Tuesday, November 22, 2011

LANGUAGE COMPARISON PRESENTATION

Please click the link below to view my Language Comparison powerpoint presentation on Slideshare!
And thank you for any comments
you would like to leave for me!





___________________
Areas of the word where
English is spoken
___________________





Monday, November 14, 2011

Week 10 Sociolinguistics

Activity Topic 1
Activity 1: Language Variation in the US
I loved the “Can You Guess Where I Am From?” game from the Language Trainers website! Accents and dialects are a fascinating concept. Dialect can vary based on ethnicity or it can be regional. From a personal point of view IPA could be used to capture my “old” New York accent when I used to say the word “water”. I would say it like “wahduh”. Any wor that ended with –er was pronounced like –uh. My grandmother had a New England accent. We used to tease her all the time to say “park my car in the garage”. She would say it like “pahk my cah in the garahge”. I have cousins that live in the Midwest. They have an accent too. It was fun to go through and listen to the different accents depending on the region.

Activity Topic 2
Activity 1: What would you do?
After watching the video, “What Would You Do?” I was not surprised by the behavior of some of the people. I see that kind of attitude here in the Hazleton Area a lot. Many people are of the opinion that the Hispanics come here illegally and collect welfare or come to steal our jobs. I hear this kind of talk in my own school. As a teacher it is sometimes difficult when I hear comments from other teachers about certain races of our students and how certain behaviors are “typical”. I try to gauge the situation and have to make on the spot decisions about what is appropriate to respond, when and if it is appropriate to respond. I have to work with these people everyday…they are not random people in a deli so it make the situation more difficult. I have not always been one to think before I speak and if I was one of the people in that deli I know for sure I would have spoken up....loudly! In a professional work environment there is an expectation of civility that makes that type of situation different. From personal experience i have been on the receiving end of discrimination and I know what it feels like. I am from “the city” and have been treated badly by my peers because of that when I first moved to Pennsylvania as a teenager. I was called a "gangster" and teased about my funny accent. I learned that there are all kinds of discrimination, not just based on race. Many adults were even cruel to my mother at her job because she was a “city transplant”. It saddens me that the attitudes of some adults could be passed on to their children and have a negative effect on the atmosphere in my classroom. I see less of this in the children nowadays because there are now so many city people as well as a growing population of Latinos in our area but the adults are very rigid and do not like the changes in the demographic. I have to admit that the children, in my school in particular, are VERY accepting and welcoming to those that are different. We have a very diverse population and I very rarely see my kids treat each other badly because of their ethnicity or abilities/disabilities. I hope that their attitudes continue to stay this way and as their teacher I hope to be a driving influence to encourage them to do so.
Activity 2: Do you speak American?
The information on these websites were very similar to the topics discussed by O’Grady. I did find the question “Can I be fired for speaking Spanish on the job?’ to be interesting. I have gotten dirty looks and comments from colleagues when I give a command or ask a student a question using my limited Spanish speaking abilities. I would have never given a thought to someone being fired for using another language at their job! I couldn’t believe it when I read that! All of the information in these PBS links are very useful for educators that teach language because it is always good to keep up with current information. That is a benefit of the internet that it can keep up with trends and information that is always evolving.

Wednesday, November 9, 2011

Fisherman Story and Grammar Unit 9

          TOPIC 1
1. His brother bought land last winter, but sold it to the neighbor when the economy crashed. John loves fishing, but longs to be more successful. When he was feeling down, he painted his boat, “Troubled Waters,” blue and shined it up. John asked his brother what he thought of the new look, but his brother just laughed and said, “You’re always fishing for compliments.


Second part of the Fisherman Story re-written:
His brother bought land last winter. He sold it to the neighbor when the the economy was bad.  John loves fishing. He wants to be more successful. John has a boat named “Troubled Waters”. When John was feeling sad, he painted his boat blue and cleaned it up. John asked his bother what he thought of the boat's new look. John’s brother just laughed and said, “You’re always looking for compliments.”
  
2. There are several parts of this story that might be confusing for ELL’s in  regard to words being taken literally or directional words used in different ways:
The economy crashed…students might not understand that this means that he needed money because the country was having money problems.
Longs to be….might be confusing and it would have to be explained that longs for is a term used for wanting something.
Feeling down…might be taken literally and would have to be explained that this means he was sad.
Shined it up…..a student may not understand that the word up in this statement has nothing to do with direction. It would have to be explained that it means to be polished and shiny.
Fishing for compliments…….a student might take this literally and it would have to be explained that fishing means looking.
                                                                               
TOPIC 2
  1. Visual Timeline:
________John is a fisherman(simple present)________
________He hasn’t had much luck catching fish the past few weeks (Simple past)__________
________He is hoping to catch more fish tomorrow (simple future)_____________

________________X_______________________X__________________X____________
                   (Simple past)                  (Simple present)          (Simple future)
               had, past few weeks                      is                          tomorrow
 
2.       After watching the video of the TESOL Grammar experts, I do not think that grammar can be acquired through immersion alone. It should be taught through a good balance between direct instruction and immersion. Teaching grammar directly is a good way to introduce and reinforce rules. The teachers should provide opportunities for grammar instruction in an immersed environment in conversational situations and writing. The pendulum seems to swing from one belief to another in regard to teaching grammar as was noted by Keith Folse. This seems to happen a lot in educational topics. Take the phonics vs. whole language approach that has gone back and forth for years. I also like what Michael Swan said…that grammar is not just about memorizing rules. It’s about communication. That is why we need a balance in my opinion.
                                                                                      

Friday, November 4, 2011

Application Questions Week 8

#1 A good school? (Mrs. Thomas and Mrs. Rashid are both parents of students in the district where Mrs. Thomas also teaches.)

Mrs. Thomas: Johnny has Mr. Smith as a teacher next year. I hear he is an excellent teacher.
Mrs. Rashid: He's very nice.
Mrs. T: Are you happy with the school district?
Mrs. Rashid: There are many lovely people in the neighborhood.

It appears that the Maxim of Relavance has been violated by Mrs. Rashid in this dialogue. She may be signaling that she wants to end the conversation because she is not interested in the topic. It may also be that Mrs. Rashid doesn't have anything nice to say about Mr. Smith or the school district and, knowing that Mrs. Thomas works in the district, chooses to give irrevelevant answers to change the subject. And finally, it is possible there is a language barrier between Mrs. Rashid and she doesn't fully understand the questions and provides irrelevant answers because of this.

Grice's Conversational Maxims

As a teenager, I often violated the Maxim of Quantity, especially when answering questions asked by my parents. For example:
As I stand in front of my parents I tap my foot, cross my arms and don’t look either of them in the eye….
My parents: Where are you going tonight?
My reply: Just hanging around.
My parents: Who are you going with?
My reply: You know…everyone.
My parents: When do you expect to be home?
My reply: Sometime before curfew I guess.
The next day…
My parents: So where did you end up going last night?
My reply: Just hanged around.
My parents: Who all went out?
My reply: Everyone…you know.
My parents: Well we are glad you came home safe and on time.
My reply: Yeah...whatever.
I violated this maxim because as a teenager I thought I knew it all, didn’t want to have to answer to everyone and I also wanted my privacy and independence. Of course my parents just cared about me and wanted to know where I would be in case of an emergency or for safety reasons because that was their responsibility. Looking back I know I was a disrespectful brat but it was also typical teenage behavior. Of course I grew out of it and lost the chip on my shoulder!

Tuesday, October 18, 2011

Chapter 5 Application Questions Freeman and Freeman


1.       Curfew
The word curfew originates in the medieval practice of ringing a bell at a fixed time in the evening as an order to bank the hearths and prepare for sleep. It comes from the Anglo-Norman coeverfu, the equivalent of the Old French cuevre-fe, or cover fire.
 (Source: Oxford English Dictionary, 2nd Edition)

2.       Dirt Poor
This term is American in origin and dates to at least 1937. The exact reference is uncertain, but it is most likely to be evocative of the dust bowl and the extreme poverty and unclean conditions in which many had to live during the Depression.
The bit of internet lore about Life in the 1500s claims that dirt poor dates to Shakespearian England where finished floors were rare. This is false.
(Source: Oxford English Dictionary, 2nd Edition)

3.       Flying Colors
To come off with flying colors is to achieve great success. It is a military metaphor for leaving the battlefield still in possession of one’s flag. The phrase dates to the 17th century
Some claim a nautical origin for this phrase, but it appears to have got its start among armies, not navies.
(Source: Oxford English Dictionary, 2nd Edition)

4.       Hooligan
Hooligan is a variant of the Irish name Houlihan or O hUallachain, and somewhere along the line some street tough of that name left it for posterity. But the specific person whom the term originally referred to has been lost to the ages. Often suggested is a Patrick Hooligan or a Hooley gang who (separately) terrorized a section of London in the 1890s.
(Source: Oxford English Dictionary, 2nd Edition)

5.       Hysteria
The root hyster- comes from the Greek word for womb. So, the psychological disturbance termed hysteria was originally believed to be a disease of women and resulted from some disturbance in the uterus.
The adjective hysteric appears in the mid-17th century
(Source: Oxford English Dictionary, 2nd Edition)

6.       Mojo
Mojo is originally Black English, first recorded in the mid-1920s. The word mojo is common throughout the American South and the Caribbean. The meaning has always been magic, a charm or amulet, or more broadly power and influence, often sexual power, derived from such a supernatural source.
The exact origin of mojo is unknown, but it seems likely that it is African in origin. Gullah (the dialect of the South Carolina Atlantic islands) has the word moco meaning witchcraft or magic. And the Fula language of Africa has the word moco’o meaning a shaman.
(Source: Oxford English Dictionary, 3rd Edition)

7.       Martini
It is often thought that the name of this famous cocktail comes from the brand name Martini & Rossi, makers of vermouth. While the Martini & Rossi brand influenced the naming of the drink, it is not the ultimate origin.
Instead, martini is a toponym, named after its place of invention, Martinez, California (a small city northeast of San Francisco). It was originally known as the Martinez cocktail, a 1:2 mix of gin and sweet vermouth with maraschino cherry juice and bitters...the same as a Manhattan, only you substitute gin for whisky.The name had shifted to martini by 1887. By 1903, the dry martini that we are familiar with today had come into existence.
The first US trademark for Martini & Rossi was filed in 1882. The brand name certainly influenced the shift from Martinez to the modern martini.
(Source: Oxford English Dictionary, 2nd Edition)

8.       Off the Wall
The phrase off the wall, meaning wild, crazy, or eccentric is first attested to in F.L. Brown’s 1959 Trumbull Park:
We all said thanks in our own off-the-wall ways.
And:
Not that off-the-wall holy-roller kind of clapping.
There is an earlier use from 1953 in the title of a blues tune by Marion “Little Walter” Jacobs. But since this tune is instrumental with no lyrics, the sense of the title is ambiguous. It may be intended in the sense of odd, or it may literally mean something taken down from a wall.
The originating metaphor is unknown, but it likely refers to some sport, a racquet-sport like squash, or perhaps baseball, where a ball may literally be played off the wall, often with wild and unpredictable bounces.

9.       Red Tape
Red tape is excessive bureaucracy or rigid adherence to bureaucratic rules and regulations. But why tape? And why is it red? It is tradition, dating back to the 18th century, to bind government documents together using a red ribbon or tape. There is no particular reason for choosing the color red; it’s just an arbitrary choice.
The association between red tape and bureaucracy was firmly established by the 19th century.
(Source: Oxford English Dictionary, 2nd Edition)

10.   Sabotage
Sabotage comes from the French saboter and ultimately from sabot. A sabot is a wooden shoe (it can also mean a type of anti-tank ammunition). The French saboter means to make a noise with sabot, to tramp on, to destroy, especially a piece of music. Around the beginning of the 20th century, the French word began to be applied to the willful destruction of machinery in labor disputes. It is this sense that transferred to English
It is commonly suggested by some that this term for wanton destruction derives from striking workers throwing wooden shoes, or sabot, into machinery in order to destroy it. This belief was popularized when it was repeated in one of the Star Trek movies, but is not substantiated by the evidence. The word does indeed come from sabot, but the etymology is a bit more subtle.
(Source: Oxford English Dictionary, 2nd Edition)

#4


Phonetic Demand
Semantic Demand
Etymological Demand
hat

sign/signal

Assassin (Muslim)
tin
crumb/crumble

Quarantine (French)
cop
autumn/autumnal

Pedigree (French)
sun
symbol/symbolic
Hazard (Arabic)
set
medicine/medical
Telephone (Greek)






#8

Words ending in
-ge
Words ending in
-dge
Indulge
Bulge

Large
Barge

Rage
Cage
Sage
Age
Wage

Hinge
Singe

Lunge
Plunge
Sponge

Badge

Dodge

Bridge
Ridge
Fridge

Hedge
Pledge
Wedge
Ledge

Fudge
Budge
Nudge
Smudge
Grudge


It appears that in most case is a consonant comes after a short vowel sound then /d/ is not used like in barge.
Also when the vowel is long /d/ is not used like in cage.
When the vowel is short and no consonant follows then the /d/ is used like in wedge.
There seems to be a consistent pattern.

Sunday, October 9, 2011

Application Questions

5. Each phoneme in any language is a group of sounds called phones. The phones that make up one phoneme are called allophones meaning “all the phones” (Freeman, p. 87). The phoneme /p/ has two types of allophones. One type is aspirated allophones /pʰ/ like /pʰɪn/, , where an extra puff of air is produced as the sound is released. The second allophone is non-aspirated like in /spɪn/.
Adults are good at ignoring allophonic variations as they listen to a language they speak well; they might have difficulty in perceiving the phonemes in a target language. (Freeman, p.90)

6. Dialect study is fascinating...its true. I know from first hand experience how dialect can effect how a person is accepted or not accepted by a particular group. When I first moved to Pennsylvania from Queens, New York in 1993 I had a very difficult time. I was in Junior High school, and children that age can be brutal! I was tortured by my new classmates for how I spoke. Most words that ended in -er were pronounced like -uh at the end among other differences. Words for things in Pennsylvania are a little funny too. People say "crick" instead of "creek" and "pitz" instead of "pizza". I would say pocketbook, PA people say purse. I say hero they say hoagie.  After a few years I subconciously lost most of my New York dialect and conformed to my peers. I do find my accent comes back when I am talking with my New York family members or when I get really mad. My husband teases me! My parents (God rest them both) never lost their New York dialects. My mother had a hard time at work as a nurse sometimes. Her co-workers were cruel to her and would speak badly of "the city people" right in front of her. My father never mentioned any issues at his job. I have heard of classes in dialect reduction. Some people think a twangy southern dialect sounds unintelligent. I think if a dialect is so strong that it interferes with communication then it is any private company's right to require classes to reduce dialect. I don't think there should be a standard dialect though and attempting to develop one is unrealistic, especially with people from foreign countries etc. all over the U.S.

Friday, October 7, 2011

MINIMAL PAIRS

Minimal pairs are pairs of words that differ by just one phenome.
Examples:
                                         pen and pan
                                      /pɛn/ and /pæn/
                                                or
                                        hat and had

                                  /hæt/and /hæd/


Practicing minimal pairs can help students recognize small differences in pronunciation between words. This activity can be used with any grade level or ESL students needing practice with pronunciation.

Objective: Students will practice pronouncing minimal pairs in order to improve recognition and pronunciation of words in collaborative groups.

Preparation: The teacher will create about 25 sets of minimal pair cards. The sets will be divided up on 5 differents color sheets of paper. For example 5 sets will be on blue paper, 5 on green, 5 on yellow, 5 on red, and 5 on orange paper. (Laminate the cards so they last longer)The teacher will adhere a small magnetic strip to the back of the cards so they stick to the board.

Activity:
  • The teacher will divide students into groups of three or four. Name each group. To make it simple we will call them groups A-E.
  • The teacher will write examples of minimal pairs on the board. The teacher will demonstrate the proper pronunciation of the minimal pairs written on the board by reading them aloud to the class. The teacher will encourage students to try to share other sets of their own and the teacher will write them on the board too. (One minute)
  • The teacher will give each group 10 cards, 2 of each color (but be sure there are no matches within one group.)
  • The teacher will have each group take turns putting cards on the board one group at a time. For example: Group A goes first and puts a blue card on the board. Then groups B-E must look at their blue cards and the group with the matching card will place their card next to it. Then Group B gets a turn and puts an orange card up. Then groups A, C-E must look to see if their group has the matching orange card.
  • Once all the groups have had a turn and the board is filled with the pairs, the teacher and the groups can talk about why each pair is a minimal pair, for example final consonant, initial consonant or vowel.
I think this activity is a great way to keep students' attention and get them working collaboratively in groups. The length of time for this activity can be adjusted by changing the size of the groups or number of cards.



Monday, September 12, 2011

ESL 502

This is my first blog. I have never done this before. I will use this blog to post various assignments for the  ESL 502 course.