Artifact 1.1, Parts 1.1a & 1.1b,
Standard 1
The teacher understands how learners grow and develop, recognizing that patterns of
learning and development vary individually within and across the cognitive, linguistic,
social, emotional, and physical areas, and designs and implements developmentally
appropriate and challenging learning experiences.
Artifact: Excerpts from a final project completed during FL 663 - The Relationship
Between Learner Development, Identity and Motivation as Accessed Through
Dialectal Study
Artifact 1.1a
The Role of Dialect-infused Identity in SLA
L2 identity, of which pronunciation, lexicon and grammar serve as a medium, can
become a key to open doors to cultures in which the learner takes interest. Müller speaks
of how L2 students in his study utilized pronunciation in their L2 (Spanish) to “portray
desirable identity facets in relation to specific communities of practice…” (p. 224). He
also notes how learners may utilize native speaker-like pronunciation in or to facilitate
communicative demands which arise during different situations and position themselves
in L2 interactions (p. 216). Depending on a perception of the culture of different dialects,
an L2 student may choose to use features of one dialect or another to identify with a
certain social status or affect the mood of a conversation in the L2. This latter fact was
noted by Rindal (2010) in his studies with Norwegian learners of English, who chose
between dialectal features of American English and British English in order to identify
with the perceived social status of one group for formal purposes, while alternately using
the dialect of the other group in order to portray themselves as L2 speakers differently in
informal situations (pp. 254-255). The construction of an L2 identity that incorporates
dialectal features can play a role in the achievement of the learner goals. Learners engage
in the pursuit of an L2 for different reasons. Some may seek to acquire an L2 for
career/business related purposes. For these learners, it is important to note that culture,
which includes and is transmitted through dialect, can be either a barrier if rejected or
ignored, or it can be a bridge to communities and markets if appropriated. The
construction of an L2 identity which incorporates the dialect of a target culture or market
can provide the L2 learner who seeks to do business or provide service to a certain
region, community or group of speakers with a necessary common linguistic ground upon
which to begin.
Others may approach the language out of a desire to live and/or serve in a certain
part of the world or may seek an L2 due to an interest in or affinity to a certain culture or
people group. Still others may do so because they wish to relate to the native culture of
their family. For such “heritage learners”, learning dialect is paramount as it is a distinct
marker of culture within communication. For these learners, dialectal features of the
target language can serve as an important link to the cultural group to which the family
belongs.
L2 identity, especially if it incorporates authentic dialectal features, can play into
the goal setting process of SLA as well as overall learner success because of the positive
affect that it can have on learner motivation and its usefulness in linking learners to the
cultures in which they show interest. Dörnyei states that, “The conceptualization of L2
motivation from a self perspective opens up a whole new avenue for promoting student
motivation by means of increasing the elaborateness and vividness of self-relevant
imagery in the students.” (2014, Practical Implications Related to the L2 Motivational
Self System, paragraph 1). If this is true, then the enhancement of the L2 identity
through dialectal features, which add authenticity and distinctness, would augment the
“self-relevant imagery” and boost motivation.
The construction of an L2 identity that incorporates some level of authenticity can
affect the confidence of the learner as well. Müller (2013, p. 214) notes research that
links a focus on pronunciation with improved overall skills in the L2. Thus, an improved
command of the language through focused appropriation of dialectal features of
pronunciation would only further strengthen the confidence level of the speaker and his
or her perception of what can be accomplished as a speaker of the L2.
The infusion of dialectal properties, such as distinct pronunciation, into L2
identities seems to correspond to the construction of the possible self, as adapted by
Dornyei (2005) in his concept of the “L2 Motivational Self System”. This concept of self
relates to the ideal or future self, which the learner hopes to achieve or believes possible
(Ch. 4, The L2 Motivational Self System). In this way, the incorporation of dialectal
features into an L2 identity may affect what the learner believes he or she is capable of
doing or what goals he or she can feasibly set for him or herself concerning the L2, since
the acquisition of dialectal features carry a link to a culture with which the learner wishes
to associate or interact. Thus, the development of the L2 identity and its features can help
reinforce attainability of the learner’s linguistic goals. Dörnyei speaks of how the “ideal
self” can be associated with mastery of the L2, linking it to the speech of communities of
L2 (native) speakers as they represent the concept of L2 mastery (2014, Integrativeness
and the Ideal Self, para. 1-2). In this case, the incorporation of authentic dialectal
features, which represent a connection with the speech of such groups of L2 speakers,
should provide a sense of achievement in terms of the ideal self.
Artifact 1.1b
Activity 3: Personal Choice of Dialect to Explore
Target Language: Spanish
Grade Level: University Level
Proficiency Level: Intermediate Mid - Advanced High
Relevance: This activity links the themes of dialect variation and phonetics to the
Foreign language classroom by making salient features of dialect apparent to
students of Spanish while they attempt to recognize them in the speech of native
Spanish speakers. The students will also develop an opinion of certain dialects,
while choosing one on which to focus their study. Each student will analyze this
particular dialect and learn to incorporate certain of its salient features into his or
her L2 speech.
Objectives:
1. The student will analyze speech in order to isolate and study features of dialect
2. The student will select a dialect to study, draw conclusions and express opinions
about it.
3. The student will hone in on certain features of dialect and explore the background
and cultural relevance of these features.
4. The student will learn to imitate and produce features of a dialect.
Integration:
1. This activity would be integrated into an on-going program of dialect learning
which makes its way into the standard course as a study which runs parallel to the
acquisition of standard Spanish and allows the student to include influences from
a dialect of his or her choice into the curriculum.
2. One portion of this activity will be done in class, while the larger portion will be
done outside of class over the course of a week as a part of an independent study
resulting in the presentation of a student-selected dialect and the production of
some of its features.
Equipment and Materials Needed:
1. The students will employ the use of phones, iPads, laptops, or other electronic
devices for the purpose of audio or video collection and research via the Internet.
2. The teacher will need a smart board or other digital presentation equipment.
3. Each student will need to use a phone, computer or other device with which to
record him or herself speaking.
4. Video of dialect variation as presented in the speech of famous Spanish speakers:
http://youtu.be/zAycVSYHbVQ?list=PLVnXqXWYMKDsn1M1WXbbheJqlWh
SAsT9j
Teacher Instructions:
Pre-activity preparation:
1. Two class meetings prior to this activity, the teacher will announce that students
will need bring electronic devices with internet access such as phones, iPads,
laptops, etc. and head phones for use with this activity.
Part 1: Introduction of Theme and Preparation
1. Teacher will play the above video of accent across the Spanish-speaking world in
order to introduce the theme of the activity. (Video:
http://youtu.be/zAycVSYHbVQ?list=PLVnXqXWYMKDsn1M1WXbbheJqlWh
SAsT9j)
2. The teacher will facilitate a discussion with the class about dialectal difference in
which he or she will give the students opportunity to voice opinions about certain
features of different dialects that they find interesting.
3. The teacher will give each student the task of responding briefly to the following
prompts in the form of short written answers: (He or she will call upon students of
his or her choosing to present their answers.)
Prompts: Locate a speaker group of interest to you. Explain why you have an
interest in this group. Do you have any possible future goals or plans that may
relate to this group? How could understanding this dialect and being able to
produce it in your own speech accommodate these goals?
4. The teacher will then place the students in groups based on the dialects they have
chosen, making an effort to place students together according to how similar the
dialects, which they have chosen, are.
5. The teacher will task each group with gathering audio or video of the two dialects
in question as they can find along with 1 or 2 articles or pieces of literature
concerning each dialect.
6. The teacher will move amongst the group in order to facilitate and aid in the
research efforts of each group.
7. The teacher will ask the members of each group to work together, using their
findings, to develop a brief list of salient features that set each dialect apart from
other dialects of the Spanish language.
Part 2: Out-of-class portion
1. Once the above portion of the activity is completed, the teacher will assign the
following out-of-class portion of the activity, which will be worked on at home
and presented one week from this date:
Step 1: Write a paragraph about any topic in Standard Spanish.
Step 2: Take the same paragraph and adjust it to the dialect that you have chosen to
research and imitate.
Step 3: Practice reciting the paragraph, according to the dialect. Make sure to use any
intonation patterns, phonetic features, grammatical constructions, or particular
lexicon native to the dialect.
Step 4: Record yourself reciting the paragraph in the dialect.
Step 5: Go back and listen to the audio or video that you gathered earlier and compare
your recording with that of the native speaker(s). Make notes on any differences that
you find between your speech and the recorded speaker. Try to focus on specific
features and make notes with dictation if possible.
Step 6: Practice the features that you isolate.
Step 7: Go back and produce the entire paragraph again using the dialect of your
focus as best as you can. Repeat this process over the course of this week. Toward
the end of the week, record yourself again.
Step 8: Prepare a presentation of your first and last recordings along with an analysis
of how your production of the dialect changed from the first to the last recording.
This presentation will be given for the class one week from the time the assignment
was given.
Follow-up Activity:
The teacher will assign a brief reflection in which the student will write about what he or
she has learned about dialect in general, as well as the specific dialect that he or she chose
to study. In this reflection, the student will include a discussion about his or her
experience with isolating and imitating its features.