PLC 653: Sched # 29114
North Education, Room #175
Mondays 4:00-6:40, Spring ‘14
Instructor: Tamara Collins-Parks, PhD.
E-mail: biliterate@gmail.com
Mail: c/o PLC Office + call
Phone: (760)758-1324, (619) 594-3330
Office: ED 120, M, Tu, Th: 3-4 (call 1st).
PLC 653: Language Development in K-12 Multilingual Classrooms
with an Emphasis on Language Structure and Use
Table of Contents
LANGUAGE NOTE: ..................................................................................................................................... 1
INTRODUCTION ........................................................................................................................................ 2
LINGUISTIC AREAS COVERED (CTEL) DOMAIN 1: LANGUAGE STRUCTURE AND 1ST AND 2ND LANGUAGE
DEVELOPMENT. ........................................................................................................................................... 3
CONTACTING ME ........................................................................................................................................ 4
TEXTS: ......................................................................................................................................................... 4
REQUIRED: ................................................................................................................................................. 4
OPTIONAL BUT RECOMMENDED: ................................................................................................................. 4
PLC 653 TOPICS & READINGS FOR SPRING 2014 ............................................................................. 5
Key Dates:............................................................................................................................................. 6
CLASS ATTENDANCE/ PARTICIPATION/ PROFESSIONALISM .......................................................................... 7
ASSIGNMENTS & GRADE WEIGHTS ................................................................................................... 8
QUALITY DESCRIPTORS: WORK SHOULD BE . . . .......................................................................................... 8
STANDARDS................................................................................................................................................ 8
INTERNET SOURCES. .............................................................................................................................. 9
SYLLABUS QUIZ: .....................................................................................................................................13
FOR FUN .....................................................................................................................................................13
Language Note:
In order to further the aims of the bilingual credential and the status of bilingualism, this
course is taught using an alternate week bilingual model (one week in Spanish, the next
in English*). Instruction in this model is recursive and each week starts with a short
review of the prior week. Since we are all bilingual, code switching between languages is
acceptable within this class. Assignments may be completed in either English or Spanish,
according to preference.
* Please see me if you would like to be paired with a balanced bilingual partner for help.
PLC 653 Syllabus. Version 1/23/2014
p. 1
Introduction
Language is our means of engaging in culture, communication and learning. Knowing
how language works and how it is learned is particularly critical to teachers working with
English Learners and/or bilingual students. For bilingual teachers, it provides an essential
part of the knowledge base that, once they are credentialed, will authorize them to teach
ELD as well as their content area. Language Development in Secondary Bilingual
Classrooms focuses primarily on language acquisition within the context of language
structure and use. It includes issues related to basic linguistics, teaching, and learning
language. Other themes include language assessment and language rights.
Content and assignments in class will provide a depth of background to help teacher
candidates meet California Teachers of English Learners (CTEL) Domain 1: Language
structure and 1st and 2nd language development. We also build on the base from PLC 915
to explore the new CA 2012 ELD standards, and address Teacher Performance
Expectation (TPE) 7.1: Know and apply effective ELD strategies leading to English literacy.
To understand what is effective, we start with how language and language
acquisition work. First, we explore in depth key language acquisition theories that were
first touched on in PLC 923/4: Educational Psychology in the Bilingual Context. Then we
look at acquisition in particular areas such as phonology, morphology, semantics, syntax
and pragmatics. We examine factors that influence acquisition (e.g. affective, cognitive,
socio-cultural, and political factors; language universals and differences) as well as those
that influence instruction.
Our continued exploration of ELD strategies grows from our understanding of how
students acquire language [documented in the final illustration & position paper]. Both
ELD and instructional strategies are informed by our understanding of language functions
[Academic Language Project] and the needs of the students themselves [Context Chart].
In order to get hands-on experience of ELD methods and strategies, groups will teach
demo lessons using a variety of ELD techniques [Language Lesson and Reflection] to
teach a 3rd language (not English or Spanish). This experience allows the teachers to
practice making content comprehensible and the participants to gain fresh insight into the
experiences of non-native English speakers in ELD classes.
Our next theme is language assessment. Language assessment plays several roles in
acquisition and instruction. Although students follow similar patterns of language
acquisition, they enter our classrooms at different levels of language proficiency. Initial
and ongoing assessment is critical to planning effective instruction and feedback. It
allows teachers to distinguish language needs from content area issues. Assessment also
helps teachers decide how effective strategies are with different types of students. Lastly,
assessment provides a measure of student progress and achievement. We will be covering
all of the areas of TPE 3: Interpretation and use of assessments as they apply to language
assessment. This competency will be documented in the Academic Language Project
(corresponding to edTPA Teaching Event academic language rubrics 4 & 141).
The last, but perhaps the most critical theme is that of human dignity and social justice
as expressed via language rights and policies [TPE 14]. Here we address not just the
variety in languages but also the variety within languages. Recognition of language rights
and language variation (particularly in the context of culture, ethnicity and gender) is one
1
These rubrics are not included in the World Language Teaching Event.
2
of the foundations for a democratic classroom [TPE 12.2: Resist racism and acts of
intolerance and maintain a non-hostile academic environment]. It is also key to the
integration of bilingual families and communities with schools [TPE 16].
Welcome to class! I hope you find it informative and reach a deeper understanding
of what language is and how we acquire and use it.
GOALS
1. Describe how language & language acquisition work (structure, use, theories,
factors). (CTEL Domain 1: Language structure and first- and second-language
development)
2. Provide opportunities for language acquisition in your classroom by using a variety of
effective language teaching approaches, and strategies (relates to Planning Task in
your edTPA Teaching Event, CTEL Domain 2: ELD theories & methods, TPE 7.1:
Know and apply effective ELD strategies leading to Eng. Literacy). Be able to justify
choices using language acquisition theory (relates to edTPA-TE analyzing teaching
rubrics 3, 10 & 152).
3. Create an additive classroom environment that values the students own varieties of
speech while teaching them the codes of power. (TPE 11.5: Make necessary changes
in the social environment to maximize academic achievement.)
4. Assess student language proficiency (CTEL Domain 2: Language Assessment) and
the academic demands of the classroom in order to design appropriate support and
scaffolding (relates to EDTPA rubric 2: and to EDTPA academic language rubrics).
Collaborate with specialists and para-educators (TPE 7.3) to reach this goal. (TPE 3:
Interpretation and use of assessments; TPE 7.2: Differentiate instruction based on
individual language assessment data; TPE 8.2 Assess students’ language abilities,
content knowledge & skill, using both formal methods and interpersonal
interactions.)
Linguistic Areas Covered (CTEL) Domain 1: Language structure and 1st and 2nd language
development.
Language structure & use -- with an emphasis on English & Spanish.
(1) Structure and history of English & Spanish.
(2) Phonology, morphology, syntax (i.e. grammar), semantics & pragmatics.
Universals & differences.
(3) Paralanguage & cultural variation
(4) Language Variation (by generation, region, gender, social & ethnic groups,
domain, register, and as a result of contact with other languages or language
varieties)
2
On the World Languages TE, these are rubrics 3, 9 and 13.
3
Primary and Additional Language Acquisition & Development3
-- with an emphasis on Spanish & English.
(1) Sound & grammar in young children [e.g. phonology, syntax]
(2) Acquisition of additional languages & principal theories
(3) Affective, socio-cultural and political factors that influence the development of
primary and additional languages and/or dialects.
(4) Language assessment for classroom purposes (including interpretation of CELDT
scores).
(5) Language rights and policies.
Contacting Me
Office Hours:
Office:
Home Phone:
Mailbox:
E-mail:
Thursdays, 3-4 (call 1st), or after class.
ED 120, (619) 594-3330. Used only during office hours.
(760) 758-1324 Use any time between 7 am and 10 pm
Mail, etc. can be left at the Policy Studies Office (ED 152) or sent
through campus mail. Please call so I know to check for it.
biliterate@gmail.com. Course assignments may be sent through
e-mail either embedded in the message or as a Word attachment
Texts:
Required:
Hedge, Tricia. (2000, 2008) Teaching and Learning in the Language Classroom. New
York, NY: Oxford University Press.
Internet access (see list of internet sources & PLC 653 Blackboard site).
Trumbull, E. & Pacheco, M. (2005). The teacher’s guide to diversity: Building a
knowledge base. Vol. II: Language. The Education Alliance at Brown University.
Free access at http://www.brown.edu/academics/educationalliance/publications/teachers-guide-diversity-building-knowledge-base-volume-iilanguage.
Optional but recommended:
Brown, H. Douglas. (2000). Principles of Language Learning and Teaching, 4th Ed.
Englewood Cliffs, NJ: Prentice Hall Regents. Complete source on L2 acquisition.
Department of Linguistics at Ohio State University. Language Files, 9th Ed. (Pub. by
Ohio State University Press.) Good short summaries and exercises in linguistics.
Or Finegan, E. Language: Its Structure and Its Use.
3
Other areas related to this competency already covered in PLC 933 & PLC 523/4.
4
Pearson’s My Writing Lab ($15). On-line grammar & writing diagnosis, tutorials and
exercises + can submit 2-4 papers for feedback (not allowed for edTPA but useful for
coursework): http://mywritinglab.com/index.html
PLC 653 Topics & Readings for Spring 2014
Please read assignments prior to date indicated ->
READING
TPE
1 Jan 23: Course Overview.
Review Syllabus. Jigsaw readings:
Preview information to collect on language EDTPA Handbook (On TaskStream)
English:http://www.wordorigins.org/inde
proficiency (edTPA: Context).
Linguistic history of English and Spanish. x.php/site/comments/a_very_brief_history 7
_of_the_english_language3/
Spanish:http://www.alsintl.com/resources/
languages/Spanish/,
http://spanish.about.com/od/historyofspanish/
A positive attitude toward dialect (in class
reading & activity).
2 30 de enero: Factores en la adquisición de L
¿Cómo podemos lograr enseñar a todos
nuestros estudiantes? Aplicación de la teoría
(edTPA Análisis de la practica: 1.3)
Creación de una encuesta de estilos y
estrategias.
8
Hedge: Ch 1 & 3;
3 Feb 6: Assessment
Hedge: Ch 11; ELD standards;
What we can (& can’t) tell about language Language: sect III (pp. 95-114)
3
proficiency from CELDT, etc. What are
7
CELDT info
http://www.cde.ca.gov/ta/tg/el/resources.asp ;
15
we measuring? (old ELD standards).
Educating ELLS: Assessment (hyperlink).
Assessing ELLS (edTPA 1.5 or WL 1.4)
No Class -- NABE sessions from Wed 2/12 – Sat 2/15
4 Feb 20: Communicative competency.
Context Chart due via E-folio
What do students need to know to
Hedge: Ch.2; CA 2012 ELD standards;
7
15
communicate?
Language: sect. II-B (pp. 60-67)
How can you enhance communication in
http://www.asha.org/public/speech/de
the classroom?
velopment/default.htm;
5 Feb 27: Language Demands &
edTPA Teaching Event:
Support. Describing classroom demands
7
Planning Task #1.3, + 1.4 (non WL)
vs. the range of language development
among students. Building support.
6 March 6: Morphology & Semantics -Hedge: Ch.4, 5.
Acquisition & development of vocabulary In class, pp. 264-267 per pdf page #s
Syntax -- How language is put together at of Diversity Kit.
7
the sentence level.
http://www.uottawa.ca/academic/arts/writcent/
hypergrammar/grammar.html (Grammar)
Sound & grammar: how to develop skills
http://plaza.ufl.edu/kakasha/Syntax1.ppt
& when to focus on communication.
7. March 13: Language Acquisition
Hedge pp.10-15; Child Language Acquisition.
7
Review* Stages and theories of primary
Stages:http://www.childdevelopmentinfo.com/
and additional language acquisition.
development/language_development.shtml;
*Useful on edTPA 2.5
8. March 20: Writing. Stages in Acquisition Hedge: Ch 9
7.6
Recommended -- Brown: Ch 8 & pp 94-97
Learner language (ínterlanguage)
EdTPA. Assessing a Language Function.
*Bring in student writing samples to analyze*
5
9 March 27: Cultural Competency,
Pragmatics, & Paralanguage.
Review Hedge: pp. 48-53.
7,
Pragmatics:http://www.asha.org/public/s 16
Grice’s Maxims (in communication):
peech/development/pragmatics.htm
http://www.truthaboutdeception.com/lying-anddeception/ways-people-lie/basic-rules.html
Community, Culture & Academic Lang. Pt. 1
April 3 – No Class
Instructor available for phone conferences.
10 April 10: Listening – What is
involved? How do we know if students are
listening and learning?
11 17de abril: Fonética y fonología;
universales fonológicas y diferencias;
habilidades para hablar. Trastornos en el
lenguaje oral.
rd
SPRING BREAK
edTPA due April 5
Hedge: Ch 7
For thought:
How do you teach listening?
Hedge: Ch 8;
Fonética:http://webspace.ship.edu/cgb
oer/phonetics.html
Fonología:http://www.teachit.co.uk/ar
moore/lang/phonology.htm
http://www.asha.org/public/speech/dis
orders/ChildSandL.htm
Annoying noises teenagers make . . .
https://www.youtube.com/watch?feature=playe
r_embedded&v=ZY2R_K3NFPo#at=89
On-line IPA keyboard: http://ipa.typeit.org/full/
3
7
7
Alfabeto fonético en español:
http://neobabel.org/archivo/54
http://www.antimoon.com/how/pronuncsoundsipa.htm
12 April 24: Variation
Language: Sect. 1A-D (print p. 7, pdf
p. 15)
Differences in Communication Styles
13 May 1: Socio-Linguistics & Language
Varieties: Socio-cultural Factors in
language acquisition.
http://www.cal.org/topics/dialects/aae.html
http://www.pbs.org/speak/seatosea/americ
anvarieties/chicano/ (Chicano English)
http://www.enforex.com/language/spani
sh-variations.html (Spanish variation)
14 May 8: Language Politics & Policy
Does it matter which language we use?
Guest Speaker: Building Partnerships
with Parents.
Language: Sect. 1E-J (print p. 29, pdf p. 37)
Recommended: Brown Ch. 7 (pp 176-191);
“Do you Speak American”:
8
TP
A
1.
4
http://www.pbs.org/speak/speech/reveal/
“Dialect Education” http://www.cal.org/resources/archive/new
s/199703/9703Dialect.html
Pick a topic from http://wwwrcf.usc.edu/~cmmr/Policy.html
Recommended: Brown: p. 191 to end Ch.
Community, Culture & Academic Language:
Expanded Version due via TaskStream.
Bonus: Making effective use of Translators.
15 May 16: Final: Language Acquisition
Illustration & Position Paper.
Gray highlight = Instruction in Spanish
Due
DUE in class
TBD = to be determined
L = language
11,
12
14
7
Acq = Acquisition
See also the PLC 653/SS-BCLAD on-line calendar at
http://www.google.com/calendar/embed?src=3n2afl5gq5os2t72e4dtuc6o88%40group.cal
endar.google.com&ctz=America/Los_Angeles
Key Dates:
Note your demo lesson/ mini-activity date: ____________________________________
Note your snack date: _____________________________________________________
6
Class attendance/ participation/ professionalism
One of our goals is to develop a professional learning community within the Bilingual
Credential Program. You are an important part of the community, which requires a set of
responsibilities and mutual respect. In PLC 523/4, we will examine a variety of ideas and
concepts through our readings and class discussion where it is imperative for you to
thoughtfully participate and engage in thoughtful and respectful discussion. We need
to nurture a free flow of ideas and points of view, in order to accomplish this we should
strive for the following:
• Attend all classes
• Arrive on time and remain for the entire period
• Be prepared for each class by having thoughtfully completed all readings and
assignments
• Share your ideas and listen respectfully in class sessions
• Remain on task and Engaged during class sessions
• Respect others' opinions in the class
• Be curious about ideas different than your own
Make sure you inform us of any circumstances, which would impede you from fulfilling
your responsibilities PRIOR to its occurrence. I understand emergencies happen, but this
course will prepare you for your career thus you must consider its importance. (Thanks to
Guillermo Castillo for the wording here.)
For Students with Disabilities
If you are a student with a disability and believe you will need accommodations for this
class, it is your responsibility to contact Student Disability Services at (619) 594-6473.
To avoid any delay in the receipt of your accommodations, you should contact Student
Disability Services and provide the instructor with an official letter as soon as possible.
Attendance for students with conflicting responsibilities or religious requirements
If you have a scheduling conflict with a class session, please notify the instructor a week
ahead with a proposal for an appropriate make-up activity. (760)758-1324 or
biliterate@gmail.com or (619) 594-3330 office (Monday, Tues & Thurs afternoons).
7
Assignments & Grade Weights
(A) Context Chart [TPE 3, 7, 8; edTPA]: due February 13th
10%
(B) Community, Culture & Academic Language [TPE 2, 3, 4, 7, 16; edTPA]:
30%
Part 1 due 3/27; Completed 5/1 & due via TaskStream eFolio. *Signature Assignment.
(C) Class Assignments [various TPEs] -- graded by # out of total possible.
20%
(D) Language Lesson and Reflection [TPE 1, 7]. Due week after lesson.
20%
(E) Language Acquisition Illustration & Position Paper [TPE 7] due 5/15
20%
* Handouts with detailed descriptions of assignments will be available on BlackBoard.
Quality Descriptors: work should be . . . .
(1) creative,
(3) detailed,
(2) thorough,
(4) well organized,
(5) insightful,
(6) clearly written.
Standards
Note: Class work may be completed in Spanish or English (edTPA in English).
A
95-100 Exceeds requirements with exceptional rigor and conceptual
understanding. All quality descriptors apply (see above).
A- 90-94 Meets all requirements at a very high level of conceptual understanding
and rigor. At least 5 quality descriptors apply.
B+ 87-89 Meets requirements with good rigor and conceptual understanding. At
least 4 descriptors apply.
B
83-86 Covers main points. Rigor and conceptual understanding are satisfactory.
At least 3 descriptors apply.
B- 80-82 May not quite meet all requirements but rigor and conceptual
understanding are adequate. At least 2 quality descriptors apply.
C
70-79 Missing some components. Rigor and conceptual understanding may be
weak. At least one quality descriptor applies.
D
60-69 Missing some crucial components. Rigor and conceptual understanding
are flawed. Quality descriptors do not apply.
F
50-59 Token effort
Papers may read or work reviewed by an additional faculty member upon student request.
8
Internet Sources.
(A) Common Core
Common Core Standards web page by the CA Dept of Ed (CDE):
http://www.cde.ca.gov/ci/cc/
FAQ: http://www.cde.ca.gov/ci/cc/ccssfaqs2010.asp
CA’s Common Core Content Standards for English Language Arts & Literacy in
History/Social Studies, Science, and Technical Subjects :
http://www.scoe.net/castandards/agenda/2010/ela_ccs_recommendations.pdf
Common Core Curriculum Maps in English Language Arts (Unit plans):
http://commoncore.org/maps/index.php/maps/
Appendix A of Common Core State Standards for English Language Arts and Literacy in
History, Science and Technical Subjects:
http://www.corestandards.org/assets/Appendix_A.pdf
Common Core Math Standards: http://www.cde.ca.gov/re/cc/
Math Resources: http://www.cde.ca.gov/re/cc/mathresources.asp
The Illustrative Mathematics Project uses high quality, rigorously reviewed tasks from
teacher leaders across the nation to illustrate each of the Common Core State standards
for Mathematics. The Illustrative Mathematics Project can be found
at http://illustrativemathematics.org.
Common Core Curriculum Mapping Project: Webinar from Schools Moving Up: West
Ed:
http://www.schoolsmovingup.net/cs/smu/view/e/4884?SMUpdate0705
* General CA standards & frameworks:
http://www.cde.ca.gov/ci/cr/cf/cimegasubjectareas.asp
Common Core Resources for Parents (very clear) http://www.cgcs.org/Page/328
Comparison of CCCSS with previous State Standards:
English Language Arts: http://www.scoe.net/castandards/multimedia/k12_ela_croswalks.pdf
Math: http://www.scoe.net/castandards/multimedia/k-12_math_crosswalks.pdf
Smarter Balanced Practice test: Sample questions in math & English (standardized
assessment of Common Core): http://sbac.portal.airast.org/practice-test/ (Click on the
green square and click your way through to the sample questions – registration screen is
pre-filled.)
2012 ELD Standards (CCCSS aligned)
Overview of the CA English Language Development Standards and Proficiency
Descriptors: http://www.cde.ca.gov/sp/el/er/documents/sbeoverviewpld.pdf
ELD Standards: http://www.cde.ca.gov/sp/el/er/eldstandards.asp (scroll down to see
listed by grade level)
Glossary: http://www.cde.ca.gov/sp/el/er/documents/sbeeldglossary.pdf
Revised English Language Arts Standards (synched with ELD standards) -- draft available on
BB.
9
Link to an overview by California
Reads: http://www.californiareads.org/res/PDI2013/Brynelson_N.pdf
(There are some nice visuals and concrete examples.)
(B) edTPA Handbook for your content area – can be found within the appropriate
program on TaskStream (www.TaskStream.com ).
(C) Assessment CELDT http://www.cde.ca.gov/ta/tg/el/resources.asp (assistance packet
& blueprints) * description of test standards for 6-12 starts around p. 5 of blueprints.
La Raza. (2005). Educating English Language Learners: Understanding and Using
Assessment. http://www.brown.edu/academics/education-alliance/publications/educatingenglish-language-learners-understanding-and-using-assessment
Learning Record (L Assess) http://www.cwrl.utexas.edu/%7Esyverson/olr/intro.html
(D) The Diversity Kit (Cognition, Culture & Language)
http://www.brown.edu/academics/education-alliance/publications/diversity-kitintroductory-resource-social-change-education
(E) La Raza (2005): Educating English Language Learners: Implementing Instructional
Practices. http://www.brown.edu/academics/education-alliance/publications/educatingenglish-language-learners-implementing-instructional-practices
(F) What is your personality type?
http://www.bbc.co.uk/science/humanbody/mind/surveys/whatamilike/index.s
html
(G) Language, Background & Cultural Info
on refugees: http://www.cal.org/co/publications/profiles.html
Brief but interesting comparisons of English with other languages:
http://esl.fis.edu/grammar/langdiff/index.htm
English overview:
http://esl.fis.edu/grammar/langdiff/english.htm
American Culture (values of dominant group):
http://www.cal.org/co/welcome/A14CUL1.HTM
(H) Language Policy: http://www-rcf.usc.edu/~cmmr/Policy.html (various links)
http://www.usc.edu/dept/education/CMMR/PolicyPDF/ACLUBriefEO.pdf
(I) Linguistics Sources
History & Origins of English & Spanish
A summary of the history of English is available at
http://www.wordorigins.org/index.php/site/comments/a_very_brief_history_of_the_e
nglish_language3/
10
and relevant articles on Spanish at http://spanish.about.com (Click on “History of
Spanish” in the browse list.) & http://www.alsintl.com/resources/languages/Spanish/
Child Language Acquisition:
http://emedia.leeward.hawaii.edu/hurley/Ling102web/mod5_Llearning/5mod5.3_acq
uisition.htm
Cognition & Language per Vygotsky & Piaget (relate their theories to L acquisition)
http://tip.psychology.org/vygotsky.html
http://www.learningandteaching.info/learning/piaget.htm (including critique)
Stages http://www.childdevelopmentinfo.com/development/language_development.shtml
Phonetics & Phonology
Phonetics: http://webspace.ship.edu/cgboer/phonetics.html
Phonology: http://www.teachit.co.uk/armoore/lang/phonology.htm
Phonetic Alphabet: http://neobabel.org/archivo/54 (Spanish)
http://www.antimoon.com/how/pronunc-soundsipa.htm; (English)
Online IPA keyboard: http://ipa.typeit.org/full/
Speaking http://www.asha.org/public/speech/development/default.htm (Info & practical
tips. Note particularly the section on pragmatics.)
Pragmatics: http://www.asha.org/public/speech/development/pragmatics.htm
Grice’s Maxims (in context of communication): http://www.truthaboutdeception.com/lyingand-deception/ways-people-lie/basic-rules.html
Syntax: http://plaza.ufl.edu/kakasha/Syntax1.ppt
Disorders/Atypical L (follow links on ASHA: American Speech-Lang.-Hearing Assoc.)
ADHD & Lang: http://www.asha.org/public/speech/disorders/ADHD.htm
Semantic-Pragmatic Disorder: http://www.mugsy.org/spd.htm
Language Variation
“Do You Speak American?”: http://www.pbs.org/speak/speech/reveal/
Ebonics: List of resources - http://www.cal.org/topics/dialects/aae.html
“Dialect Education” - http://www.cal.org/resources/archive/news/199703/9703Dialect.html
Chicano English: Fought, Carmen. (2002) “Talking with Mi Gente.”
http://www.pbs.org/speak/seatosea/americanvarieties/chicano/
Speech characteristics of middle class (vs. lower & upper) in the USA: excerpt from
Class: a guide through the American status system by Paul Fussell (1992)
http://books.google.com/books?id=aPbF1kuayJYC&lpg=PA153&ots=eaQCXcIuO&dq=Upper%20class%20language%20in%20USA&pg=PA153#v=onepage&q=U
pper%20class%20language%20in%20USA&f=false
Regional variation: http://www.businessinsider.com/22-maps-that-show-the-deepestlinguistic-conflicts-in-america-2013-6#the-west-coast-is-really-into-their-freeways-18
11
Language variation in Spanish:
Indigenous languages http://indigenousfarmworkers.org/indigenous_languages.shtml
Basic Peninsular vs. Latin American distinction:
http://www.enforex.com/language/spanish-variations.html
More depth http://www.enforex.com/language/spanish-variations.html (ignore
pictures and final homework assignments)
Interesting on-line conversation: http://www.antimoon.com/forum/t10972.htm
(J) COGNATES
General: http://www.colorincolorado.org/pdfs/articles/cognates.pdf
Math:http://www.lbschools.net/Main_Offices/Curriculum/Areas/Mathematics/XCD/List
OfMathCognates.pdf
Education: www.cde.ca.gov/ls/pf/cm/.../English-Spanishglossary.doc
(K) Quick answers about vocabulary and grammar
Word Reference Forum. Select your target language (Spanish-English, Sólo Español,
English-only, many other languages), post your question & wait for the replies:
http://forum.wordreference.com/
Grammar questions:
http://koa.iolani.honolulu.hi.us/Keables/KeablesGuide/Start/contents.htm or
http://www.uottawa.ca/academic/arts/writcent/hypergrammar/grammar.html
12
Syllabus Quiz:
1. What main areas are covered in this class?
2. Which area are you most interested in?
3. Given the content described here, what are your own goals for the course?
4. Calculating grades using grade weights:
General Formulas:
(Grade x Weight) + (Grade x Weight) + etc. = Total ÷ 100 = Final Grade
% out of total possible = (# assignments completed ÷ total # assignments) x 100
PLC 653 Grade Formula: Create an equation to calculate your grade in PLC 653
5. Calculate Student Z’s grade with an A (95) on Context, A- (90) on Language
Acquisition Position Paper, A+ (100) on Language Lesson, A (95) on Community,
Culture and Academic Language Project, and 11 of 15 class assignments completed.
6. Calculate Student Y’s grade with an 82% on Context, an 85% on Language
Acquisition Position Paper, 90% on Language Lesson, 89% on Community, Culture and
Academic Language Project, and all 15 assignments completed & accepted.
For Fun:
La palabra pedigüeñería (base: pedir) tiene los cuatro firuletes que un término puede tener en
nuestro idioma: la virgulilla de la ñ, la diéresis sobre la ü, la tilde del acento y el punto sobre la i.
El vocablo reconocer se lee lo mismo de izquierda a derecha que viceversa (palíndromo).
La palabra euforia tiene las cinco vocales y sólo dos consonantes.
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