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What Teachers Need to Know About Language Fillmore & Snow (2000) ERIC ED308705.

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Presentation on theme: "What Teachers Need to Know About Language Fillmore & Snow (2000) ERIC ED308705."— Presentation transcript:

1 What Teachers Need to Know About Language Fillmore & Snow (2000) ERIC ED308705

2 Teacher as …  Communicator  Educator  Evaluator  Educated Human Being  Agent of Socialization

3 Oral Language  1. What are the basic units of language?  2. What is regular and what isn’t?  3. How is the lexicon acquired and structured?  4. Are vernacular dialects different from “bad English” and if so, how?  5. What is academic English?  6. Why has the acquisition of English by non- English-speaking children not been more universally successful?

4 Written Language  7. Why is English spelling so complicated?  8. Why do students have trouble with structuring narrative and expository writing?  9. How should one judge the quality and correctness of a piece of writing?  10. What makes a sentence or a text easy or difficult to understand?

5 Oral Language Development

6 1.What are the basic units of language?

7 2. What is regular and what isn’t?

8 3. How is the lexicon acquired and structured?

9 4. Are vernacular dialects different from “bad English” and if so, how?

10 5. What is academic English?

11 6. Why has the acquisition of English by non-English-speaking children not been more universally successful?

12 Written Language Development

13 7. Why is English spelling so complicated?  Variation – “blood is good food”  No “Language Academy” prescriptive  Deep orthography – complex spellings, irregular words  Etymological Ph = /f/ Y = /ai/

14 8. Why do students have trouble with structuring narrative and expository writing?  NARRATIVE: Mimic, learned, discourse strategy (sequence) Latino – emphasizes personal relationship more than plot Japanese – terse, not recounting all events AAVE – end of the story is often the beginning  Expository: forming, arguing, precise, present facts

15 9. How should one judge the quality and correctness of a piece of writing?  We as educators lack grounding in grammar  Teach students to polish Understand structure Discuss structure Explicitly teach how to write effectively

16 10. What makes a sentence or a text easy or difficult to understand?  Simple text – bullets  More coherent texts flow  Relevant  Coherence  Naturalness  Grace  Informativeness

17 What Teachers Need to Know About Language Fillmore & Snow (2000) ERIC ED308705

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