1. Parikrma All teachers Day 2: Background

2. Three Bodies of Research How people acquire a second language (Language Acquisition and Applied Linguistics) How people shift their style of language use from one setting to another (Sociolinguistics and Discourse Analysis) What’s involved in moving between an oral culture and one based on writing (Studies of Orality and Literacy)

3. Three Questions 1.How did you learn English (what were all the elements that helped you become a speaker/writer of English)? 2.Are there times when you shift between English and other languages? Are there moments when you are aware of using different styles of English, informal and more formal? 3.What are your strongest memories of communication in childhood? As you were growing up, what activities in your family and community were based on talk without reference to writing? How often did your exchanges involve written texts, either directly (reading and writing them) or indirectly (talking about them)?

4. Understandings from Second Language Acquisition Research People acquire another language most easily When they feel relaxed and comfortable (low affective filter)—animal project/play When they have a chance to use the language actively for real and interesting purposes Social English and the English used for academic studies have different features (vocabulary, syntax, style), and observing these features helps students with their academic learning There are regular patterns of mixed features or “errors” when people move from one language or one setting to another and teachers can observe these patterns and target their teaching to them.

5. Understandings from Discourse Studies (the study of how people use language in contexts) Even in a first language, people acquire a first or primary discourse—a way of using language—at home: –Informal –Everyone shares a lot of knowledge so understandings don’t have to be put into words explicitly; not many verbal explanations As they move out into the world, they acquire new ways of using language (secondary discourses) that have different vocabulary and styles. In school, that style is more formal, putting more information into words, in a style that is influenced by writing, The most competent language users are those who learn to shift between these different ways of using language as they move from one context to another and observe and become aware of the different ways language is used.

6. Understandings from Research on Orality and Literacy Spoken language is the foundation for written language and can be built on in explicit ways Spoken language in school has many qualities of written language Storytelling in oral cultures its own distinct and more formal features and provides a powerful transition to written language We can help learners see the relationship between spoken and written language more clearly by letting them hear their spoken language, make it written (voice recorders)

7. How we’ll draw on these understandings in our activities We’ll work with activities (animal) that are fun and like play so that children are relaxed and talking and writing for real purposes We’ll plan activities to bridge home and school uses of language, spoken and written language, family/community culture and school culture, spoken stories and written/read stories We’ll practice using digital voice recorders both to gain children’s interest and to develop their awareness of the relationship between spoken and written language I’ll give you guidance in observing the features of children’s written language An ongoing class letter exchange with Marshall school will help children learn to give verbal explanations, to think about what someone in a different context needs to know.