1. L iving iteracy Joseph G. Tillman, PhD L

2. A word is dead When it is said, Some say. I say it just Begins to live That day. Emily Dickinson, "A Word"

3. …what people learn when they learn language is not separate parts (words, sounds, sentences) but a supersystem of social practices whose conventions and systematicity both constrain and liberate. C. Edelsky, 1993

4. Linguistics is… the scientific study of language. Sociolinguistics is… the study of the social role of language. Psycholinguistics is… the study of the mental processes involved in language production.

5. The Nature of Language Abilities

6. Living Literacy Living Literacy Outline Part 1 Web-Spinning Part 2 Spinning of Yarns Part 3 Spin Control

7. PART 1: Web-Spinning The Language Instinct The Language Instinct

8. Language is so tightly woven into human experience that it is scarcely impossible to imagine life without it. to imagine life without it. Steven Pinker The Language Instinct

9. A common language connects the members of a community into an information-sharing network with formidable collective powers. Steven Pinker The Language Instinct

10. Word Origins

11. Language is a complex, specialized skill, which develops in the child spontaneously, without conscious effort or formal instruction, is deployed without awareness of its underlying logic, is qualitatively the same in every individual, and is distinct from more general abilities to process information or behave intelligently. Steven Pinker The Language Instinct

12. George Bernard Shaw complained that fish could just as sensibly be spelled ghoti gh as in tough, o as in women, ti as in nation -and that only institutional inertia - prevents the adoption of a more rational spell-it-like-it-sounds system.

13. ...English is a zany, logic-defying tongue, in which one drives on a parkway and parks in a driveway, plays at a recital and recites at a play.

14. Thinking of language as an instinct conveys the idea that people know how to talk in more or less the same sense that spiders know how to spin webs.

15. Web-spinning was not invented by some unsung spider genius and does not depend on having had the right education or on having an aptitude for architecture or the construction trades.

16. Rather, spiders spin spider webs because they have spider brains, which give them the urge to spin and the competence to succeed.

17. The essence of language is human activity - activity on the part of one individual to make himself understood, and activity on the part of the other to understand what was in the mind of the first. O. Jespersen, 1904 How to Teach a Foreign Language

18. The unconscious system of communication Stephen Krashen

19. PART 2: Spinning of Yarns

20. The Language Acquisition Language Acquisition Process Process

21. Comprehensible Input Comprehensible InputIntake AffectiveFilter...through Meaningful Communication...through Meaningful Communication

22. Comprehensible Input Comprehensible Input …the development of literacy and the development of language in general occur in only one way: when we understand messages. i + 1 i + 1

23. …language is acquired most effectively when it is learned for communication in meaningful and significant social situations....through Meaningful Communication F. Genesee, 1994 Integrating Language and Content

24. The forms of natural language cannot be separated from its communicative function. The Competition Model MacWhinney, Bates, & Kliegl, 1984

25. Linguistic Perspectives on Language Within any language the meaning of elements may differ widely: oPhonetics (speech sounds) oPhonology (sound patterns) oMorphology (minimal units of meaning) oSyntax (grammatical structure) oSemantics (the meaning of words) oPragmatics (language use in context)

26. Control over one’s linguistic knowledge.  Perceptual Skills  Cognitive Skills  Social Skills The more each of these skills is routinized, the greater the ease with which they can be put to use. McLaughlin, 1990 Automaticity

27. Changes made to internalized representation as a result of new learning. Newly learned information must be reorganized and restructured. = New Schema McLaughlin, 1990 Restructuring

28. Krashen suggested that the Affective Filter is not present or is not operative in young children. Do you agree with this claim? Can it be used to account for child-adult differences? Why or why not? Affective Filter

29. Not to let a word get in the way of its sentence Nor to let a sentence get in the way of its intention, But to send your mind out to meet the intention as a guest; That is understanding. Chinese proverb, Fourth Century B.C. Intake

30. Accessing or Building Linguistic Knowledge

31. Perceptive Skills

32. Jabberwocky

33. ‘Twas brillig, and the slithy toves Did gyre and gimble in the wabe: All mimsy were the borogroves, And the mome raths outgrabe.’

34. Cognitive Skills

35. “It seems very pretty,” [Alice] said when she had finished it, “but it’s rather hard to understand!” (You see she didn’t like to confess, even to herself, that she couldn’t make it out at all).

36. “Somehow it seems to fill my head with ideas - only I don’t know exactly what they are!”

37. Social Skills

38. ‘You seem very clever at explaining words, Sir,’ said Alice. ‘Would you kindly tell me the meaning of the poem called “Jabberwocky”?’

39. GIST

40. “However, somebody killed something: that’s clear, at any rate -.”

41. PART 3: Spin Control

42. ...The most effective programs will be those that involve the whole learner in the experience of language as a network of relations between people, things, and events. S. Savignon, 1983 Communicative Competence: Theory and Classroom Practice

43. This would not necessarily mean changing or disguising the classroom in the hope that it will momentarily serve as some kind of “communicative situation” resembling situations in the outside world. M. Breen & C. Candlin, 1979 Essentials of a Communicative Curriculum

44. M. Breen & C. Candlin, 1979 Essentials of a Communicative Curriculum The classroom itself has a unique social environment with its own human activities and its own conventions governing those activities.

45. Representation …level of analysis and mental organization of linguistic information Control …speed and efficiency with which that information can be accessed. Bialystok and Sharwood Smith, 1985 Knowledge of a Language

46. Metacognitive Strategies for Second Language Learners Self-regulatory strategies that help students plan, monitor, and self-evaluate.

47. The words you choose to say something are just as important as the decision to speak. Anonymous