Language Exploration and Awareness: from Larry Andrews
Chapter 1
•Numerous studies indicate that traditional approaches to teaching the English language have
been ineffective.
•Many studies indicate that studying traditional grammar and parts of speech have made little
difference in students’ reading, writing, or speaking proficiencies
•Studies indicate that thought and language are interdependent: what I think affects what I say and
what I say, affects what I think
Consider:
Many teachers still teach through antiquated paradigms or decontextualize grammar…
B. Ways to approach language/ 2 philosophies at odds
Prescriptive- approaches language rules as right or wrong/passes judgment, seeks to impose
arbitrary rules that come from outside the language or to preserve a stage of language that has
been left behind
Some of these rules include:
•Double negatives
•Split infinitives
•Postponed prepositions
Descriptive- describes language and suggests ideas, rules
Dictionaries- debate began in 1961 w/Merriam Webster’s 3rd Unabridged Intnl
Dictionary (all words, including swear words were included: descriptive)
American Heritage Dictionary- published in response to the above
Oxford English Dictionary (OED)-most comprehensive of all dictionaries- claims to have every word
•Prescriptive- American Heritage Dictionary/proper English
•Descriptive-mutable/most dictionaries
Ponder: What are some egregious outcomes of prescriptivism? What do you think about
prescriptive rules of grammar? What were your own experiences with grammatical rules? Some of
these issues feed into language planning (English only debate)
Critical Knowledge about NCLB; what affects us
•Imposed federal control over public education-current law of the land
•Schools must make satisfactory annual yearly progress towards raising test scores or else endure
the wrath of penalties: private control, job loss, funding loss
•States are using different standardized tests that meet NCLB guidelines
•Teachers are losing critical teaching time, which is supplanted with test prep and exams
•Tests are symptoms of “failed” teaching and imposed as remedies….
Note: Show- what’s in a test score….
It is important to keep in mind though that tests are culturally and economically biased and that the
achievement gap is a (Kirkland, 2010) construct that was designed to demonstrate and normalize
the myth that non-White and poor students do less well on standardized tests compared to White
students. As the gap has gained more power structurally, it has been used to justify the value of
dominant ideologies of middle and upper-class Whiteness in schools. In order to develop a true
picture of what any test score really means, results should be disaggregated, read over time,
account for background and schooling experiences, and examined cumulatively and holistically.
What numbers represent
Stakeholders’ dreams for replenishing the
economy
Values of the dominant social and ethnic
classes
Sociocultural deprivation
Cumulative neglect of motivation
Prior practices of teachers
How home effects self-perception
Any type of neglect or abuse
Internalized inferiority complex
Stereotype threat-negative self concept
What it doesn't represent
Truth or reality
Hope
Intellectual Capacity
Research that claims standardized testing is
biased
The full picture of a student
Student success in school
A student’s potential to do well in college or
life
Sociocultural or multi-class values
Who it represents
White, middle class students and who have
resources or access to them
A test score…
Who it doesn’t represent
Non-white students
Students from impoverished backgrounds or
who lack resources
The majority of students
Students whose first language is not English
Teachers’ best practices
Language Exploration Awareness (LEA)
Organic approach to teaching English
--Activities that emphasize meaning- learning should be approached contextually
(grammar, issues, writing)
--Uses authentic language found in society- examples that are relevant and timely (real life
issues)
--Developmental view- language is a work in progress
--Activities develop awareness of several aspects of language
--Activities are student centered and inquiry oriented (stay away from lecturing)
--Activities require active reflection and critique—these are critical skills
Defining Good English-marked by success in making language choices so that the fewest number of people will be
distracted by the choices;
•appropriate to the speaker/writer’s purpose
•appropriate to the context
•comfortable to both the speaker and listener when we say something that seems out of line, we
pay a social tax- levied against those who violate society’s norms and expectations
Andrews recommends that you
should pay attention to this
grammar list…aim for mastery of
key grammatical norms- these 20
represent the most frequently
occurring in written language:
What would you add or subtract?
Intro grammar activity for next week….
Do Now: Define grammar