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My Language, My Identity: Language Used In Households

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Title: My Language, My Identity: Language Used In Households


1
My Language, My IdentityLanguage Used In
Households
www.laspdg.org
  • Presented by Kyomi Gregory, M.A., CCC-SLP

2
People First Language
People First Language puts the person before the
disability and describes what a person has, not
who a person is.
Kathie Snow. (n.d.) A few words about People
First Language. Disability is Natural.
Retrieved August 1, 2012 from http//www.disabilit
yisnatural.com/images/PDF/pfl-sh09.pdf
3
Please Note
  • If you would like to download todays power
    point, you may do so at any time during the
    webinar using the FILES Pod in the bottom right
    hand corner of your screen
  • Simply click on the file name and then click
    SAVE TO MY COMPUTER
  • Select the destination on your computer where you
    would like the file saved

4
Learning Outcomes
  • To identify aspects of language use within the
    household.
  • To distinguish parenting styles that impact
    language use within the classroom.
  • To identify strategies to bridge the gap between
    a home language and a school language.

5
Dialects
6
What is a dialect?
  • Dialect is defined as a "neutral" term to refer
    to any variety of a language that is shared by a
    group of speakers.
  • Experts assert that all speakers are in fact
    speakers of a dialect, none of which is superior
    to another.

Wolfram, 1991 Stubbs, 2002
7
Nonmainstream Dialects
  • Nonmainstream American English (NMAE) dialects
    are rule governed language systems inclusive of
    all aspects of language (i.e. phonology,
    morphology, syntax, semantics and pragmatics).

8
Examples of NMAE dialects
  • African-American English (AAE)
  • Southern White English (SWE)
  • Latino English
  • Cajun French

9
Characteristics of NMAE dialect
  • Differences in pronunciation, syntax, and
    vocabulary are most easily identified.
  • It also includes differences in other discourse
    structures such as
  • Question responses and requests (Heath, 1982)
  • Turn taking (Au Mason, 1983)
  • Intonation, formulaic expressions, and tempo
    (Damico Damico, 1993)

10
Dialect Differences in Narratives
  • Cazdens (2001) study discussed the tendency by
    Caucasian children to sequence their narratives
    topically versus African-American children that
    provided episodic stories

11
Narratives
  • Caucasian students
  • sequence narratives topically
  • organizes a narrative according to subtopics and
    topics
  • this is the most commonly used format that is
    considered acceptable for narratives.

Cazden, 2001
12
Narratives
  • African-American Students
  • Produced episodic stories.
  • This usually involves a main character or theme.

Cazden, 2001
13
Home Language
14
Home Language
  • Children arrive to school with the language of
    their families communities.
  • Many students speak a nonmainstream dialect.

Cheatham, Armstrong, Santos, 2009
15
Respect for Inclusion of the Home Language
  • This respect for the home language adheres to
    recommendations from many academic professional
    organizations, including the
  • National Council on Teachers of English (NCTE
    2004, 2005)
  • National Association for the Education of Young
    Children (NAEYC 1995)
  • Teachers of English to Speakers of Other
    Languages (TESOL 1997).

16
Code Switching
  • Children who speak NMAE dialects often find
    themselves in many social contexts, in which they
    can utilize their ability to use both Standard
    American English (SAE) and their dialect.
  • This is known as code switching.
  • Teachers may witness children code switching in
    more or less formal contexts.

17
Race Identity
  • Dialects are often strongly linked to race,
    ethnicity, and class.
  • This plays an important role in childrens
    identities.
  • This can be viewed as a strength resource like
    any part of their home environment.

Cheatham, Armstrong, Santos, 2009
18
Tapping Into the Home Language
  • Current research illustrates the benefits of
    tapping into childrens nonstandard dialects to
    enhance learning.
  • Childrens dialects are resources from which to
    expand their language repertoire.
  • Building on what children know is an excellent
    approach for all children, including those that
    speak NMAE dialects.

Chealtham, Armstrong, Santos, 2009 Dyson
Smitherman, 2009 Murray, 1997
19
Tapping Into the Home Language
  • Educators need to
  • bridge the gap between the home language and the
    school language
  • respect/ preserve the home language
  • facilitate the development of a school language.

20
Distinctive Parenting Styles Across Classes
21
Families Language Use Across Classes
Measures Scores PRO Parent PRO Child WC Parent WC Child FSA Parent FSA Child
Average utterances per hour 487 310 301 223 176 168
Average of different words per hour 382 297 251 216 167 149
Class Key PRO Professional WC Working
Class FSA Families Receiving State Aid
Hart Risley, 2003
22
Vocabulary Gap
  • The childrens language exposure during a
    100-hour week differed with the following
    exposure to vocabulary
  • Professional families 215,000 words
  • Working-class families 125,000 words
  • Families receiving state aid 62,000 words

Hart Risley, 2003
23
Encouragement/ Discouragement
Social Class Affirmatives Prohibitions
Professional 32 5
Working Class 12 7
Families receiving state aid 5 11
Hart Risley, 2003
24
Importance of Early Year Experiences
  • By age 3, children in various social classes have
    differences in vocabulary exposure.
  • From ages one to three, exists a period of great
    brain plasticity, during which early intervention
    can have long term effects.

Hart Risley, 2003
25
Parenting Styles
  • Laureau (2005) identified that parents differed
    by social class in the way that they define their
    roles in a childs life.
  • Middle Class concerted cultivation
  • Poor/ Working Class accomplishment of natural
    growth

26
Concerted Cultivation
  • This encourages the childs sense of entitlement.
  • This class group utilized
  • Reasoning
  • Child contestation of adult statements
  • Extended negotiations between parent child
  • This use of language fostered language
    development.

Laureau, 2005
27
Accomplishment of Natural Growth
  • This encourages an emerging sense of constraint.
  • This class group utilized
  • Directives
  • Rarity of child questions
  • General acceptance of child directives

Laureau, 2005
28
Educational Implications
29
Educational Implications
  • An obstacle to children speaking NMAE dialect is
    an educators negative perception (Cheatham,
    Armstrong, Santos, 2009).
  • Negative perceptions significantly impact a
    childs motivation to learn, self-efficacy,
    self-confidence and their ability to feel
    confident speaking SAE (Blake Cutler, 2003).

30
Educational Implications
  • Teachers also must be aware of the parenting
    styles that influence language use.
  • Students come into the classroom with different
    exposures to vocabulary based on social class.

31
Final Statement
  • Dont denigrate the home language!

32
References
  • Au, K.H., Mason, J.M. (1983). Cultural
    congruence in classroom participation
    structures Achieving a balance of rights.
    Discourse Processes, 6, 145-167.
  • Blake, R. Cutler, C. (2003). AAE and variation
    in teachers attitudes A question of school
    philosophy? Linguistics and Education, 14,
    163-194.
  • Cazden, C.B. (2001). Classroom discourse The
    language of teaching and learning. Portsmouth,
    NH Heineman.
  • Cheatham, G.A., Armstrong, J., Santos, R.M.
    (2009). Yall Listenin? Accessing Childrens
    Dialects in Preschool YEC. Young Exceptional
    Children, 12(2), 2-14.

33
References
  • Damico, J.S., Damico, S.K. (1993). Language and
    social skills from a diversity perspective
    Considerations for the speech-language
    pathologist. Language, Speech, and Hearing
    Services in Schools, 24, 236-243.
  • Dyson, A.H., Smitherman, G. (2009). The right
    (write) start African American language and the
    discourseof sounding right. Teachers College
    Record, 111, 973-998.
  • Hart, B., Risley, T.R. (2003). The Early
    Catastrophe The 30 Million Word Gap By Age 3.
    American Educator, 27(1), 4-9
  • Heath, S.B. (1982). Questioning at home and at
    school A comparative study. In G. Spindler
    (Ed.), Doing the ethnography of schooling (pp.
    105-131). New York Holt, Rinehrt and Winston.

34
References
  • Laureau, A. (2005). Invisible inequaltiy Social
    class and child rearing in Black and White
    Families (pp. 71-93). In Public Private
    Families A Reader, (4th Edition), Edited by
    Andrew J. Cherlin, New York The McGraw-Hill
    Company.
  • Murray, D. (1997). TESOL speaks on Ebonics. TESOL
    Matters, 7(3), 1-22.
  • National Association for the Education of Young
    Children. (1995). Responding to linguistic and
    cultural diversity Recommendations for effective
    early childhood education. Retrieved March 6,
    2013, from http//www.naeyc.org/files/naeyc/fil
    e/positions/PSDIV98.PDF
  • National Council of Teachers of English. (2004).
    NCTE beliefs about the teaching of writing.
    Retrieved March 6, 2013, from http//www.ncte.o
    rg/positions/statements/writingbeliefs 2013, from
    http// www.ncte.org/cee/positions/diverselearners
    inee

35
References
  • National Council of Teachers of English. (2005).
    Supporting linguistically and culturally diverse
    learners in English education. Retrieved March 6,
  • Stubbs, M. (2002). Some basic linguistic
    concepts. In L. Delpit J.K. Dowdy (Eds.), The
    skin that we speak Thoughts on language and
    culture in the classroom (pp.63-86). New York
    New Press.
  • Teachers of English to Speakers of Other
    Languages (1997). Position statement of the
    TESOL Board on African American Vernacular
    English. Retrieved March 6, 2013
    fromhttp//www.tesol.org/advance-the-field/positio
    n-statements/position- statement-of-the-tesol-boar
    d-on-african-american-vernacular-english- march-19
  • Vigil, D.C., Hwa-Froelich, D.A. (2004).
    Interaction Styles in Minority Caregivers
    Implications for Intervention. Communication
    Disorders Quarterly, 25(3), 119-126.

36
References
  • Wolfram, W. (1991). Dialects and American
    English. Englewood Cliffs, NJ Prentice Hall.

37
Questions?
  • After this webinar, you may email any
    content-related questions to Kyomi Gregory
    kyomig_at_hotmail.com
  • You may email any grant-related questions to
    Melanie Lemoine lemoinem_at_lsu.edu

38

www.laspdg.org
The contents of this PowerPoint presentation were
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