PGCE Drama and English Thursday September 15th John Keenan

PGCE Drama and English Thursday September 15th John Keenan

Today: Professional: literature and cultural diversity Evidence-informed - speech

(Rabinow and Rose, 2009, The Essential Foucault : Introduction, 14)
By definition, the thinker is neither entirely outside of the situation in question nor entirely enmeshed within it without recourse or options. [...] Thinking is the form given to that motion of detachment, reflection and re-problematization. (Rabinow and Rose, 2009, The Essential Foucault : Introduction, 14) I would like to break the boundaries between lecture and discussion. So, I will assign a larger amount of readings and ask you to take the initiative in commenting and discussing them. My lectures will be introductory, preparing us for a deeper discussion in and outside the class. For the same reason, I am not assigning you a set topic for your essay. It’s up to you. However, I will ask you to write down a a half-page proposal including title, 1 paragraph-subject abstract, main points for discussion in bullet form, by the week of Feb 22nd 3

[Thought] is what allows one to step back from this way of acting or reacting, to present it to oneself as an object of thought and to question it as to its meaning, its conditions, and its goals. Thought is freedom in relation to what one does, the motion by one detaches oneself from it, establishes it as an object, and reflects on it as a problem. (Foucault Ethics: Subjectivity and Truth, 117)

problematisation critical dialogue epistemology voice

introduction Establish that the English National Curriculum used to have ‘other cultures’ in it but it stopped in 2010 Establish that this is in spite of the figures about an increasingly multicultural society Look at the nature of what has replaced it: seminal world literature Problematise – what is culture/race? (Later today) add in the dominant cultural force today - contextualise

National Curriculum 1988 Education Reform Act
The National Curriculum was designed to fulfil four main purposes: . to ensure that every child, irrespective of social background, culture, race, gender, differences in ability and disabilities received the same education entitlement . to set down standards against which every child’s progress could be measured . to ensure continuity between one school and the next . to establish an education system that could be clearly understood by all , when the National Curriculum was first introduced, schools had the freedom to decide what would be taught, guided mainly by the requirements of examinations and employersReligious education (RE) was the only compulsory subject in schools.

Key Concept, Cultural Understanding
3.2f texts that enable pupils to appreciate the qualities and distinctiveness of texts from different cultures and traditions 1.3 Key Concept, Cultural Understanding

1999 Macpherson Report "National curriculum aimed at valuing cultural diversity and preventing racism," Post Stephen Lawrence

27.6% of those at primary level.
2011 Census 20% of people in England and Wales identify themselves as being other than ‘White British’ Black and minority ethnic (BME) children make up 23.2% of state-run secondary schools 27.6% of those at primary level.

Source: NALDEC website 2012 http://www. naldic. org

EAL Good Practice Engagement with pupils’ social, cultural, linguistic, religious and ethnic background and traditions (Bourne, J. & Flewitt, R. 2002)

White Paper 2010

History is a race between education and catastrophe
White Paper 2010 We are in a global race H G Wells History is a race between education and catastrophe

KS3 a series of “whole texts in detail”, including two complete plays by Shakespeare. They must also read: • Romantic poetry by such poets as Blake, Wordsworth, Coleridge, Shelley, Byron and Keats; • A 19th century novel • Poetry of the First World War • A selection of British fiction, poetry or drama since 1918 • Seminal world literature, written in English

KS4 read and appreciate the depth and power of the English literary heritage through: reading a wide range of high-quality, challenging, classic literature and extended literary non-fiction, such as essays, reviews and journalism. This writing should include whole texts. The range will include: at least one play by Shakespeare works from the 19th, 20th and 21st centuries poetry since 1789, including representative Romantic poetry re-reading literature and other writing as a basis for making comparisons choosing and reading books independently for challenge, interest and enjoyment.

Seminal Written in English How the colonies have mastered the mother language

Response to critiques

http://filestore. aqa. org

‘liberty, fairness and responsibility’
January 2006, Gordon Brown ‘liberty, fairness and responsibility’ ‘British tolerance, the British belief in liberty and the British sense of fair play’ Let us examine how Britain lives up to these definitions of its core values. Historically, there is nothing much to substantiate Mr Brown’s claims. When children were taken from the workhouses and marched up to the Lancashire factories in the mid-19th century, was that ‘liberty’? Or when children on the streets were picked up and shipped out to the colonies as cheap labour? Or when political activists in Britain were exiled and those in the colonies jailed? …just how many millions of enslaved Africans did Britain transport across the Atlantic and Indian Oceans?

We should have a national curriculum which values and includes literature from all cultures.
professional, humanitarian, pragmatic

‘race matters because teachers bring to the classroom interpretations of students and their communities, and their location within a hierarchical society, that are informed heavily by assumptions about race and ethnicity’ Sleeter, 2005: 243 How White Teachers Construct Race chapter 16 of Race, Identity and Representation in Education (2nd edition) Cameron mccarthy, warren crichlow, greg dimitriadis and nadine dolby, nw york: routledge

The problems of race Labelling

Michel Foucault THE POSITIONS TO WHICH WE ARE SUMMONED

class age group ethnicity gender Labelled Stereotyped

When we accept the given discourse, we stereotype ourselves

Louis Althusser interpellation

Post-modernism – liquid modernity (Bauman)
Metanarratives (Lyotard) Identity (Foucault, Hall, Butler)

Identities are never unified and in late modern times, increasingly fragmented and fractured; never singular but multiply constructed across different, often intersecting and antagonistic discourses, practices and positions Stuart Hall

A paradox confronts anyone who tries to understand the perplexing and persistent phenomena of ‘race and racism in Europe today. On the one hand, in genetic terms, the physical or biological differences between groups defined as ‘races’ have been shown to be trivial. No persuasive empirical case has been made for ascribing common psychological, intellectual or moral capacities or characteristics to individuals on the basis of skin colour or physiognomy. Certainly, no good ethical case has been made to justify differential or inequitable treatment on such arbitrary grounds. And yet, on the other hand, it is all too clear that racism still remains a widespread, and possibly intensifying, fact of many people’s lives. Reiterating that ‘there is no such thing as “race”’ offers only the frail reassurance that there shouldn’t be a problem. It cannot deal with the problems that do exist, because it fails to see them for that they are. Race, Culture and Difference, James Donald and Ali Rattansi. London: Sage, 2005

One of the most telling strands in the antiracist critique of multiculturalism in the 1970s and 1980s, for example, was that it suffered from an overemphasis on culture. We would give that a slightly different gloss: multiculturalism certainly as it was translated into educational and political practice, often conflated the questions of culture with a particular understanding of ethnicity. The positive achievement of this tradition was that it allowed difference communities and their claims over their members to be acknowledged and valued with a new, official respect. Its drawback was that a multicultural celebration of diversity tended to reproduce the ‘saris, samosas and steel bands syndrome’. That is, by focusing on the superficial manifestations of culture, multiculturalism failed to address the continuing hierarchies of power and legitimacy that still existed among these different centres of cultural authority. By exoticising them, it even colluded in their further disenfranchisement. Despite its apparent relativism, in practice, it defined alternative centres of cultural authority primarily in terms of the difference from the norm of English culture, not in their uniqueness and their discontinuities. Race, Culture and Difference, James Donald and Ali Rattansi. London: Sage, 2005

Mixed heritage pupils Demographic data reveal that mixed heritage pupils are the largest growing minority ethnic group across England as a whole. The 168,901 mixed heritage pupils make up 2.5% of the national school age population with large regional variations. 22,327 or 7.3% of Inner London school children are classified as mixed heritage. The largest group nationally are those of White/Black Caribbean background who number 60,635 and make up 0.9% of the school age population. The analysis of performance data for mixed heritage pupils shows that the attainment of White/Black Caribbean pupils is below average, the attainment of White/Black African pupils is similar to average in primary schools and slightly below average in secondary schools, and the attainment of White/Asian pupils is above average. Part of the reason for these differences appears to be associated with differences in relative levels of deprivation, as measured by the proportion of pupils eligible for free school meals. The proportion of White/Black Caribbean and White/Black African pupils eligible for free school meals is around twice the national average. For White/Asian pupils, the proportion is closer to the national average. However, this is not the full picture. When differences in free school meal eligibility are controlled for by comparing the performance of pupils not eligible for free school meals, White/Asian pupils still perform above average as do White/Black African girls. In contrast, White/Black Caribbean pupils and White/Black African boys in secondary schools underachieve. The case study research suggested that like their Black Caribbean peers, White/Black Caribbean pupils’ achievement in school is negatively affected by low socio-economic status, low teacher expectations and behavioural issues related to peer group pressure. However, these take on a specific form for White/Black Caribbean pupils. In the case of this group, low teacher expectations are linked to stereotypical views of the negative effects of fragmented homes and identity confusion on account of their mixed heritage. These can interact with low academic aspirations on the part of some White/Black Caribbean pupils linked to peer group pressure in a mutually reinforcing downward cycle. Peer group pressures are exacerbated by name-calling and forms of exclusion by both White and Black peers related once again to their mixed heritage. These two barriers can lead to the adoption of extreme, rebellious behaviour by White/Black Caribbean pupils. There are factors operating in schools and LEAs that affect the broader educational needs of all mixed heritage pupils (White/Black Caribbean, White/Black African and White/Asian) i.e. needs relating to having their identities recognised and understood in the curriculum as part of the overall diversity of society and to be protected from racist abuse. These factors include the ‘invisibility’ at the level of LEA and school policy of mixed heritage pupils including the lack of a common terminology to describe them and their absence from policies relating to race equality; the failure to monitor and set targets for mixed heritage pupils; and, the absence of mixed heritage identities from the curriculum and in the role models present in schools. Whereas these factors may not serve as a barrier to achievement for all mixed heritage pupils, they form part of a climate in which schools are unable to effectively respond to the barriers to achievement facing White/Black Caribbean pupils noted above. Race, Culture and Difference, James Donald and Ali Rattansi. London: Sage, 2005

Identified the subject
Considered the situation through researched facts Official sources Experts Theory Voice – dialogue

Context of Changes The Discourse of Neoliberalism

The neoliberal discourse

A discursive framework
A paradigm “stands for the entire constellation of beliefs, values, techniques, and so on shared by the members of a given community” Kuhn 1970 cited in Aldoory 2005: 669 It forms, it changes, it reforms

‘The discursive formation is not therefore a developing totality, with its own dynamism or inertia, carrying with it, in an unformulated discourse, what it does not say, what it has not yet said, or what contradicts it at that moment; it is not a rich, difficult germination, it is a distribution of gaps, voids, absences, limits, divisions’ Gilbert 2013

‘governed by analyzable rules’
Discourses are ‘governed by analyzable rules’ Foucault 1972 cited in Leitch 2007: 264

The positions from which they can speak
Discourses inform: What can be said Who can speak The positions from which they can speak Leitch 2007: 264

Other cultural discourses
Neoliberal Discourse Other cultural discourses Keynesian Communism Feudalism Modernism Capitalism Tribal

Neoliberalism ‘What is private is necessarily good and what is public is necessarily bad’ Apple 2000: 59

becomes unquestionable
Hegemony becomes unquestionable Macro level is society. Micro level can be through the production of truths. The truth – itself is hegemonic. Why not lies? Why not artful cheating – Mardaonna?

Hegemonic truths of neoliberalism
Freedom Equality Fairness Choice

‘what is most strikingly novel about neoliberal theory is its commitment to certain kinds of highly individualistic egalitarianism, promoting programs aimed at widening property ownership and distribution and securing equality of access to the competitive labour market for members of disadvantaged social groups, irrespective of their class or ethnic background’ Gilbert 2013

‘Put simply, neoliberalism, from the moment of its inception, advocates a programme of deliberate intervention by government in order to encourage particular types of entrepreneurial, competitive and commercial behaviour in its citizens, ultimately arguing for the management of populations with the aim of cultivating the type of individualistic, competitive, acquisitive and entrepreneurial behaviour which the liberal tradition has historically assumed to be the natural condition of civilised humanity, undistorted by government intervention. This is the key difference between classical liberalism and neoliberalism: the former presumes that, left to their own devices, humans will naturally tend to behave in the desired fashion. By contrast the latter assumes that they must be compelled to do so by a benign but frequently directive state. This, according to neoliberals, is partly because a certain habitual tendency towards collectivism, if left unchecked, will lead commercial producers, workers, service-providers, managers and government officials to act only in their selfish corporate interests.’ Gilbert 2013

Fear of collectivism Fear of beliefs not connected to capital Fear of inequality

‘The group that is best able to “fix” meaning and articulate it for its own interests is the group best able to maintain and reproduce relations of power.’ Aldoory 2005: 676

problematise

Ideology is not imposed on ourselves…we enjoy our ideology
Ideology is not imposed on ourselves…we enjoy our ideology. To step out of our ideology, it hurts… Zizek

Culture is always a struggle and ‘in process’
‘Hegemony is a process that results in leaks and fissures and blokes such as Goodson sometimes fall through the cracks if they are lucky or if…their resistance is put into the service of their own empowerment rather than made complicitous with their own oppression’ (in Goodson 1992: viii)) Culture is always a struggle and ‘in process’ (Hall 1988).

Power ‘The exercise of power perpetually creates knowledge and, conversely, knowledge constantly induces effects of power. The university hierarchy is only the most visible…and least dangerous form of this phenomenon. One has to be really naïve to imagine that the effects of power linked to knowledge have their culmination in university hierarchies. Diffused, entrenched and dangerous, they operate in other places than in the person of the old professor’ Foucault 1980 cited in Leitch 2007: 265 . Education – we are in one. Who speaks now. What can I say? What position am I in. Can you speak? What can you say?

Stuart hall discourses are always in process
Garner

‘We know that we don’t like neoliberalism, didn’t vote for it, and object in principle to its exigencies: but we recognise also that unless we comply with it, primarily in our workplaces and in our labour-market behaviour, then we will be punished (primarily by being denied the main consolation for participation in neoliberal culture: access to a wide range of consumer goods), and will be unlikely to find ourselves inhabiting a radically different social terrain. This paradox is made bearable by a crucial feature of neoliberal ideology itself: the insistent belief that it is our private, personal beliefs and behaviours which define our ‘true’ selves, whereas our public behaviour can be tolerated precisely to the extent that it is not invested with any emotional significance.’ Gilbert 2013: 13

Language Development

What do you know? grammar syntax noun morphology semiotics accent adjective preposition dialect verb Standard English received pronunciation pragmatics syntagm phoneme

What I hope you will come away with from this session:
1. Greater understanding of what language is 2. Greater understanding of first language acquisition 3. More ability to label language

How do animals communicate?
snake chutter eagle craup lion/leopard chirp hyena hum

Purr - wants/needs/gets attention
Miaow miaow miaow- call for help MIAOW! - I want Mia-ow (falling) - protest Hiss - back off

animal language Flat ears and crouch - you are the boss
Wag tail fast- I am happy Small slow wags - what is this? Growl - go away Whine - help!

animal language Species dependent
Blackbird = pink pink - there is a cat nearby Chaffinch = tsee - I’ve ben hurt Singing - this is my territory; I have territory so do you want to mate with me?

animal language Screech - there is a dangerous bird
chirp - there is a non-dangerous bird screech and upright posture - there is a ground based predator

animal language Rubbing chin on something - one day I will eat you
Lying stretched out - I am happy Half-raised on back legs - there is danger about Hopping in circle with tail up - I want to mate with you

animal language Moo - baby calf be still; baby calf come here; baby calf where are you?; I’m not going in there; food has arrived Calf runs with tail on back - I have just been fed

animal language Nuzzle - go away Ears back - go away Nicker - hello
Snort - there is trouble about

animal language Round dance - food is 50-80m away pointing in direction Waggle dance - food is further away pointing in direction Dance varies by intensity according to how much and some is handed out Buzz is in dialect eg Albanian: bzzz Bengali: bhonbhon Japanese: bunbun Korean: boong-boon

animal language Whistle - that’s unusual; I am eating Squeak - help!

animal language Singing - mate with me
Sound identifies location, age, gender etc

What do you know? grammar syntax noun morphology semiotics accent adjective preposition dialect verb Standard English received pronunciation pragmatics syntagm phoneme

What would you say language was?
What is language? What would you say language was? ‘an artificial system of signs and symbols, with rules’ Chambers cited in Harley p.8

specialisation - word means the same
semanticity - signals mean something openness - ability to invent syntactic rules Anderson 1985 added cited in Harley, 2001: .9 Hockett 1960 16 properties Hockett properties vocal-auditory interchangeability of speaker/listener specialisation - word means the same semanticity -signals mean something openness - ability to invent learnability cited in Harley p.9 Anderson 1985 added syntactic rules

Language form content use

Language form content use phon/graphology semantics pragmatics morphology syntax Structure Meaning Context

form content use Sign Grammar Pragmatics Phoneme Syntax Syntagm Grapheme Noun Paradigm Morpheme Verb Word Adverb Denotation Adjective Connotation Preposition Article

Graphology/Phonology
Phonemes - smallest unit of speech 45 Graphemes - smallest unit of written language eg alphabet

Morphology Morphemes - smallest grammatical unit with meaning

Morphology Morphemes - smallest grammatical unit with meaning Bound and free

– consists of phonemes/graphemes and morphemes
The word – consists of phonemes/graphemes and morphemes Aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht the frist and lsat ltteer be at the rghit pclae. The rset can be a toatl mses and you can sitll raed it wouthit porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe

Syntax Rules Each sentence must contain a noun phrase and a verb phrase Jesus wept Noun phrase article adjective noun Verb phrase verb adverb

Each sign has connotation and denotation
Semantics Words are signs Each sign has connotation and denotation .

Semiotics Ferdinand de Saussure
Language is a system of signs A sign is the basic element of meaning It occurs when something makes sense to us The sign system is learned and culturally specific Here we have a psycholoigs and linguist ferdinand saussure who started up semiotics the scientific study of signs he showedhow language works in the brain and how words and pictures operate oin the same way. They are nboth signs. A signs Is the basic element of meaning the moment something makes sense to us. In some ways it does not exist in the real worlkd but in our heads, as we look at our environment we see things that make sense and their meaning to us and share these hopefully and not necessarily with others. The signs and the system in which they are found are culturally specific so people from a culture will share meaning but this is wholly learned and therefore, language as nurture

The creator of language is the encoder
The Symbolic Sign The creator of language is the encoder The receiver is the decoder The creator must make sure the code is understood. Words and sounds, though, are not iconic but symbolic, they are learned referents

signifier (DENOTATION) signified (CONNOTATION)
Saussure and later roland barthes worked on semiotics and the way language works in the brain and said people do 2 things as soon as a sign, whether iconic or symbolic receives a sign, they llok for the denotation - what is looks, smells, feels like then the connotation what it means and what it means is where the next part comes in and control. How language can control society and this is part of sociololinguistics

the rare and beautiful anota shook its feathers and took flight
Schemas the rare and beautiful anota shook its feathers and took flight Greene p.34

True False timed a robin is a robin a robin is a bird a robin is an animal a robin is a fish a robin has a red breast a robin has wings a robin has lungs

‘as new stimuli are received, the…person
‘as new stimuli are received, the…person...tries to fit this information into existing schemes’ Owens, 2001: 137

Constructionism Geoff Petty
New learning Existing concepts, knowledge and experience Geoff Petty

it was found that the eel was on the orange
Pragmatics rules of language use - context it was found that the eel was on the orange it was found that the eel was on the axle it was found that the eel was on the fishing rod it was found that the eel was on the table

‘The sign’s meaning doesn’t arise within it, but from the entire system of relationships within which it exists, giving it value’ Thwaites T (1994) Tools for Cultural Studies, London: Macmillan, p34

Matthew: John Me: Matthew Ma: footy Me: yup Ma: 7 Me: see you there

Music Posters Teenagers Drugs are The government Drugs are bad cool
Lasswell et al, 1948

How Children Learn English

From birth the infant is an active stimulus seeker’ Owens p151
2 months - motor cortex in frontal lobe becomes more active 6 months-1 year frontal cortex and hippocampus become more active - associations between words. Memory gives meaning dog - sight sound smell feel 7 months say dog, child searches, one year the child says doggie 18 months evoke the word with no external stimulus Habituation ‘schemes formed for frequently occurring stimuli’ owen p.151 From birth the infant is an active stimulus seeker’ Owens p151 Infans - ‘not speaking’

Akbar the Great 12 infants mute nurses seven years later

language is a tool - like an object, we learn to use
Jean Piaget Sensorimotor intelligence - up to 2 year old ‘capable of symbolic thought’ Owens, 137 language is a tool - like an object, we learn to use language is not a specific faculty, it’s just a social/cognitive process like any other cognitive-schemata

-4 months - 0 ‘Even when in the womb a child may be able to distinguish sounds since the organs of the ear appear to be formed about five months after conception. It is possible, for example, that a baby learns the rhythm of its mother’s speech while still in the womb’ Blake and Moorhead, 1993: p.30

The Experimenter: 6-12 months 1-2 years 3-5 years 6-7 years 8-11 years
The Examiner: 1-6 months The Experimenter: 6-12 months 1-2 years 3-5 years 6-7 years 8-11 years Age 12 Task: put these as titles on the sheet and arrange the features of language at the age.

The Examiner: 1-6 months responds to human voice distinguishes sounds coos vowel sounds turns head to voice responds vocally to voice babbles smiles at speaker responds to name varies prosody plays peepo discriminate phonemes owens 152 sucking rooting -finger into cheek blinking at flashing light crying coughing sneezing

The Experimenter: 6-12 months
recognises some words inc name imitates sounds learns ‘no’ Follows simple cues such as bye bye

1-2 years goes from 4-300 word vocabulary
makes short incomplete sentences prepositions (in, on etc) pronouns verb endings (s, ed, ing) determiner noun - e.g. my teddy, noun-verb - e.g. teddy goes verb indirect noun - e.g. look there adjective noun - e.g. red car

Emily, age 2 -monologue, alone talking to doll (baby)
baby no in night cause baby crying baby in might my baby no in my car my baby in my baby no eat supper in in in this no eat broccoli no so my baby have dinner then baby get sick baby no eat dinner broccoli broccoli soup cabbage carrots no baby sleeping so why baby eat Emmy no eat dinner broccoli soup cause baby sleeping all night Nelson, 1989: p.158 cited in Blake and Moorhead, 1993: p.46

3-5 years 300 to 1200 words recounts stories
understands questions about the environment 90% grammar acquisition asks many, many questions

Age 6 24,000 word reception 2,600 vocabulary

Age 8 talks a lot brags a lot compares

Age 12 50,000 word receptive vocabulary adult-like

12 years - 100 5 years - 90 24 months - 80 Brain size 6 months - 50
% of adult Birth - 25 6 months - 50 12 months - 70 24 months - 80 5 years - 90 12 years - 100 80,000 genes determine CNS/ANS Experience determines the pathways of the brain Plastic brains Can change The areas not delineated But p.62 Harley

controls eye Motor function, moving hands etc Wernicke’s - sees images memory Broca’s area encodes speech Speech production context

Pp12-13 How the Special Needs Brain Learns

30,000 neurons fit on the end of a pin
A neuron has tens of thousands of branches – dendrites Neurons are connected by a synapse The dendrites receive electrical impulses from other neurons A neuron can transmit 2,500 impulses per second Sousa, 2001: 11 100,000 neurons per square millimetre an average pixel on the screen is representing some five million neurons and 22km of axons Kenning P (2008) What Advertisers Can and Cannot Do with Neuroscience. International Journal of Advertising, Vol. 27, No. 3. Pp 472-3

‘the neurons of the newborn are relatively unorganised and unspecified
‘the neurons of the newborn are relatively unorganised and unspecified. Over time, the child begins to construct auditory maps from the phonemes heard in the environment. Sounds must be heard thousands of times before neurons are assigned. Eventually, different clusters of neurons will respond to each phoneme, firing when that phoneme is heard.’ Owens, 2001: 134

Not the nine-o-clock news
Nim Washoe ‘the cognitive abilities of apes are broadly similar to that of very young children’ Harley p51 Washoe brought up as a child taught sign language at 4 could produce 132 signs including nouns, adjectives, negatives and pronouns. Could create new words (duck = water bird) say Washoe sorry, hug hurry, go in Gardner and Gardner 1969 Viki brought up as a humn child 3and a half match and siscrimate same as 3.5 child Hayes and Nissen 1971 but at 6 could say mama, papa, up and cup Sarah inferences of people’s mental state Premack and Woodruff 1978 used symbols (problem - iconicity) could produce sentences mainly simple objects and actions - randy give banana sarah Nim Chimpsky (Chomsky language is human) Terrace et al play You Tube Not the Nine-o-clock news - ameslan not iconic as plastic symbols Problems with self-reference, identification, temporal sequence and causality They learn slowly inflexible in response but Hockett is fulfilled - discreteness, dislpacement etc but a lot of repetition, mebananamebananamebanana and interpretation. Could sign apple and banana if separate but not together From chimps we learn language is not essential for cognition there are non-cognitive prerequisites to language development apes connect names with actions Not the nine-o-clock news

Eliza SHRDLU SEMATICS - OBJECT LEARNT CONNOTATIONS SYNTAX-SEMANTICS-KNOWLEDGE (LIMITED TO A SUBJECT)program works through a sentence identifies NP+VP then it looks for key words in each - verb and noun (eliminating adjective, adverb, article, preposition etc.Then, semantics would take place can the verb be done? If not I DON’T KNOW came up. Margie and Frump greene. Pope’s death shakes the western hemisphere interpreted as there was an earthquake in the western hemisphere. The pope died. greene

This week Charlie bought a bit of speech recognition software…but gave up after he spent more time correcting its mistakes: “It got every sixth word wrong, which meant you’d swear in exasperation, and it would think you had finished each sentence by saying ‘offer fox ache’, and type that in too Charlie Brooker, The Guardian,

Men are all alike (word alike triggers clarification)
IN WHAT WAY they’re always bugging us about something (word something triggers need for specific) CAN YOU THINK OF A SPECIFIC EXAMPLE well, my boyfriend made me come here (unsure so repeated back with different word order) YOUR BOYFRIEND MADE YOU COME HERE He says I’m depressed too much of the time (negative word triggers sympathy) I AM SORRY TO HEAR THAT YOU ARE DEPRESSED It’s true that I am unhappy (second negative word triggers solution repsonse) DO YOU THINK COMING HERE WILL HELP YOU NOT TO BE UNHAPPY I need help, that much is certain (vague terms triggers clarification) WHAT WOULD IT MEAN IF YOU GOT SOME HELP Perhaps I could learn to get along with my mother(predetermined response to word mother) TELL ME MORE ABOUT YOUR FAMILY Can computers talk Is this language?

Weekly ‘conversation’ at Café Nerro every week
M - me C - Café Nerro woman C can I get you anything to drink? M a large latte please C staying in or taking out? M staying in C any cakes or pastries? M a blueberry muffin/apricot croissant C that will be £5.20. Have you got a loyalty card? M no C would you like one? C sugar is on the table there M thankyou

Theories of language…..

Who are you?

How do we understand?

How do we acquire language?
Nobody knows

My name is…. I believe language…

Pinker - ‘a visiting Martian would surely conclude that aside their
Chomsky Pinker - ‘a visiting Martian would surely conclude that aside their mutually unintelligible vocabularies, Earthlings speak a single language’ Pinker, 1994: p.232 cited in Harley, p.100 Universals - syntax, semantics, phonology, creation Child: Nobody don’t like me (Mother: No, say ‘nobody likes me’ Child: nobody don’t like me) X 8 Mother: No, now listen carefully: say ‘nobody likes me’ Child: Oh! Nobody don’t likes me ‘The child, at this point in its learning grammar, was clearly not ready to use the ‘single negative’…Such examples suggest that language acquisition is more a matter of maturation than imitation’ Crystal, 1992: p.234

‘ask Jabbe if the boy who is unhappy is watching Mickey Mouse’
say tur tur say tle tle say turtle kurka mama isn’t a boy he a girl that’s right

18-24 months - ‘grammar explosion’
‘Colourless green ideas sleep furiously’ Chomsky Jaberwocky This sentence is all wrong to us and a child could see that it doesn’t make sense between 18 months and 28 months the brain grows from 300g to 1kg nothing elses changes, same parents, no need to talk and as there is no need to stand up, children still do as chomsky himself said, colourless green ideas sleep furiously and I will add furthermore vorsprung durch technik jabberwocky makes sense even though the words don’t suggesting tht what is innate is structure syntax innately we know we can’t go car car car car and make sense and and and and noun phrase object/person words around it to clarify what this is expected action

What is innate? 1. sounds 2. deep structure of noun and verb phrases 3. hypothesise and create

Syntactic blocks are what Tarzan struggled with
Syntactic blocks are what Tarzan struggled with. He could only do noun, noun. The rest of the sentence ver, adjective, adverb determiner etc he could not put together and stangely, that is right. ISABELLA 6 WHEN DISCOVERED 7 SPOOKE LIKE PEERS VICTOR FOUND WILD 11/12 VERY FEW WORDS GENIE TIED TO CHAIR AT 20 MONTHS NO SYNTAX FATHER HIT STICK FATHER HIT GENIE SUGGETSING YOUNG

THE MALEVOLENCE TO ORGANISE A SLAVERY PARSNIP SEETHE
Syntactic Blocks BOOK GIVES A SLEEPS NILE BOY GIRL STUDENT THE MALEVOLENCE TO ORGANISE A SLAVERY PARSNIP SEETHE Do a sentence more than 3 words

THE BOY (GIRL/STUDENT) GIVES A BOOK (PARSNIP) TO A GIRL (BOY/STUDENT)
ARTICLE NOUN TRANSITIVE VERB ARTICLE NOUN TRANSITIVE VERB PREPOSITION NOUN HOPE ITS RIGHT LIKE MATHS NEVER SURE N=HOW USEFUL IT IS TO LEANR WATCH CHINESE STUDNETS

The father-of-fourteen, thrice-married, Malvern-based blind prisoner
NOUN PHRASES VERB PHRASES The father-of-fourteen, thrice-married, Malvern-based blind prisoner won Saturday’s rollover lottery £14 million jackpot These are innate children are born to bulk together sections of words naturally noun phrases - somebody womthing what they look like, their names a noun phrase can have an optional determiner a noun and an optional prepositional phrase verb can consist of aa verb, a noun phrae and an optional prepositional phrase prepoisiotns with in out near determiner a the one, two verb phrase - what happened what they did details what is a noun phrase optional determine one two the noun optional adjective to describe it, optional phrase to give details the prinsoner who was 23 years old living in a caravan in the Malvern hills happily with his third wife Julie and their 12 children and keep going and we register it equaly you can have a 1 wod noun phrase such as the shortest sentence in the bible - jesus wept but the brain distinguishes the noun, th verb and all around it was do clicks Jesus wept

The pretty girl in my class can sing and dance beautifully

The pretty girl in my class can sing and dance beautifully
A ADJ N PRE PRON N AUX V V CON V ADV

‘round’ noun verb preposition adjective adverb A round of drinks noun
to round a corner verb round the house adjective round ball adverb all year round way is a noun destrcution is a noun read pinker quote about nouny things

Vygotsky speech and thought separate up to 3 years old 3 onwards speech and thought interdependent and thought becomes verbal. Thought is shaped by language. thought is inner speech and it needs words

Whorf Language determines thought - linguistic determinism -language determines how we think figure 3.7 p.83 language and thought Harley Newspeak: ‘This statement could not have been sustained by reasoned argument because the necessary words were not available’ Appendix 1984 cited in Harley p.80

what is it that the child is making the speech sound do for her/him?
Halliday function first what is it that the child is making the speech sound do for her/him? The Functions of Language instrumental - I want regulatory - do it interactional - hello personal - uniqueness that’s funny heuristic - explore environment what’s that imaginative - let’s pretend lion in the garden informative - I’ve got 9-18 months Halliday 1975

Why Use Language? Crystal inHarley p.3 1. Communicate 2. Express emotion 3. Social interaction (4. Humour 5. Make sounds –children's games 6. Control environment - eg spells 7. Express identity eg chants)

Skinner language is behaviour reinforcement/negative reinforcement look at the environment to explain the language use

Wittgenstein Language is a game Games have rules We learn the rules But, language cannot express thought. Thought and experience are obscure Silence is the only response to complex ideas

2 Reps Student-Staff Consultative Committee – twice a year. Views of group to committee. Next Thurs lunchtime.

Kahoot.it

Spoken English Theory What is Spoken English?
National Curriculum and Spoken English

Theory on Spoken English
Dewey Vygotsky Habermas Alexander Wegerif and Mercer

Theory John Dewey – legitimacy of ‘I’ Leo Vygotsky - inner speech ZPD Jurgen Habermas – the public sphere Robin Alexander lack of ‘talk which challenges pupils to think for themselves’

Wegerif and Mercer Classroom talk typified in 3 ways: Disputational talk characterised by disagreement and individualised decision-making; Cumulative talk, speakers build positively but uncritically on what the other has said. It is characterised by repetitions, confirmations and elaborations; Exploratory talk, in which partners engage critically but constructively with each other’s ideas’ Wegerif, R. and Mercer, N. (1997) A Dialogical Framework for Investigating Talk. In Wegerif, R. and Scrimshaw, P. (Eds) Computers and Talk in the Primary Classroom, pp Clevedon: Multilingual Matters.

Dialogic teaching and talk
Traditional whole-class discussion: teacher in control (has the answers) student response lacks depth Dialogic discussion is participatory The teacher: manages the interaction encourages children to voice their own evaluative judgements

Dialogic teaching – 5 features
Collective: teachers and children address learning tasks together, whether as a group or as a class, rather than in isolation; Reciprocal: teachers and children listen to each other, share ideas and consider alternative viewpoints; Supportive: children articulate their ideas freely, without fear of embarrassment over ‘wrong’ answers; and they help each other to reach common understandings; Cumulative: teachers and children build on their own and each other’s ideas and chain them into coherent lines of thinking and enquiry; Purposeful: teachers plan and facilitate dialogic teaching with particular educational goals in view.

For dialogic to occur, teachers must…
establish the ground rules teach the explicit skills required

What is Spoken English?

Symbolic sign Learned associations Cheryl Cole

Indexical Sign Suggests something else Eg smoke suggests fire Gunshot suggests a gun Car noise suggests a car

Words – symbolic Sounds – indexical All signs carry connotations

National Curriculum and Spoken English

Ofqual Recommendations 2013
Forms of assessment We have considered how the learning outcomes for English language can be assessed in a valid way. Our review of controlled assessment found a consensus among teachers and exam boards that some skills can only be assessed through non-exam assessment. These include speaking and listening skills as well as skills relating to the writing process – planning, drafting and revising/editing. However, we also found that the time limits and restrictions of the current controlled assessment limit the scope for students to develop those re-drafting and evaluation skills. We also know that the large teacher-marked controlled assessment component in the current English/English language qualifications makes them particularly susceptible to other pressures such as those from accountability measures. This can distort the assessment so that it is no longer fair for all students. We want the design principles, as far as possible, to deliver fair assessments for all students. It is our view that, with one exception, the outcomes for English language can be fairly and validly assessed by written exam. We therefore propose that, with the exception of speaking and listening, all assessment for the reformed English language qualification should be by written exams alone and that the total assessment time should be no less than 3.5 hours. The draft content, on which the Department for Education is consulting, includes a requirement that students must be able to demonstrate presentation skills in a formal setting and listen and respond appropriately to spoken language, including to questions and feedback. These important skills cannot be assessed by written exam. Alternative assessment arrangements must be used. We propose that exam boards should design the assessment in which spoken language skills are assessed and that the assessment should be administered and marked by students’ teachers. The outcome of this assessment should not contribute to the grade; it should be reported separately on the certificate. We have just finished a consultation on making the same change to speaking and listening within current English and English Language GCSEs and we will consider the issues arising from that consultation when coming to a final decision in relation to reformed GCSEs. We propose such separate reporting because we are not confident that a national standard can be assured for teacher-administered and marked assessments in speaking and listening, particularly when schools may be under significant pressure to secure good outcomes in the qualification. Such assessments do not encourage or recognise the development of these important skills. We have considered how greater assurance of the standard could be achieved. All speaking and listening assessments could be recorded, allowing exam board moderators to review a sample of assessments in each school. Moderators could then confirm or revise the teacher’s mark. Alternatively, the speaking and listening assessments could be conducted and marked by a visiting external examiner appointed by the exam board. Both of these options would raise cost and manageability issues for schools. Neither of the options would provide assurance that all students had been prepared in a fair way to take the assessment, for example with regard to prior knowledge of the assessment tasks and preparation for them.

Speaking and listening- assessed.

Wider Aims Cultural development Spiritual development Moral development Social development

Wider Aims Aims Creative Critical Solve problems

National Curriculum Spoken language  presenting information and ideas: selecting and organising information and ideas effectively and persuasively for prepared spoken presentations; planning effectively for different purposes and audiences; making presentations and speeches  responding to spoken language: listening to and responding appropriately to any questions and feedback  spoken Standard English: expressing ideas using Standard English whenever and wherever appropriate.

National Curriculum  use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas  are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate. Spoken language The national curriculum for English reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. Spoken language continues to underpin the development of pupils’ reading and writing during key stage 4 and teachers should therefore ensure pupils’ confidence and competence in this area continue to develop. Pupils should be taught to understand and use the conventions for discussion and debate, as well as continuing to develop their skills in working collaboratively with their peers to discuss reading, writing and speech across the curriculum.

National Curriculum GCSE specifications in English language should enable students to:  read a wide range of texts, fluently and with good understanding  read critically, and use knowledge gained from wide reading to inform and improve their own writing  write effectively and coherently using Standard English appropriately  use grammar correctly, punctuate and spell accurately  acquire and apply a wide vocabulary, alongside a knowledge and understanding of grammatical terminology1, and linguistic conventions for reading, writing and spoken language. In addition, GCSE specifications in English language must enable students to:  listen to and understand spoken language, and use spoken Standard English effectively. Spoken language will be reported on as part of the qualification, but it will not form part of the final mark and grade.

NC 2014 “Spoken language The national curriculum for English reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. Spoken language continues to underpin the development of pupils’ reading and writing during key stage 3 and teachers should therefore ensure pupils’ confidence and competence in this area continue to develop. Pupils should be taught to understand and use the conventions for discussion and debate, as well as continuing to develop their skills in working collaboratively with their peers to discuss reading, writing and speech across the curriculum.”

Summary of Spoken English Tasks
Listen to and understand spoken English Make presentations Respond to questions and feedback Use spoken Standard English Conventions of discussion and debate Discuss reading Work collaboratively with others

Kahoot. It

As a National Curriculum, the document has massive gaps
As a National Curriculum, the document has massive gaps. ‘Speaking and Listening’ is barely mentioned and lacks breadth. The focus is on learning poems, performing plays, making formal presentations, discussions, debates and explaining ideas. However, a great chance to grab teachers’ imagination and raise standards has been missed by not including ‘story-telling’, let alone linking reading to writing and speaking non-fiction. ‘Talking like a book’ helps children internalise vocabulary and sentence structure, developing an elegant turn of phrase. Oral learning of written texts stretches back as far as Aristotle!

http://www. theguardian

Ofsted OfSTED, in its report English : A review of inspection evidence, states that: Too little attention has been given to teaching the full National Curriculum programme of study for speaking and listening and the range of contexts provided for speaking and listening remains too limited. Emphasis on developing effective direct teaching approaches has led, at best, to good whole class discussion but, in too many classes, discussion is dominated by the teacher and pupils have only limited opportunities for productive speaking and listening.

Ofsted also note: schools need to ‘make sure that schemes of work give equal emphasis to the development of pupils’ speaking and listening as to reading and writing.’ S&l is not given ‘the same attention or curriculum time as reading and writing’ it is ‘rare to find that pupils have targets for speaking and listening, although there are many for whom this is the main obstacle to achievement.’ class discussion is too often dominated by the teacher ‘and pupils’ responses are short and limited.’

Stages children should be at presentation group
Read the booklet. Digest the information. Present for 15 minutes in an interesting manner using Standard English.

Socratic Discussion Read the given articles
Create the materials for a discussion on the benefits and weaknesses of the Spoken English approach

Persuasive Speech Read the documents on persuasive register
Present a speech of no more than 10 minutes on why Spoken English should or should not be examined. Answer questions on the subject

References Alexander R J (2006), Towards Dialogic Teaching, 3rd Edition, York: Dialogos Mercer, N (1995), The guided construction of knowledge. Clevedon. Mercer, N (2000) Words and minds, London: Routledge.

PGCE Drama and English Thursday September 15th John Keenan

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