1. Quiz – give me examples of: 1. A homophone (AS) 2. A homonym (AS) 3
Quiz – give me examples of: 1. A homophone (AS) 2. A homonym (AS) 3. A filler (AS) 4. An intensifier (AS) 5. An idiom(AS) 6. An interrogative(AS) 7. A loan word (AS) 8. A stative verb (A2) 9. substitution (A2 - acquisition) 10. synecdoche (A2 rhetorical device) 11. A synonym of ‘nice’ 12. Define ‘syntax’

2. New quiz rota 2 – I will set tests A2 glossary P1 – 4 and AS M-P glossary Tuesday 7th February A2 glossary P1 - 4and AS R – Z glossary Tuesday 21st February A2 glossary P1 – 4 and AS glossary (A – E) Tuesday 28th February A2 glossary P1 - 4 and AS (F – Z) glossary Tuesday 7th March A2 glossaries – don’t worry about terminology clearly for purpose of Investigations only OR any linked to learning how to read or write.

3. Today, I will spend some time talking to you each individually to ensure you understand what needs to be done by Friday. By Friday 3rd February you will have made any necessary amendments and ed me back also adding your evaluation and conclusion (I will spend some time in a lesson between now and then explaining what you should include in those sections).   On Tuesday  7th February I will spend time in the lesson going over it with you one last time.   By Friday 10th February, you must me your final submission so I can mark it over half term and Miss Grundy can work on the academic poster next half term.   There can be no leeway with these deadlines which I will also be ing to your parents/carers/tutors so they are in the picture too. If you don’t stick to them, I have to advise you I simply cannot guarantee you will achieve your target grade.  

4. 1. Missing homework from Paige and Courtney (Topical Question) 2
1. Missing homework from Paige and Courtney (Topical Question) 2. Everyone’s homework from week before last (analysis of Texting and Facebook chat discourses) 3. Everyone’s homework from last week – mini Facebook analysis plus Topical Question (the George Orwell quote) Have you made notes on any missing lessons on Technology (everyone except Fern)?

5. Homework 1. To finish the information sheet/ Powerpoint on your theorist. through to me by Monday 5pm. 2. Prepare for a mock comparison question for next week – comparing two texts, one of which will be a transcript, in terms of PRAM (do make sure you’re 100% up on your terminology). Go back over how to answer the question (see next slide)

6. Additional help from me. Language levels to compare:
C – Comparing and contrasting texts You are advised to spend about 1 hour and 5 minutes on this section. Approximately 15 minutes should be spent reading and preparing your answer and approximately 50 minutes writing your response. Using appropriate linguistic concepts and methods, analyse the ways in which language is used in these two texts. In your answer you should: explore connections and variations between the texts consider how contextual factors contribute to the construction of meaning.
Additional help from me. Language levels to compare:
Lexis
Grammar
Discourse (always do this if writing about non-fluency features in spoken text)
Relevant pragmatics
Link everything you say to how the different contexts affect the language choices made.

7. Success Today
AO3
Be able to identify the features used in Tweets (microblogging) D
Be able to explain the range of purpose, audience and contexts that Twitter can address C
Be able to build on this to evaluate the impact of the language use of chatrooms. B

8. What is a ‘tweet’?
AO3
Be able to identify the features used in Tweets (microblogging) D
Be able to explain the range of purpose, audience and contexts that Twitter can address C
Be able to build on this to evaluate the impact of the language use of chatrooms. B

9. It is a 140 character message that can be linked to ‘trending’ topics by the use of a #.
Users of Twitter can elect to follow the ‘tweets’ of certain people. One affordance of ‘tweets’ in that they can therefore be communicated to a vast numbers of people very quickly (hence Donald Trump is constantly tweeting). It is the preferred social media of business with older, professional users – Facebook is still seen as primarily social. Some users adopt an ‘avatar’ (an image that accompanies their user name)
AO3
Be able to identify the features used in Tweets (microblogging) D
Be able to explain the range of purpose, audience and contexts that Twitter can address C
Be able to build on this to evaluate the impact of the language use of chatrooms. B

10. On white board design your own avatar that you would use on Twitter
On white board design your own avatar that you would use on Twitter. Be ready to explain why you would identify yourself in this way.
AO3
Be able to identify the features used in Tweets (microblogging) D
Be able to explain the range of purpose, audience and contexts that Twitter can address C
Be able to build on this to evaluate the impact of the language use of chatrooms. B

11. On whiteboards, list any linguistic features you’d expect to see in Tweets (think about spoken discourse features and which you think might transfer to Twitter) plus any of the ones below we looked at for texting:
4.Vowel Omission
A pls (please), ppl (people), hv (have)
7.Homophonic representation
B 2L8 (too late), M8 (mate), 2Day (today), CR8 (create), qt (cute)
2.Phonetic spelling
C Omigod (oh my god), iluvu (I love you), cos (because)
1.Initialisation
D Lmk (let me know), ptmn (please tell me now), dwb (don’t write back)
5. Punctuation to express emotion
E. : ) : /.
3.Acronymy
F. Lol (laughs out loud), sal (such a laugh)
8 Logogram. G.
6.Variant spelling
H. Wot (what), wen (when), cuz (because)

12. According to David Crystal, he identified the following in Tweets: logograms (such Elliptical sentences (eg. you ok?) Non-standard orthography) Minor sentences (eg’ toys everywhere’) Non-phatic – as mentioned, twitter is more business-like/political – it’s not generally used to build rapport unlike other social media like Facebook
AO3
Be able to identify the different terminology used to describe text language. D
Be able to explain how text language also follows the conventions of sociolect and adapting to context. C
Be able to analyse your own texting sociolect (or ‘idiolect’ if it’s very unique) and how you adapt to context. B

13. Look at following example Tweets (p112 OCR text book):
Explain what each suggests about purpose, audience and context
What linguistic features can you spot? Do they reflect spoken English?
AO3
Be able to identify the features used in Tweets (microblogging) D
Be able to explain the range of purpose, audience and contexts that Twitter can address C
Be able to build on this to evaluate the impact of the language use of chatrooms. B

14. How do the latest tweets from Donald Trump shape up in terms of purpose, audience, context (pragmatics) and language use?

15. How might chatrooms be different to Tweets?
Do you think there would be gender differences in how men and women post on chatrooms (Courtney should have some ‘inside’ knowledge on this)?
AO3
Be able to identify the features used in Tweets (microblogging) D
Be able to explain the range of purpose, audience and contexts that Twitter can address C
Be able to build on this to evaluate the impact of the language use of chatrooms. B

16. More informal so more conversational – eg.turn taking
Less business-like, often younger non-professional users (eg. students)
More informal so more conversational – eg.turn taking
Asynchronous so no interruptions/overlapping
Fewer topic shifts as chatrooms do have a shared purpose
Similar to spoken language, do have gender differences eg. men often use ‘flaming’, longer posts, self-promotion/ women ask more questions, use emoticons, apologise more.
AO3
Be able to identify the features used in Tweets (microblogging) D
Be able to explain the range of purpose, audience and contexts that Twitter can address C
Be able to build on this to evaluate the impact of the language use of chatrooms. B

17. Success Today AO2 Be able to describe the ‘wug’ test D
Be able to explain the different approaches to Language Acquisition C
Be able to create a Powerpoint/ information sheet on a theorist B

18. Nativism – ‘natus’ is birth in Latin
Nativism – ‘natus’ is birth in Latin. What do you think ‘nativists’ might believe in terms of how children acquire language?
AO2
Be able to describe the ‘wug’ test D
Be able to explain the different approaches to Language Acquisition C
Be able to create a Powerpoint/ information sheet on a theorist B

19. Nativists (the most famous of whom is Noam Chomsky) believe children are born with an innate ability to learn language. In essence they think there are properties and rules of all human languages that are ‘hard-wired’ into the brain. These would include the creation of plurals, differentiating tenses etc.
AO2
Be able to describe the ‘wug’ test D
Be able to explain the different approaches to Language Acquisition C
Be able to create a Powerpoint/ information sheet on a theorist B

20. Previous Slide Language Acquisition Device – the idea that all children have a part of the brain that is programmed to make sense of language and, in particular, syntax and word functions (Universal Grammar). Noam Chomsky
To read and commit to the expectations of progress needed with the coursework D
To be able to explain the basics of language acquisition based on previous learning C
To build on previous learning to acquire new understanding of Language Acquisition B+

21. The theories of nativism were put to the test by Jean Berko-Glaeson in I will put you to the test.
AO2
Be able to describe the ‘wug’ test D
Be able to explain the different approaches to Language Acquisition C
Be able to create a Powerpoint/ information sheet on a theorist B

23. Most children also successfully passed ‘the test’
Most children also successfully passed ‘the test’. Can you devise your own simple tests for: a) past tense b) future tense b) comparatives/ superlatives c) adverbs I have done present simple and present continuous:
AO2
Be able to describe the ‘wug’ test D
Be able to explain the different approaches to Language Acquisition C
Be able to create a Powerpoint/ information sheet on a theorist B

24. The baby whiffles (to make a sound like a demented cat) The baby is ________
AO2
Be able to describe the ‘wug’ test D
Be able to explain the different approaches to Language Acquisition C
Be able to create a Powerpoint/ information sheet on a theorist B

25. I snorgle (to pretend to snort like a pig) I am ________
AO2
Be able to describe the ‘wug’ test D
Be able to explain the different approaches to Language Acquisition C
Be able to create a Powerpoint/ information sheet on a theorist B

26. Does mimicry (copying language) explain the results of these tests?
AO2
Be able to describe the ‘wug’ test D
Be able to explain the different approaches to Language Acquisition C
Be able to create a Powerpoint/ information sheet on a theorist B

27. Nativists would argue that the brain must be able to ‘work out’ the normal patterns of grammar as the children had never heard the words before. However, another branch of theorists, the behaviourists, the most famous of whom is B.F. Skinner, believe we learn language by copying and having successful attempts re-enforced with praise. They would say the children are just applying the same patterns they have already acquired through previous copying of plural formation etc. There is no right or wrong, but you should take into consideration the case studies of feral children you looked at the end of last year (Learner Sheet handout as a reminder).
AO2
Be able to describe the ‘wug’ test D
Be able to explain the different approaches to Language Acquisition C
Be able to create a Powerpoint/ information sheet on a theorist B

28. Can you remember what else we learnt helped children learn language skills aside from adult support? Think of some of the transcripts we looked at where there were no adults involved.
AO2
Be able to describe the ‘wug’ test D
Be able to explain the different approaches to Language Acquisition C
Be able to create a Powerpoint/ information sheet on a theorist B

29. One other type of theorist is those who believe in ‘social interaction’, notably Vygotsky and Bruner. They both believed, like behaviourists, that children learn through life experience (rather than a pre-programmed process), but they considered the environment played a part as well as the adult carers, hence the importance of play.
AO2
Be able to describe the ‘wug’ test D
Be able to explain the different approaches to Language Acquisition C
Be able to create a Powerpoint/ information sheet on a theorist B

30. Can you remember the name of the man who came up with ‘cognitive’ development theory’ – links to social interaction, but more to do with how skills develop than how they are acquired in the first place?
AO2
Be able to describe the ‘wug’ test D
Be able to explain the different approaches to Language Acquisition C
Be able to create a Powerpoint/ information sheet on a theorist B

31. Jean Piaget 1896 – 1980 Theorised that children are active learners and have an innate will to use their social environment to learn new words. Hence the constant ‘wassat’s and ‘why’s that can drive parents to distraction!
You will learn which theories tell us what about language development in terms of semantics D
You will practise applying these theories to different transcripts/situations C
You will reason why certain words are learnt in that order. B+

32. Piaget came up with 4 stages of language development: 1
Piaget came up with 4 stages of language development: 1. Sensiromotor (up to 2) – experience of the world is sensory and generally non-verbal 2. Pre-operational (2-7) – early verbalisation – child generally speaks to/about themselves – limited communication with others 3. Concrete operational 7-11 – logical thought processes come into play – ideas extended/shared with others 4. Formal operational abstract reasoning begins to develop.
You will learn which theories tell us what about language development in terms of semantics D
You will practise applying these theories to different transcripts/situations C
You will reason why certain words are learnt in that order. B+

33. Rest of lesson I want to: a) speak to you one by one about coursework b) give you a language theorist (relating to Language Acquisition) to go away and do some research on – you can either produce a short Powerpoint which you can take us through next week OR a sheet (no ore than A4) of information. I have done one on Chomsky (Piaget on the back). I’d like you to provide similar information – what were their theories/ what evidence is there to support them/ what are the arguments against (if possible)?
AO2
Be able to describe the ‘wug’ test D
Be able to explain the different approaches to Language Acquisition C
Be able to create a Powerpoint/ information sheet on a theorist B

34. You will go down to LRC to prepare the Powerpoint/information sheet on your allocated theorist –these will be shown/distributed next week (I’ll make sure there are handouts of any Powerpoint):
1. Skinner (social behaviourist as opposed to nativist)
2. Vygotsky (zone of proximal development - interactionist)
3. Bruner (LASS – Language Acquisition Support System - interactionist)
4. Halliwell (functions of language – more about why children learn language than how)

35. After half term, we will start by focusing on revising Language Acquisition including going over the answers you gave in the mock exam. Next week, we will do a mock comparison question – two texts to compare. You must make sure you’re on top of your terminology.