oral language sample, color-coded to reveal patterns of the learner’s language with attention to language functions & language systems.

�  Complete the data tables with reference to the transcript as you identify patterns of the language learner’s language characteristics, strengths, and needs.

�  Include a well-written analysis that describes and analyzes the language development and patterns of language use by the learner including language functions and language systems: (a) phonetics/phonology; (b) syntax/grammar; (c) semantics; (d) morphology; (e) pragmatics.

�  Grounded in professional literature including LCRT 5810 course readings with a minimum of 5 in-text citations (included on the reference list).

How to start �  Breathe! �  In today’s class, you will get resources to

support your analysis of the oral language.

�  For now, set aside your pen & screen and

just listen. �  The power point is in CANVAS for your

use today and in the future when you continue the analysis on your own.

Analyzing oral language: What are we going to do?

�  Look for patterns in the

learner’s language (Today & on your own)

�  Analyze & color-code the

transcript for language functions & language systems using resources provided (Today & on your own)

�  Record examples of

“strengths,” “approximations,” and “strategies” (used by the learner or to support instruction) on the tables provided (Today & on your own)

�  Use the resources provided to identify the learner’s stage & characteristics of oral language development (Today & on your own)

�  Write your oral language analysis to include: a summary of the analysis information anchored in course readings to articulate your understanding of the research; Use APA writing style (On your own).

Ready, set, go! �  We will work on this together

today! �  This power point - along with a

folder of resources – will guide our work and your analysis.

�  Your colleagues will help too as you will need to discuss your thinking.

�  Let’s preview the slides now so you can work here on your own afterward.

Starting the Analysis: Language Functions 1)  Create a key on your transcript for the language

functions.

2)  Now use the following slides to help you find examples in the transcript of the language functions used by the learner.

NOTE: Not all transcript lines will be coded for functions. The Yellin reading is a good resource for this work.

Language Functions Instrumental Ins

Regulatory Reg

Interactional Int

Personal Per

Heuristic Heu

Imaginative Ima

Informative Inf

Divertive Div

Looking for Language Functions �  Instrumental: I want; language as a

means of getting things, of satisfying needs

Transcript Example: 1) S-Tonight we will have pizza. I always

ask Mom for pizza on Mondays. (Ins)(Instrumental)

�  Look in your transcript for Instrumental language. Check with your table group. Code the transcript as shown above.

Language Functions � Regulatory: Do as I say; controlling the

behavior, feelings or attitudes of others Transcript Example: 1) S-And..and I told her no!, we weren’t

gonna do that way. (Reg) (Regulatory)

�  Look in your transcript for Regulatory language. Check with your table group. Code the transcript as shown above.

Language Functions �  Interactional: Me and you; social

interaction, getting along with others Transcript Example: 1) S-You should read that book, Holes. It’s

good. We could read it together. (Int) (Interactional)

�  Look in your transcript for Interactional

language. Check with your table group. Code the transcript as shown above.

Language Functions � Personal: Here I come; pride and

awareness of self, expressions of individuality

Transcript Example: 1) S-I’z gotta strike at boling. I’z the onny

one of ma broders. (Per) Personal �  Look in your transcript for Personal

language. Check with your table group. Code the transcript as shown above.

Language Functions � Heuristic: Tell me why; seeking and

testing knowledge Transcript Example: 1) S- How come the boy in Holes don’t

speak? Do you think he don’t know English? (Heu) Heuristic

�  Look in your transcript for Heuristic

language. Check with your table group. Code the transcript as shown above.

Language Functions �  Imaginative: Let’s pretend; making up

stories and poems, creating new worlds Transcript Example: 1) S-We build a tent in my room and play

dragons are coming to get us. (Ima) �  Look in your transcript for Imaginative

language. Check with your table group. Code the transcript as shown above.

Language Functions �  Informative: I’ve got something to tell you;

communicating information, descriptions, ideas

Transcript Example: 1) S-They were poisonous yellow spotted

lizards that would kill you if they bite. (Inf) �  Look in your transcript for Informative

language. Check with your table group. Code the transcript as shown above.

Language Functions � Divertive: Enjoy this; jokes, riddles,

puns, language play Transcript Example: 1) S-I am poet..I just don’t know it! (Div) �  Look in your transcript for Divertive

language. Check with your table group. Code the transcript as shown above.

Transferring Findings to the Table �  Take a look at excerpt of the table below: Analyzing the Functions of Language �  You can download this table from CANVAS files or

the module titled, Course Readings & Documents. �  Analyzing the Functions of Language

Function Example Cited in Transcript

Example Cited by Line Number

Instrumental I want; language as a means of getting things, of satisfying needs

“Tonight we will have pizza. I always ask Mom for pizza on Mondays.”

#1, 22, 28, 47, 69 (List lines of transcript where you observe other examples of this function).

Moving on to Language Systems

Language System Color-Code

Phonology

Syntax

Lexicon

Morphology

Semantics

Pragmatics

Starting the Analysis: Language Systems

� Create a key on your transcript for the language system.

Language System

Phonology

Syntax

Lexicon

Morphology

Semantics

Pragmatics

YOU Know Your Learner Use what you know!

�  As you analyze your learner’s language, you will use what you know about your learner to determine strengths and approximations (errors) in their language.

�  Sometimes a phonological, syntactic or morphological error is really just your learner’s use of pragmatics.

�  Not all ‘errors’ are really errors, some are strengths.

�  For example: “Whaz up?” Is this a morphological error? Or is it a pragmatic strength indicative of an informal slang register?

�  And, remember, sometimes one language system can be influenced by another language system, so it may be relevant to talk about both systems. Remember how morphology can be influenced by phonology?

Knowing what to ‘Look For’

�  You will analyze the degree to which the learner demonstrates patterns of strength or patterns of approximations with each language structure.

�  You will look for both strengths and approximations (errors) in the transcript.

�  You will use the ‘Look Fors’ document to help guide your analysis (handout).

Language System Phonology �  Development of phonemic awareness �  Ability to make/not make sounds in English �  Omission of sounds/phonemes/morphemes (sit for slit) �  Inclusion of extra sounds/phonemes/morphemes (slit for sit) �  Transposition of sounds (shing slot vs. sling slot, trypical topical vs

typical tropical vs. triple tropical) �  Substitution of sounds (there vs dere) Example from a transcript: 1)  S- The magnet is tick and makes tings move. Can you find a strength or error of a phonological type in your transcript?

Language System Syntax �  Complexity of grammatical structures �  Fragmentation of sentences �  Use of prepositions (on, in, under, around, through, above,

etc.) �  Use of plurals �  Subject-Verb agreement – AND/OR - Pronoun agreement �  Conjugation of verbs –AND/OR - Tense of verbs (regular and

irregular) Example from a transcript: 1)  S- He was talking to the teacher but he forgetted

about the most important part. Can you find a strength or error of syntax in your transcript?

Language System Lexicon �  Use of precise/vague words �  Use of filler words and phrases because learner does not

have a precise word, but not meant as place holders (like, you know, okay?)

Examples from a transcript: 1)  S- You have to connect the wire to the D-cell, then wrap

it around the iron nail, and then flip the…the….the….switch to make a temporary magnet.

2)  S- You have to move the thing and then the stuff makes it work.

Can you find a strength or error of lexicon in your transcript?

Language System Morphology �  Complexity of word choice �  Appropriate contractions (don’t vs. ya’know) �  Use/misuse of words or morphemes (irregardless,

bemused, My nose is crying. Stop giggling me. �  They have six childrens. Yesterday somebody take

(vs. took) my shoe off. Examples from a transcript: 1) S- I’z gotta strike. 1)  S- The colonists couldn’t have freedom of religion

in England and didn’t want to live there anymore. Can you find a strength or error of a morphological type in your transcript?

Language System Semantics �  Correct use of words for the context & to carry

meaning; Stays on topic; �  Corrects self to clarify meaning. Example from a transcript: 1)  S- The magnetic force was flowing from the

compass to the battery….wait, no, the magnetic force was flowing from the battery to the compass…yeah, that’s it.

Can you find a strength or error of a semantic type in your transcript?

Language System Pragmatics �  Appropriate discourse use for conversation partner/Ability to

switch register �  Gricean maxims (relation, quality, quantity, manner) �  Use of slang/idioms/sarcasm (That’s sick. airhead, pig out, A little

bird told me…, Whatever. Nice one!) �  Repetition of words as place-holders �  Verbal (Ummm…, be….be..because) & Non Verbal (…) pauses

used as place holder Example from a transcript: 1)  S-The magnets are really, really, really strong and like

they, ummm….they pulled, ahh…...like pulled a lot of magnetic things across the…ahhh…. across the table.

Can you find a strength or error of a pragmatic type in your transcript?

Transferring Findings to the Table

� Take a look at the the table titled: Language Systems

Language Systems

Strengths Examples cited in

the transcript Line #s and type

Approximations (Errors)

Examples cited in the transcript Line #s and type

Strategies Used: Either by the learner or

potential strategies to be used by Tr. for Instruction

Phonology S is able to make most sounds in English. One exception is the /th/ sound.

1) The magnet is tick and makes tings move.-Omits /th/ sounds and subs /t/. #8. 22, 47, 84

Lr: Lr sometimes pauses before /th/ seeming to attend to making that sound. Instruction: teach the /th/ sound more explicitly with new vocabulary.

Take a look at the resource folder

�  Power point slides �  “Look fors” handout �  Data Tables �  Oral Language Development

Milestones �  Second Language Acquisition Stages �  WIDA Standards

LOOK FOR THESE RESOURCES ON CANVAS FOR YOUR EASY ACCESS!

Get Started Now!

Analyzing Oral Language �  Look for patterns in the learner’s language

(Today & on your own) �  Analyze & color-code the transcript for language

functions & language systems using resources provided (Today & on your own)

�  Record examples of “strengths,”

“approximations,” and “strategies” (used by the learner or to support instruction) on the tables provided (Today & on your own)

�  Use the resources provided in the resource

folder to identify the learner’s stage & characteristics of oral language development (Today & on your own)