Word Up!*

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Word Up!

• ESL Linguistics
• Learning Community
• with an
• Interlanguage Focus
• exclamation I understand you I agree with
  you. A colloquial phrase originating from within
  the African-American community often shortened
  to simply Word!

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Kapiolani Community CollegeHonolulu, Hawaii
Department of Languages, Linguistics Literature

• Susan Banner Inouye, Linguistics
• Shawn Ford, ESL
• Miho Yamanouchi, Student

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Content of Word Up Learning Community

• study Linguistics concepts
• develop academic English writing skills
• study Second Language Acquisition concepts
• work on shared assignments and projects
  throughout the semester

• ? examine individual language development
  patterns and needs for future language development

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Learning Community Logistics

• Two teachers
• Two disciplines
• Two consecutive class periods twice a week
• Snack schedule
• Two course grades
• One coordinated syllabus

• Coordinated in-class activities, readings,
  lectures
• Several integrated assignments
• Some separate assignments

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Todays Presentation Shrinky Dink version of a
semester in Word Up

• Participants will assume role of students
• Students will learn about Interlanguage
• Students will learn some Linguistics
• Students will observe their own language
• Students will analyze their own language
• Students will apply theory to themselves
• Students will present results reflect

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Contents of Packets

• Outline of Todays Presentation
• Word Up Syllabus (full version available upon
  request)
• Your Learner Profile
• Your Interlanguage Phonology Kit
• two index cards
• L1 synopsis
• L1 wordlist
• L2 synopsis
• Generalization Form
• Answer Key
• Evaluation Form

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Interlanguage Phonology ProjectIn the real Word
Up, students write a paper which includes primary
data collection library research

• Your Interlanguage Phonology Kit
• two index cards (simulates data elicitation)
• L1 synopsis (simulates research)
• L1 wordlist (simulates collected data)
• L2 synopsis (simulates research)
• Generalization Form (simulates polished paper)
• Answer Key (real students dont have one!)

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Instructions

• Take 5 minutes right now to introduce yourselves
  to your group-members, assuming the identity of
  your student profile
• Red Ahn
• Blue Natsuko
• Yellow Richard
• White DK

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In the Word Up Learning Community

• Students learn about Interlanguage through
  readings, lectures, discussions, writing
  activities, vocab quizzes

• Students learn about Linguistics through textbook
  readings, homework and in-class activities,
  writing activities, quizzes

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An interlanguage is an individual learner
language that is developed by a person who is in
the process of learning a second language (L2)
(lecture simulates condensed course content)

• Characterization
• Approximated version of L2
• Some features of L1
• Linguistic innovations

• Development
• Language transfer
• Overgeneralization
• Simplification
• Fossilization

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The ILP and ESL Learning Justification

• Awareness-raising
• Schmidt, R. (1990) The Role of Consciousness in
  Second Language Learning.
• Schmidt, R. (1993) Awareness and second language
  acquisition.
• Goal-setting
• Celce-Murcia, M., Brinton, D., Goodwin, J.
  (1996). Teaching pronunciation Reference for
  teachers of English to speakers of other
  languages.
• Learner autonomy
• Little, D., Ridley, J., Ushioda, E., 2002.
  Towards Greater Autonomy in the Foreign Language
  Classroom.

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Factors that affect interlanguage
development(lecture simulates condensed course
content)

• Transfer of L1 phonology into the L2
• Learners overall level of language proficiency
• Learners stage and duration of fossilization
• Markedness theory
• Glossary phonology pronunciation
  fossilization frozen development markedness
  how common/uncommon a feature is in the worlds
  languages

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Transfer of L1 Phonology (lecture simulates
condensed course content)

• Transfer of single sounds
• Transfer of syllable structure
• Transfer of stress, intonation, etc.

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Languages differ in how they sound for a couple
of reasons (lecture simulates condensed course
content)

• L1 uses different consonants vowels than L2,
  though there may be some sounds in common
• L1 organizes its sounds into syllables and words
  differently from L2

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Example Hawaiian vs. English (lecture
simulates condensed course content)

• Hawaiian has only 13 sounds
• 5 vowels i, e, a, o, u
• 8 consonants p, k, m, n, l, w, h, ?
• American English has around 40 sounds
• 15 vowels
• 25 consonants

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Sound Substitution (lecture simulates condensed
course content)

• book b?k ? puke
• b substituted with p
• sister s?st?r ? tita
• s substituted with t

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Hawaiian Syllable Structure (lecture simulates
condensed course content)

• Hawaiian allows only
• CV ka the, puka hole, ?a?i neck
• V i object marker
• CVV kai sea, pau finished
• English allows
• CV, CVV, CCV, CCVCC, CCCVCCC, etc go, boy, stay,
  stand, strengths str??k?

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Syllable Structure Transfer(lecture simulates
condensed course content)

• Consonant Clusters separated by an inserted
  vowel
• plaid plæd ? palaka
• Or Vowel Inserted after Word-Final Consonant
• book b?k ? puke
• Or Final Consonant deleted
• sister s?st?r ? tita
• Or Cluster Simplified
• sister s?st?r ? tita

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Generalizations for Hawaiian (L1) to English
(L2) (lecture simulates condensed course content)

• Sounds
• Because there is no b, d, s in Hawaiian, p, k are
  substituted
• Syllables
• Because only (C)V(V) allowed, clusters are
  resolved in various ways

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Your goal as a student in the Word Up course
is to analyze your own interlanguage phonology by
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Applying linguistics interlanguage material to
your own data(lecture simulates students
Interlanguage Phonology Project ILP)

• Collecting data on yourself (partner will
  transcribe you)
• Analyzing your pronunciation data
• Reporting on your pronunciation
• Reflecting on how this might impact your learning
  strategies for English

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Instructions(lecture simulates data elicitation)
(5 minutes)

• Turn to your partner and take turns transcribing
  each others wordlists
• Exchange Index Card 1 with a partner
• Index Card 1 (transcribers prompt list)
• Spell the words the way your partner says them
• Index Card 2 (speakers pronunciation guide)
• Pronounce the words the way you see them spelled
• Give Index Card 1 back to its owner

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Instructions(simulates students research
writing) (15 minutes)

• Regroup and join other students with the same
  identity (reds, blues, yellows, whites)
• Together examine your L1 phonology synopsis and
  L1 pronunciation data
• Try to find some generalizations about sound
  substitutions and syllable structure resolutions
• Write your results on Generalization Form
• Choose a spokesperson to share your findings

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Student Presentations

• Japanese
• Sounds
• Syllables
• Korean
• Sounds
• Syllables

• Vietnamese
• Sounds
• Syllables
• Cantonese
• Sounds
• Syllables

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Reflection
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How Interlanguage Phonology Project affects my
learning of English

• Understand my own tendencies
• -awareness raising
• Understand phonological progress in English
• -goal setting
• Improve my pronunciation
• -acquisition

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My Thoughts about Learning Community

• Two instructors in the same classroom
• More focus on topic
• Deeper learning about topic
• Application of learning to writing

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Reflections on ESL and Linguistics Learning
Community

• Even though I had difficulty with expressing my
  opinion in writing before, it could be better as
  writing critique essay and analysis essay.
• Everything that I learned applied to my English
  background and from now on.
• I learned about myself a lot because English is
  part of myself.

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Word Up! ESL and Linguistics Learning Community
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References

• Chan, Alice David C.S. Li.2000. English and
  Cantonese Phonology in Contrast Explaining
  Cantonese ESL Learners English Pronunciation
  Problems. Language, Culture and Curriculum. Vol.
  13, No. 1, 2000.
• Comrie, Bernard. 1990. The Worlds Major
  Languages. Oxford Oxford University Press.
• Ford, Shawn. 2001. Tutoring Project Final Paper.
  Unpublished ms. Honolulu University of Hawaii
  Manoa.
• Fromkin, V., Rodman, R., N. Hyams. 2003. An
  Introduction to Language. 7th ed. Boston Thomson
  Heinle.
• Japanese Phonology. 13, Feb 2006.
  http//en.wikipedia.org/wiki/Japanese_phonology.
  Accessed 3/5/2006.

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References, contd

• Kim, Hyouk-Keun. 1999. Interlanguage Phonology of
  Korean Learners of English. http//odin.prohosting
  .com/hkkim/cgi-bin/kaeps/il_phon.htm. Accessed
  03/01/2006 Korean Language. http//en.wikipedia.or
  g/wiki/Korean_language. Accessed 9/15/2005.
• Ladefoged, Peter and Maddieson, Ian. UCLA
  Phonetics Lab Data Korean. http//hctv.humnet.ucl
  a.edu/departments/linguistics/VowelsandConsonants/
  appendix/languages/korean/korean.html. Accessed
  3/8/2006
• Nilsen, D. Nilsen A. 1973. Pronunciation
  Contrasts in English. New York Regents
  Publishing Co., Inc.

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References, contd

• OGrady, W., Archibald, J. Aronoff, M. J.
  Rees-Miller. 2001. Contemporary Linguistics An
  Introduction. 4th ed. Boston Bedford/St.
  Martins.
• Taiffalo. 2001. Sound System in Vietnamese.
  http//www.de-han.ord/ vietname/chuliau/lunsoat/so
  und/2.htm. Accessed 9/15/05.
• Vietnamese Phonology. http//en.wikipedia.org/wiki
  / Vietnamese_phonologySyllable_and_phonotactics.
  Accessed 03/01/2006.
• Weinberger, Steven H. Fall, 2005. Native Phonetic
  Inventory Cantonese. George Mason University.
  lthttp//accent.gmu.edu/browse_native.php?function
  detaillanguageid13gt. Accessed March 14, 2006.

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Mahalo!

• For more information, please contact Susan Inouye
  inouye_at_hawaii.edu or Shawn Ford
  sford_at_hawaii.edu.
• For the student perspective contact Miho
  Yamanouchi myamanou_at_hawaii.edu

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Mahalo!

• Brought to you by
• Kapiolani Community College Dept. of Languages,
  Linguistics Literature
• KapCC Faculty Development Fund
• KapCC Learning Communities Institute
• KapCC Planning Grants Mgt Office