rsd lang & culture workshop 1

7/29/2019 RSD Lang & Culture Workshop 1

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Language, Culture, & Education

Eric J. Johnson, Ph.D.

Washington State University Tri-Cities


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Professional Roadmap

WWU: Spanish, Anthropology, Education

Arizona: Apache Junction HS

NAU: Secondary Education

ASU: Cultural Anthropology Murphy School District

WSU: BLE/ELL Education Pasco School District


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Workshop Roadmap

1. Language & Culture2. Culture & Literacy

3. Literacy & Academic Language4. Home Visits & Funds of

Knowledge


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Patternsofsocialinteraction

Reproductionof

behavioral

expectations

Ethnographyasinquiry

Whatroledoschoolsplayinthe(re)production ofculture?

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Language vs. languageLanguage vs. languagePhonologyPhonology (sounds):(sounds): What did you say?What did you say? ww^ddsese

SyntaxSyntax (structure):(structure): I love tacos.I love tacos. SVOSVO

SemanticsSemantics (meaning):(meaning): School rocks!School rocks! MetaphorMetaphor

PragmaticsPragmatics (use/context):(use/context): I pledge allegianceI pledge allegiance RegistersRegisters

EspaEspaololEnglishEnglishItalianoItaliano

,


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BBeeeett

BBiitt

BBaiaitt

AAboutbout

BBeett

BBaatt

AnAnootherther

Boot

Book

Boat

But Box

Bought


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SyntaxI ate the delicious sandwich after jogging.


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SemanticsThose guys need to chill!


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So, what is the relationship betweenlanguage and culture?


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Cultureulture


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Bias, Ethnocentrism, & Markedness

A B

DC


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A B

DC


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Marked

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

Marked

Markedness

Theory


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Provide culturally unmarked and markedexamples for the following activities:

Unmarked Marked

Transportation

EatingHabits


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Viewing Context throughan Ethnographic Lens Emic perspective (insider) Etic perspective (outsider)


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Emic


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Etic


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CULTURAL RELATIVISM


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KinshipStructuresSubsistenceStrategiesEconomicPatterns

PoliticalOrganization

Education

BeliefSystems?????

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~~Cultural Transmission~~

EnculturationEnculturation C1C1

AcculturationAcculturation C1C1C2C2

DeculturationDeculturationC2C2


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How does languagereflectculture?


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Culture & Semantic CategoriesCulture & Semantic Categories

Radial CategoriesRadial Categories birdsbirds

Gradient CategoriesGradient Categories temperaturetemperature

Cultural ConstructsCultural Constructs colorscolors

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Language Ideologies

English dialects in the US

Mapping Unmarked and Marked English

Unmarked.Marked

Blue Red


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~80% monolingual English80% monolingual English~20% speak other languages20% speak other languages~12% Spanish at home12% Spanish at home

Language Diversity in the USanguage Diversity in the US(2010 Census: www.census.gov/hhes/socdemo/language/data/acs/index.html)


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Deficit Perspectives

CultureLanguage

GenderSocioeconomic Class


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(Re)Inventing Deficits


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Presc r ipt iv ism & Desc r ipt iv ism


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CULTURAL PERSPECTIVES OF ENGLISH

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CULTURAL PERSPECTIVES OF ENGLISH,PART II


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Language

Policy& Planning


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WA State Language PolicyEnglish Language Learners will meet state standards

and develop English language proficiency in an

environment where language and cultural assetsare recognized as valuable resources to learning.(Washington TBIP)

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Culture & Literacy:How are language, culture, and literacy related?


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Rebus IQ TestCulturalKnowledge(meaning)

Linguistic Knowledge(coding)

A

B

C

D

E

F

EnglishEnglishespaespaolol


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Reading as a Sociocultural Process:Decoding cultural and linguistic

knowledgeA

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B C

D E F


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(A) I love music(A) I love music

(B) Life after death(B) Life after death

(C) The good, the bad, and the ugly(C) The good, the bad, and the ugly

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(D) Cucaracha(D) Cucaracha

(E)(E) CuentoCuento cuentoscuentos sobresobre animalesanimales

(F)(F) (basement)


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Apply the same cultural/linguistic knowledge analysisApply the same cultural/linguistic knowledge analysis

to the following sentences:to the following sentences:

1. The bandage was wound around the wound.

2. The farm was used to produce produce.

3. The dump was so full that it had to refuse more refuse.

4. We must polish the Polish furniture.

5. The soldier decided to desert his dessert in the desert.

6. When shot at, the dove dove into the bushes.

7. The buck does funny things when the does are present.

8. Upon seeing the tear in the painting I shed a tear.

Polysemy & HomophonyPolysemy & Homophony


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Comprehension & Context Clues


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Literacy &Academic

Language

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What is academic language?


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BICS & CALP(Jim Cummins)Basic InterpersonalCommunication Skills

CognitiveAcademicLanguage Proficiency


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The Language of School

Social Language(p. 7)EverydayInterculturalInstructional

Academic Language(p. 8)VocabularyGrammar/syntaxDiscourse

The Language of School(Egbert & Ernst-Slavit, 2010)


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What is academic language, really?


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The language of school vs. the BICS/CALP

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Basic InterpersonalCommunication Skills

Cognitive AcademicLanguage Proficiency

The Language of School

Social Language(p. 7)EverydayInterculturalInstructional

Academic Language(p. 8)VocabularyGrammar/syntaxDiscourse


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Domains of Language Proficiency

Oracy Literacy

Productive Speaking Writing

Receptive Listening Reading

Decoding thelanguageofschool:


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Decoding the language of school :

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Basic Interpersonal Communication Skills Cognitive Academic Language Proficiency

Oracy Literacy

Productive Speaking Writing

Receptive Listening Reading

Language of school

Social Language Academic Language

Proficiency across Language


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Proficiency across Language

Domains

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Oracy Literacy

Productive Speaking WritingReceptive Listening Reading

Language domains across contexts:

SchoolArt

Shopping

CookingSports

etc.


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Contextualizing Language Skills

_____________Language Proficiencies

________Oracy _________LiteracyProductive

Skills

ReceptiveSkills

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Reframing BICS/CALPReframing BICS/CALP

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VS.

Language ofSchool

OracySkills

LiteracySkills


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School

MathSocial Studies

ScienceLanguage Arts

BandSoccer

etc.

L D i & Lit D l t


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Language Domains & Literacy Development(OSPI Comprehensive Literacy Plan)


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Vocabulary Concept words, symbols, idiomatic expressions, metaphors,and other content specific terms that assist in the decodingof descriptions, instructions, labels, charts, formulas, etc

LanguageFunction

What students do with language: e.g., define, describe,compare, explain, summarize, hypothesize, give opinions,

scan, respond, etc.

Grammar The structure of language (syntax, mechanics, paragraphstructure): e.g., verb tense, sentence structure, punctuation,question formation, prepositional phrases, imperativestructures, quotations.

Discourse Background/contextual knowledge, genres of the activity,and purpose of activity: e.g., autobiographies, plays,persuasive writing, media articles, research reports,speeches, folktales, historical accounts, word problems.

Determining

Language

Demands in Texts

MathMath


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MathMathVocabularyLanguageFunctionGrammarDiscourse


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Science

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Social Studies


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Using Language

in Classrooms

Classroom

Success

Home Literacies & Practices


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Sample Activity 1:

Text-Translation

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1.a__________________________________________________________________________

1.b____________________________________________________________________________

2.a___________________________________________________________________________

2b.____________________________________________________________________________

3.a___________________________________________________________________________

3.b____________________________________________________________________________

Sample Activity 2:


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Music & GrammarMusic & Grammar

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Oye, we speak Spanglish!

Spanglish &Spanglish &


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Spanglish &Spanglish &

CodeswitchingCodeswitching

Features of Spanglish


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Features of Spanglish Code-switching(inter- vs. intra-sentential)

Inter-sentential: Anoche, cuando fui a la t ienda, v i a Jul ia. She looked at me but didn t even say

hi!

Intra-sentential:

Anoche, when I went to the store, vi a Julia.

Syntactic and rule governed:

Loan words (lexical blends): troca, biles, wachear, cachar, tripear

Calques (lexical transfer): winning $ an hour, wet me, make a question (semantic blends): aplicacin, librera, carpeta (syntactic transfer): the mother of my father, she didnt wentwith me

C d it hi l M i


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Codeswitching en la Msica

Bebe Bonita

Girl out of everyone you stand up andwithout even try girl you know you shine

The way that you look at meIts so intense I wanna make you mine

Baby tu eres perfecta no pareces real

otra como t no voy a encontrarT naciste para mi, eres mi princesa

eres mi chica ideal

Ya No Llores

Por que tu llores every time I think About it a mi me rosaEl tono de tu voz A mi me controla

The way you want it , I got it, come and get Get it starteddami mami I want more!

Girl tu sabes que te quiero a tiAmor 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 sameOhh yea yea.Y en tu galeria de nombres quiero Ser el

que tu llamas!

Spanglish:


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Written vs. Oral Codeswitching

Sample Activity 3: FunwithSpanglish


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Sample Activity 3: Fun with Spanglish

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Spanish___________________________________________________________

Yesterday cuando estubeen la libreria I sawa cool book about elefantes.

English_____________________________________________________________

HomeVisits& Fundsof Knowledge


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Home Visits & Funds of Knowledge


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Economics

GeographyPolitics

Agriculture

SportsTechnology

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Religion

Language

History

Childcare

ArtCooking

HomeVisits& Fundsof Knowledge


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Home Visits & Funds of Knowledge

in the Classroom Ceasar

Lesson 1 Lesson 2


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Lesson 1 Lesson 2

Naomi


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Naomi


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HOMEVISITS10/6/11

I completed my first home visit and it was such a success!

The parents and student were excited to have me overand seemed at such ease while I was there. The studentshared how comfortable she feels in my classroom andhas put in more effort in daily work this week. She iseven taking on the role of a natural leader who helpskeep her group on task. I am sending a thank you cardto the parents for the welcoming experience and signedit, "look forward to visiting again" to keep the door openfor future visits.


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Language, Culture, & School:


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Being BilanguageBeing bilanguage is important to me because it not only expands

opportunity for me, but it give me access to a whole culture ofpeople with ideas and stories. By knowing another language, youlearn about a culture which in turn expands your knowledge about

the world and erases ignorance, which prevents disaster. Wehave seen in the past how far ignorance can spread and what itcan do to people. By being bilanguage, I can stop ignorance frombecoming fact. (Adriana, 8th grade)

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Questions? Comments? Concerns?


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Eric J. JohnsonAssistant Professor of Bilingual/ESL EducationWashington State University Tri-Cities

[email protected]

rsd lang & culture workshop 1

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