1. Language Hayley Bunnell Jenna Hagerty Lauren Lubitz

2. What is language?

3.  By definition, language is a system of vocal sounds and/or nonverbal systems by which group members communicate with one another (i.e. French, English, and Spanish).  Language provides a common bond for individuals with the same linguistic heritage. It can also play a key role in providing a national sense of identity.  There are many forms of language whether it be spoken language or non-verbal language like sign language.

4.  There are literally thousands of languages that are known in the world today.  The greater the difference between groups, the greater the tendency towards language differences.  Some difference in language include: Bilingualism Accents Dialects (Regional, and social) Grammatical differences, (different way of spelling certain words, that have the same meaning). Bidialectcalism- the ability to speak two or more dialects. Sign language- People who are deaf use this to communicate.

5.  Nonstandard dialect: the same language but a different pronunciation from what is considered standard. An example of this would be “Black English”/“Ebonics” which is a dialect of the majority of Black Americans, though not all.  Dialects are provincial, rural, or socially distinct variety of language that differ from the standard language, especially when considered as a substandard. Dialects are usually determined by region or social class. Spoken language and dialects can even be different from school to school.

6.  Language is culturally determined and often defines who the person is in many ways.  Language, together with dialect, is usually related to one’s ethnic, geographic, gender, or class origins.

7.  On the handout given, see if you can identify for each word or phrase the language, a culture or two in which it is used, and what the word or phrase is.  See if you can figure it out individually first, and then compare and help each other in your small groups.

8.  Nonverbal communication can be just as important in the total communication process.  How we appear to others is a form of nonverbal communication and can, therefore, be considered as a part of our communication or language.  Cultural differences can have profound implications on how individuals interact nonverbally.

10.  We’re going to teach you some sign language and play sign language BINGO. Make sure to pay attention, NO TALKING!  American Sign Language (ASL) has been developed and used by persons who are deaf.  ASL is the only sign language recognized as a language in its own right, rather than a variation of spoken English. It is a scripted form of nonverbal communication.

12.  All the cultural influences and differences in language lead to an even greater diversity in the classroom.  There are many challenges this diversity creates for teachers and schools, but there are also many tools available that can aid both educators and students.  Understanding these the role of language in instruction allows for success in and out of the classroom.

13.  Characteristics of ELL students: Non-English speakers Most common ELL languages are Spanish, Vietnamese, Chinese, Korean, and French but varies by state. Often at a socioeconomic disadvantage compared to non-ELL peers. Both foreign and U.S. born (most born in the United States but with 80% of their parents born outside of the country).

15.  Most children acquire their first language naturally through constant interaction with their parents or significant others.  Knowledge of their first language plays an important role in the process of acquiring and learning a second language.  Basic interpersonal communicative skills (BICS) are adequate everyday conversational skills, but are inadequate to function in high- level academic situations.  Cognitive academic language proficiency (CALP) is higher level proficiency acquired in highly structured academic settings.

16.  Bilingual education is the use of two languages in school – by teachers or students or both – for a variety of social and pedagogical purposes.  Through proper educational programming, however, children with limited English proficiency can receive the education which they are entitled.  It is supported by federal legislation that requires schools to address the linguistic needs of their students from diverse backgrounds but it’s still debated.

17.  The ability of U.S. educators to recognize and appreciate the value of different language groups will, to some extent, determine the effectiveness of our education system.  Supporting cultural and linguistic diversity is important in education.  What are some techniques you might use in the classroom to work with students whose foundations are in different languages?

18.  Whatever the nature of the difference, make sure everyone has a way to contribute and communicate  Use alternative or augmentative communication means, such as pictures, manual signs, or voice output devices.  Understand the differences in nonverbal communications within cultures so that you do not offend anyone.

19. “Language is the road map of a culture. It tells you where its people come from and where they are going.” ‒ Rita Mae Brown