LZM1 TASK 3: SOCIOLINGUISTICS & DIALECTS

LZM1 TASK 3: SOCIOLINGUISTICS & DIALECTS

LZM1 TASK 3: SOCIOLINGUISTICS & DIALECTS

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LPA1 Task 3 Handout . LZM1 TASK 3: SOCIOLINGUISTICS & DIALECTS

• April 6, 2020 launch date
• Task Code, LZM1

The Dialect Essay

Handout Table of Contents

Pgs. 1-2, Summary of directions and Course Instructor advice for Part A

Pgs. 2-3, Summary of directions and Course Instructor advice for Part B

Pgs. 3-4, Summary of directions and Course Instructor advice for Part C

Pgs. 4-5 Summary of directions and Course Instructor advice for Part D

Pgs. 5-6 Summary of directions and Course Instructor advice for Part E

Pg. 6, Supplemental Links- for help citing websites, and additional readings

Tips 

*See examples of dialects and creoles for this task under Instructor Advice for Part B.

**A good target length for this paper is 7-9 pages total. LZM1 TASK 3: SOCIOLINGUISTICS & DIALECTS

Summary of Directions for Part A

*This is a summary only.  Be sure to consult the actual directions in the Assessments tab!*

1. Explain what a standard form of a language is and what dialects and creoles are–briefly.

 

A1. Discuss some difficulties or limitations speakers of non-standard English dialects may encounter when interacting with school personnel- including teachers.

 

Course Instructor Advice for Part A

 

1. Study the course topic Acquiring Language Variants- both Read sections.
2. The Diversity Kit (you read from it in CUA1, use the Language section) also has information on standard language and dialects.

 

A1. Here’s what you need to write about: The issue here is that learners who speak a dialect of English–like African-American English or Chicano English–might make errors in their standard English usage because of their language variety. Some learners who speak African-American English, for example, have lots of access to Standard American English, too, so they can switch back and forth very easily. But some people have very little access to the standard and this can hurt them academically. These are the learners who may wind up doing poorly academically and might even get labeled, mistakenly, for special education services (you may recall from your readings for task 1 that one of Jim Cummins concerns is teachers making assumptions about their students’ intelligence based solely on their speaking a different dialect). What lots of these students need is some language reinforcement so they can become proficient at using Standard American English (for learners in the U.S., of course). It’s very important, however, for learners and teachers to understand that being fluent in the standard and in a dialect does not mean having to give up one’s linguistic and cultural identity. This can be an enormous fear of a dialect speaker who is being pushed to learn the standard. Teachers need to be very sensitive to this.

 

Another example would be a learner who comes from another country where English is spoken as a first language–like one of the islands in the Caribbean or India…or Scotland–but their English (their Standard English) might be quite different from Standard American English. Teachers might assume that the student speaks English as a second language…well, no, the student speaks a different English! The student might still need support with language as he or she becomes more adept at using Standard American English in an American school. LZM1 TASK 3: SOCIOLINGUISTICS & DIALECTS

Additionally, teachers need to understand that the standard is not some static, unchanging, perfect form of the language. Language is fluid and dynamic. Many of us hold very deep prejudices about what counts as “good” or “proper” English…and often we hold these views because we have been taught to be afraid of making mistakes with language. Remember back to the first task of CUA1…language and culture and identity go together…we judge one another based on our language usage, thus, we all have a lot of identity riding on how and what we speak.

Summary of Directions for Part B

*This is a summary only.  Be sure to consult the actual directions in your Assessments tab!*

Very easy: simply write a sentence or two stating which two dialects or creoles you will be researching and writing about. These should be non-standard varieties of English.

Course Instructor Advice for Part B

African American English and Chicano English are easy choices because there is information about them in An Introduction to Language. However, please consider choosing other varieties that you may encounter in your school, such as Indian English, Nigerian English, Philippine English, Singaporean English, etc. Our two famous creoles in the U.S. are the French Creole in Louisiana, and the Hawaiian Creole, but you might also encounter a Caribbean Creole, Haitian Creole, or others.

 

Summary of Directions for Part C

*This is a summary only.  Be sure to consult the actual directions in your Assessments tab!*

 

1. As you approach this section, think about the dialects from a linguistic aspect.

 

C1. Discuss two specific linguistic similarities and two linguistic differences between SAE and each of your dialects or creoles.

 

C1a. Discuss how both the similarities and differences affect further learning in SAE, especially in writing. For example, does sharing a similar syntax and alphabet help a student with comprehension while learning new content material?

 

C2. Discuss some ways a teacher can address or help students to overcome the language problems presented by these similarities and differences.  Do this for each of the dialects or creoles separately. LZM1 TASK 3: SOCIOLINGUISTICS & DIALECTS

Course Instructor Advice for Part C

 

1. Features of Dialects: 

Let me give you an example of how you do this. First, pick several language features of each of your dialects. Write down how the features work, compare them to Standard American English (SAE). Explain how this can impact students’ learning of SAE.

 

This is only an example- you must find your own information and write it up yourself!:

 

Like most dialects, African American English has its own pronunciation, word construction, and syntax patterns. There are many features of this dialect, but for the purposes of this essay, I will describe X, Y, and Z (X, Y, and Z=CHOOSE 3 OR 4 FEATURES).

            The first feature is syntactic and deals with the deletion of the verb “be.” In African American English “be” is often removed in places where it would be used in SAE (Fromkin, Rodman, & Hyams, 2007). For example, in African American English one would say: He happy.  But in SAE, one would say: He is happy.

 

Do this for all of your features.

 

*You can find useful information for some dialects in An Introduction to Language, ed 11, chapter 7.  The following websites also have linguistic information that you can use for many, many languages, including Hawaiian Creole, Haitian Creole, and more:

Languages AZ

 

Multicultural Topics in Communications Sciences & Disorders | Languages

 

We don’t recommend Wikipedia very often as a reliable source, but here is a good example of English dialect differences using the IPA (International Phonetic Alphabet):

International Phonetic Alphabet chart for English dialects

 

C1a. Effect of Dialects and/or Creoles on Learning English . LZM1 TASK 3: SOCIOLINGUISTICS & DIALECTS

Explain whether speaking a dialect can make it difficult to learn SAE if the dialect varies a lot from SAE. Some dialects are not very different from SAE, and some features of a dialect might be similar to the standard. For example, in African American English, there are a lot of words and grammatical (syntactic) patterns that are similar. Students who speak African American English, for example, usually have exposure to SAE, but, depending on their family or home community, might not speak it much themselves. What happens is that they start writing what they hear, and what they hear is dialect and this holds them back with their school work (because the expectation is that academic English will be in SAE). For example, in African American English (and in many, many other English varieties), words that end in “-ing” are often shortened to “-in.” Instead of “running” many people say “runnin.”  I say this myself, but I know that when I write I need to write out “running” with the “g.”  Kids who grow up speaking a dialect, and who are not familiar with the standard, will not do this—they don’t know the standard well enough to distinguish between standard and dialect. For this section of your paper, give a couple of examples of how learners’ writing might reflect difficulties with writing in the standard. One caveat: Do not assume that every speaker of a dialect will have these issues. Some children are fortunate enough to be in situations where they are quite fluent in several varieties of English.

 

C2. Possible Ways to Address or Overcome Problems 

Address ways a teacher can address problems students face in learning Standard American English because of the similarities or differences of their dialect or language to SAE.  This can be written as its own section of the paper following C and C1, you might consider referring to part E1 if it works for your paper. The article Teaching Standard American English Using the Language of African American Vernacular English gives many useful ideas to help you get started, as well as these two:

 

• Wheeler, R. S., & Swords, R. (2004). Codeswitching: Tools of Language and Culture Transform the Dialectally Diverse Classroom. Retrieved from http://www.ncte.org/library/NCTEFiles/PD/Consulting/WheelerLAJuly2004.pdf?origin=publication_det

 

• Blundon, P. H. (2016). Nonstandard dialect and education achievement:  Potential implications for First Nations students.  Canadian Journal of Speech-Language Pathology and Audiology, 40(3).  Retrieved from  https://cjslpa.ca/files/2016_CJSLPA_Vol_40/No_03/CJSLPA_2016_Vol_40_No_3_Blundon_218-231.pdf

 

• Clyde, J. (2005).  Teaching Standard American English Using the Language of African American Vernacular English.  Language Arts Journal of Michigan. 21(2).  Retrieved from https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1201&context=lajm

 

Summary of Directions for Part D

*This is a summary only.  Be sure to consult the actual directions in your Assessments tab!*

 

Identify at least five resources you could recommend to another teacher who wants to know more about specific linguistic traits of SAE, these dialects or creoles, or both. Include the title and describe the information each resource provides for each of these dialects or creoles.

 

Course Instructor Advice for Part D

 

Teacher Resources 

For this section, consider that ELL teachers (all teachers really) need to know more about English in all its forms. They need to understand how the standard functions and how dialects (non-dominant varieties) shape who we are. Teachers can educate themselves with a number of resources.

List five books and/or good websites that teachers can use to learn more about SAE and/or the two dialects you have chosen. You are welcome to use any resources from the course as well as Searching the WGU library,or bringing in outside sources. You can look up any number of books on Amazon. LZM1 TASK 3: SOCIOLINGUISTICS & DIALECTS

 

• You do not need to have used these books in your paper—this is just a listing of useful resources for teachers.
• Make sure you put the information for the book (or other source) in APA format, just like you would in the references list. AND add a sentence or two on what the book is good for (e.g., This textbook provides information on the features of Standard American English.) This section is akin to providing a miniature annotated bibliography in the middle of your paper.
• These will be academic or informative resources.
• You can find examples starting on page 7 below.

Summary of Directions for Part E

*This is a summary only.  Be sure to consult the actual directions in your Assessments tab!*

 

Identify two resources a teacher can incorporate into a classroom to help students who speak non-standard varieties of English to develop competence in SAE.  Explain how each resource will help students understand the value of and gain access to using SAE.

Course Instructor Advice for Part E

 

Student Resources

These are completely different resources from what you have for Part D.  Think of supplements to the curriculum, picture books or novels with characters from the dialect background, and who use the dialect when they talk. There may be workbooks, websites, or audio programs designed for more prevalent dialects.  See the explanation below and get creative!

 

For this section, keep in mind that the aim of teaching kids SAE is not to make them give up their dialect or variety of English. Learners should not feel belittled or disrespected, but they should be taught that learning SAE is another set of useful skills. Think about this: Let’s say you have kids in your class who speak Chicano English. They might equate SAE with white Americans, and if the kids have feelings of animosity for white people, then they will probably not be very keen on learning SAE (I don’t wanna talk white!). As a teacher, you have to find a middle way—learning SAE is not about selling out to white America, and it doesn’t have to threaten to erase a learner’s cultural and linguistic identity—it may take some work to explain this, and it requires trust and empathy between the students and teacher. Language is a gatekeeper. When learners can use their own variety of English AND the standard, they control language—language doesn’t control them.

 

Next, you need to find two good resources that you can use with your students. These resources should be things that will help them learn and practice SAE, and learn to appreciate and recognize the differences between a dialect and SAE. AND THEN, you must explain how you will use these resources in your essay. Make sure to cite these resources and include them in your references list. LZM1 TASK 3: SOCIOLINGUISTICS & DIALECTS

• You can find examples starting on page 8 below.

 

Supplement Section

 

How to Cite Something You Found on a Website in APA Style ←Click!

This is a very helpful article to help you figure out how to cite those websites that present citing challenges!

 

Supplemental Motivational Thought-

Students from different cultural and dialect/language backgrounds may find socially constructed walls between them.  Here are 3 ways teachers can put cracks in those walls to develop cross-cultural communication:

1. Learn about each other (“the other”).  Our biggest challenge as educators is to show students that the world isn’t “us and them”.
2. Get them doing something together (donate blood, play soccer, do a service project), they focus on the game and see each other as teammates.
3. Experiential education- experience the life of others, get tourists involved with locals, “expose students to something outside the classroom” so they “come back with an experience, not just information.”

 

Additional sources If you would like to read more about dialects and creoles:

 

Adger, C.T. (2006).  Issues and implications of English dialects for teaching English as a second language. TESOL Professional Papers #3. Retrieved from https://memoiries.weebly.com/uploads/3/7/4/8/3748837/english_varieties.pdf

 

Blundon, P. H. (2016). Nonstandard dialect and education achievement:  Potential implications for First Nations students.  Canadian Journal of Speech-Language Pathology and Audiology, 40(3).  Retrieved from  https://cjslpa.ca/files/2016_CJSLPA_Vol_40/No_03/CJSLPA_2016_Vol_40_No_3_Blundon_218-231.pdf    (p. 225)

(You can also find this in WGU’s library: Click on the How Do I? tab> Find a Journal by name> type in the search box: Canadian Journal of Speech-Language Pathology.)

 

For help understanding standard language varieties (like SAE), dialects, pidgins, and creoles, read clear descriptions and examples in this informative article: Click!→  Languages, Dialects, Pidgins and Creoles. 

 

Sample Resources for Teachers

 

Adger, C.T. (2006). Issues and implications of English dialects for teaching

English as a second language. TESOL Professional Papers #3.  (This is in the WGU ebrary in the E-Reserves, under LPA1 as the course).

 

Helmer & Eddy, Look at Me When I Talk to You. (This is in the WGU ebrary in the Ebrary Full Text E-books section).

 

Center for Applied Linguistics has helpful pages on many dialects, including African American English, Spanish, and Native American language dialects. On the Home page, type the group you are researching the the Search box:  http://www.cal.org/

 

Appenzeller, T. & Brennan, K. (2015). Chicano English.  Portland State University.  Retrieved from https://www.pdx.edu/multicultural-topics-communication-sciences-disorders/chicano-english

 

Rules of African American Language, http://nachalooman.wordpress.com/2010/10/06/the-rules-of-african-american-language/, is also a helpful site.  LZM1 TASK 3: SOCIOLINGUISTICS & DIALECTS

 

African American English:

Renee, A. (2010). The Rules? of African American Language.  Retrieved from http://nachalooman.wordpress.com/2010/10/06/the-rules-of-african-american-language/

 

Rickford, J. (n.d.). What is Ebonics (African American English)? Retrieved from https://www.linguisticsociety.org/content/what-ebonics-african-american-english

 

Haitian Creole: https://www.pdx.edu/multicultural-topics-communication-sciences-disorders/haitian-creole

 

MacNeil Lehrer Productions (2005a).  Educator Training/Development: Do You Speak American?  Retrieved from  http://www.pbs.org/speak/education/training/

 

MacNeil Lehrer Productions (2005b).  Talking with Mi Gente:  The Distinctive Dialect of Chicano English.  Retrieved from  http://www.pbs.org/speak/education/training/

 

Adger, C.T. (2006).  Issues and implications of English dialects for teaching English as a second language. TESOL Professional Papers #3. Retrieved from https://memoiries.weebly.com/uploads/3/7/4/8/3748837/english_varieties.pdf

(This is in the WGU ebrary in the E-Reserves, under LPA1 as the course).

 

Sample Resources for Students

Websites:

 

http://www.eslgame.com/

www.daveseslcafe.com

 

http://www.englishlearner.com/online/index.html

 

Learn American English on line http://www.learnamericanenglishonline.com/ is dedicated to enhancing the learning of American English through seven levels of instruction through which the students proceed in order.

 

http://www.pbs.org/speak/seatosea/americanvarieties/midwest/

Jamaica:

http://www.edu-cyberpg.com/Literacy/jamaica.asp

http://debate.uvm.edu/dreadlibrary/herbold.html

 

Singapore:  http://www.une.edu.au/langnet/definitions/singlish.html

 

A variety of Creoles:  https://www.teacherspayteachers.com/Browse/Search:creole

 

Books:

Mr. Christmas, by Trade Martin (Chicano English)

Do You Speak American?  -Talking with Mi Gente

Po’ Boy Blues, by Langston Hughes (African American English)

Mirandy and Brother Wind

LZM1 TASK 3: SOCIOLINGUISTICS & DIALECTS

 

Here are a few more ideas that would be acceptable to be used with students and in the classroom.

 

-Web sites that the students can use to learn or practice standard American English (take a look into Dave’s ESL Café, there are even pages on there that would work)

 

-Language Dictionaries between the students’ dialect or creole and standard English (you might be surprised at how many there are).  Also, there are lots of books and stories that might incorporate some of the dialect, but still be written in mostly proper English, or include aspects of culture.

 

-Something you find in one of Larry Ferlazzo’s sites: http://larryferlazzo.edublogs.org/,  https://www.edutopia.org/profile/larry-ferlazzo, or http://larryferlazzo.edublogs.org/about/my-best-of-series/

 

-People are a wonderful resource, can you think of any people who would come to a class?  (I have been a Spanish teacher, so I have gone into many of my own children’s elementary school classes to lead an activity or read a picture story in Spanglish, always at the teacher’s request and with the objective of teaching a little Spanish or pulling in the Spanish-speaking students as they become the experts-you’d need something different for this assignment, but this is an example to get you thinking)

 

-Music or celebrities, who might come from the same culture, but sing/write/act/do business/sports/politics, etc. in English.  This would be a source of inspiration for students from that background, and help to bridge any negative stereotypes that the other students may have been exposed to.

 

This should give you more than enough ideas to go ahead with.  Just remember that for this task you need resources that you can cite, instead of your own great ideas or activities (so jot those down elsewhere to use in the classroom).  Also, along with mentioning the resources, explain their value, show how they fit into other research you refer to or can bring in here.

 

Still More ideas

 

If you are having difficulty finding sufficient resources that could help students develop competence in  Standard American English and the identified dialects.  I’m a big proponent of using authentic texts because the language is more natural and the content is usually informative and engaging.  Students love magazines!  Motivos, Chicagirl, Cricket (in Spanish) Iguana, and Skipping Stones are either Spanish-language, bilingual, or multicultural magazines that feature poetry, non-fiction, and short stories in a compelling manner.  Depending on the proficiency level of the students, teachers can read a selection or students can read short passages as a class.  A discussion of how a passage or entire text might be re-written in the dialect can ensue.  It’s even fun to write one paragraph in Standard English and the next paragraph in the specific dialect.  Students are performing a critical language analysis as they reflect on the rules that govern the grammar and vocabulary of Standard American English and the dialect.

 

For older students, you might also find blogs with poetry and biographical pieces, young adult short stories, or novels that feature code-switching (use of both Standard English and a dialect) within the same text.  You can use these texts to draw attention to how the writer is competent in his/her native dialect and Standard English.  Check out  http://www.colorincolorado.org/  and the National Association of Multicultural Education http://nameorg.org/ for more ideas.  The International Reading Association http://www.reading.org/ provides lots of tips on ways to improve student literacy for ELLs.

 

Another idea is to use taped speeches of African-Americans and Chicano-Americans who intersperse AAE and Chicano-English into their discourse.  Listening to the speech and analyzing the transcript will instill pride in students as they see their home language use represented. Students might then be invited to write their own short speeches on a specific topic and tailor their language choice to a particular audience.  Are you familiar with spoken word performances or poetry slams?  This performance art has skyrocketed in popularity.  Students/Artists write their own poetry and perform it live. Many of the students write in both their own dialect and academic English.  You can do an internet search and find lots of videos/examples.  This might work better with older students. LZM1 TASK 3: SOCIOLINGUISTICS & DIALECTS

References page, in APA format:

 

• WGU Writing Center:    https://my.wgu.edu/success-centers/writing-center
• How to cite sources:   https://cm.wgu.edu/t5/Writing-Center-Knowledge-Base/How-to-Cite-Sources-The-Big-Four/ta-p/2199
• APA FAQs:  https://wgu.adobeconnect.com/_a814884580/apafaq
• Sample APA Report:  https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/documents/20200128APA7StudPaper.pdf

 

(You do not need an abstract.)

 

Teaching Channel: How to Cite Videos

LPA1 Task 3 Handout • April 6, 2020 launch date • Task Code, LZM1 The Dialect Essay Handout Table of Contents Pgs. 1-2, Summary of directions and Course Instructor advice for Part A Pgs. 2-3, Summary of directions and Course Instructor advice for Part B Pgs. 3-4, Summary of directions and Course Instructor advice for Part C Pgs. 4-5 Summary of directions and Course Instructor advice for Part D Pgs. 5-6 Summary of directions and Course Instructor advice for Part E Pg. 6, Supplemental Links- for help citing websites, and additional readings Tips *See examples of dialects and creoles for this task under Instructor Advice for Part B. **A good target length for this paper is 7-9 pages total. Summary of Directions for Part A *This is a summary only. Be sure to consult the actual directions in the Assessments tab!* A. Explain what a standard form of a language is and what dialects and creoles are–briefly.

A1. Discuss some difficulties or limitations speakers of non-standard English dialects may encounter when interacting with school personnel- including teachers. Course Instructor Advice for Part A A. Study the course topic Acquiring Language Variants- both Read sections. B. The Diversity Kit (you read from it in CUA1, use the Language section) also has information on standard language and dialects. A1. Here’s what you need to write about: The issue here is that learners who speak a dialect of English–like African-American English or Chicano English–might make errors in their standard English usage because of their language variety. Some learners who speak AfricanAmerican English, for example, have lots of access to Standard American English, too, so they can switch back and forth very easily. But some people have very little access to the standard and this can hurt them academically. These are the learners who may wind up doing poorly academically and might even get labeled, mistakenly, for special education services (you may recall from your readings for task 1 that one of Jim Cummins concerns is teachers making assumptions about their students’ intelligence based solely on their speaking a different dialect). What lots of these students need is some language reinforcement so they can become proficient at using Standard American English (for learners in the U.S., of course).

It’s very important, however, for learners and teachers to understand that being fluent in the standard and in a dialect does not mean having to give up one’s linguistic and cultural identity. This can be an enormous fear of a dialect speaker who is being pushed to learn the standard. Teachers need to be very sensitive to this. Another example would be a learner who comes from another country where English is spoken as a first language–like one of the islands in the Caribbean or India…or Scotland–but their English (their Standard English) might be quite different from Standard American English. Teachers might assume that the student speaks English as a second language…well, no, the student speaks a different English! The student might still need support with language as he or she becomes more adept at using Standard American English in an American school. Additionally, teachers need to understand that the standard is not some static, unchanging, perfect form of the language. Language is fluid and dynamic. Many of us hold very deep prejudices about what counts as “good” or “proper” English…and often we hold these views because we have been taught to be afraid of making mistakes with language. Remember back to the first task of CUA1…language and culture and identity go together…we judge one another based on our language usage, thus, we all have a lot of identity riding on how and what we speak. Summary of Directions for Part B *This is a summary only. Be sure to consult the actual directions in your Assessments tab!* Very easy: simply write a sentence or two stating which two dialects or creoles you will be researching and writing about. LZM1 TASK 3: SOCIOLINGUISTICS & DIALECTS

These should be non-standard varieties of English. Course Instructor Advice for Part B African American English and Chicano English are easy choices because there is information about them in An Introduction to Language. However, please consider choosing other varieties that you may encounter in your school, such as Indian English, Nigerian English, Philippine English, Singaporean English, etc. Our two famous creoles in the U.S. are the French Creole in Louisiana, and the Hawaiian Creole, but you might also encounter a Caribbean Creole, Haitian Creole, or others. Summary of Directions for Part C *This is a summary only. Be sure to consult the actual directions in your Assessments tab!* C. As you approach this section, think about the dialects from a linguistic aspect. C1. Discuss two specific linguistic similarities and two linguistic differences between SAE and each of your dialects or creoles. C1a. Discuss how both the similarities and differences affect further learning in SAE, especially in writing. For example, does sharing a similar syntax and alphabet help a student with comprehension while learning new content material? C2. Discuss some ways a teacher can address or help students to overcome the language problems presented by these similarities and differences. Do this for each of the dialects or creoles separately. Course Instructor Advice for Part C C. Features of Dialects: Let me give you an example of how you do this. First, pick several language features of each of your dialects. Write down how the features work, compare them to Standard American English (SAE). Explain how this can impact students’ learning of SAE. This is only an example- you must find your own information and write it up yourself!: Like most dialects, African American English has its own pronunciation, word construction, and syntax patterns. There are many features of this dialect, but for the purposes of this essay, I will describe X, Y, and Z (X, Y, and Z=CHOOSE 3 OR 4 FEATURES).

The first feature is syntactic and deals with the deletion of the verb “be.” In African American English “be” is often removed in places where it would be used in SAE (Fromkin, Rodman, & Hyams, 2007). For example, in African American English one would say: He happy. But in SAE, one would say: He is happy. Do this for all of your features. *You can find useful information for some dialects in An Introduction to Language, ed 11, chapter 7. The following websites also have linguistic information that you can use for many, many languages, including Hawaiian Creole, Haitian Creole, and more: Languages AZ Multicultural Topics in Communications Sciences & Disorders | Languages We don’t recommend Wikipedia very often as a reliable source, but here is a good example of English dialect differences using the IPA (International Phonetic Alphabet): International Phonetic Alphabet chart for English dialects C1a. Effect of Dialects and/or Creoles on Learning English Explain whether speaking a dialect can make it difficult to learn SAE if the dialect varies a lot from SAE. Some dialects are not very different from SAE, and some features of a dialect might be similar to the standard. For example, in African American English, there are a lot of words and grammatical (syntactic) patterns that are similar. Students who speak African American English, for example, usually have exposure to SAE, but, depending on their family or home community, might not speak it much themselves. What happens is that they start writing what they hear, and what they hear is dialect and this holds them back with their school work (because the expectation is that academic English will be in SAE). For example, in African American English (and in many, many other English varieties), words that end in “-ing” are often shortened to “-in.” Instead of “running” many people say “runnin.” LZM1 TASK 3: SOCIOLINGUISTICS & DIALECTS

I say this myself, but I know that when I write I need to write out “running” with the “g.” Kids who grow up speaking a dialect, and who are not familiar with the standard, will not do this—they don’t know the standard well enough to distinguish between standard and dialect. For this section of your paper, give a couple of examples of how learners’ writing might reflect difficulties with writing in the standard. One caveat: Do not assume that every speaker of a dialect will have these issues. Some children are fortunate enough to be in situations where they are quite fluent in several varieties of English. C2. Possible Ways to Address or Overcome Problems Address ways a teacher can address problems students face in learning Standard American English because of the similarities or differences of their dialect or language to SAE. This can be written as its own section of the paper following C and C1, you might consider referring to part E1 if it works for your paper. The article Teaching Standard American English Using the Language of African American Vernacular English gives many useful ideas to help you get started, as well as these two: • Wheeler, R. S., & Swords, R. (2004). Codeswitching: Tools of Language and Culture Transform the Dialectally Diverse Classroom. Retrieved from http://www.ncte.org/library/NCTEFiles/PD/Consulting/WheelerLAJuly2004.pdf?origin=public ation_det • Blundon, P. H. (2016). Nonstandard dialect and education achievement: Potential implications for First Nations students. Canadian Journal of Speech-Language Pathology and Audiology, 40(3). Retrieved from https://cjslpa.ca/files/2016_CJSLPA_Vol_40/No_03/CJSLPA_2016_Vol_40_No_3_Blu ndon_218-231.pdf

• Clyde, J. (2005). Teaching Standard American English Using the Language of African American Vernacular English. Language Arts Journal of Michigan. 21(2). Retrieved from https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1201&context=lajm

Summary of Directions for Part D *This is a summary only. Be sure to consult the actual directions in your Assessments tab!* Identify at least five resources you could recommend to another teacher who wants to know more about specific linguistic traits of SAE, these dialects or creoles, or both. Include the title and describe the information each resource provides for each of these dialects or creoles. Course Instructor Advice for Part D Teacher Resources For this section, consider that ELL teachers (all teachers really) need to know more about English in all its forms. They need to understand how the standard functions and how dialects (non-dominant varieties) shape who we are. Teachers can educate themselves with a number of resources. List five books and/or good websites that teachers can use to learn more about SAE and/or the two dialects you have chosen. You are welcome to use any resources from the course as well as Searching the WGU library,or bringing in outside sources. You can look up any number of books on Amazon. • • • • You do not need to have used these books in your paper—this is just a listing of useful resources for teachers. Make sure you put the information for the book (or other source) in APA format, just like you would in the references list. AND add a sentence or two on what the book is good for (e.g., This textbook provides information on the features of Standard American English.) This section is akin to providing a miniature annotated bibliography in the middle of your paper. These will be academic or informative resources. You can find examples starting on page 7 below.

Summary of Directions for Part E *This is a summary only. Be sure to consult the actual directions in your Assessments tab!* Identify two resources a teacher can incorporate into a classroom to help students who speak non-standard varieties of English to develop competence in SAE. Explain how each resource will help students understand the value of and gain access to using SAE. Course Instructor Advice for Part E Student Resources These are completely different resources from what you have for Part D. Think of supplements to the curriculum, picture books or novels with characters from the dialect background, and who use the dialect when they talk. There may be workbooks, websites, or audio programs designed for more prevalent dialects. See the explanation below and get creative! For this section, keep in mind that the aim of teaching kids SAE is not to make them give up their dialect or variety of English. Learners should not feel belittled or disrespected, but they should be taught that learning SAE is another set of useful skills. Think about this: Let’s say you have kids in your class who speak Chicano English. They might equate SAE with white Americans, and if the kids have feelings of animosity for white people, then they will probably not be very keen on learning SAE (I don’t wanna talk white!). As a teacher, you have to find a middle way—learning SAE is not about selling out to white America, and it doesn’t have to threaten to erase a learner’s cultural and linguistic identity—it may take some work to explain this, and it requires trust and empathy between the students and teacher. Language is a gatekeeper. When learners can use their own variety of English AND the standard, they control language—language doesn’t control them. Next, you need to find two good resources that you can use with your students. LZM1 TASK 3: SOCIOLINGUISTICS & DIALECTS

These resources should be things that will help them learn and practice SAE, and learn to appreciate and recognize the differences between a dialect and SAE. AND THEN, you must explain how you will use these resources in your essay. Make sure to cite these resources and include them in your references list. • You can find examples starting on page 8 below. Supplement Section How to Cite Something You Found on a Website in APA Style ←Click! This is a very helpful article to help you figure out how to cite those websites that present citing challenges! Supplemental Motivational ThoughtStudents from different cultural and dialect/language backgrounds may find socially constructed walls between them. Here are 3 ways teachers can put cracks in those walls to develop cross-cultural communication: 1. Learn about each other (“the other”). Our biggest challenge as educators is to show students that the world isn’t “us and them”. 2. Get them doing something together (donate blood, play soccer, do a service project), they focus on the game and see each other as teammates. 3. Experiential education- experience the life of others, get tourists involved with locals, “expose students to something outside the classroom” so they “come back with an experience, not just information.” Additional sources If you would like to read more about dialects and creoles:

Adger, C.T. (2006). Issues and implications of English dialects for teaching English as a second language. TESOL Professional Papers #3. Retrieved from https://memoiries.weebly.com/uploads/3/7/4/8/3748837/english_varieties.pdf Blundon, P. H. (2016). Nonstandard dialect and education achievement: Potential implications for First Nations students. Canadian Journal of Speech-Language Pathology and Audiology, 40(3). Retrieved from https://cjslpa.ca/files/2016_CJSLPA_Vol_40/No_03/CJSLPA_2016_Vol_40_No_3_Blundo n_218-231.pdf (p. 225) (You can also find this in WGU’s library: Click on the How Do I? tab> Find a Journal by name> type in the search box: Canadian Journal of Speech-Language Pathology.) For help understanding standard language varieties (like SAE), dialects, pidgins, and creoles, read clear descriptions and examples in this informative article: Click!→ Languages, Dialects, Pidgins and Creoles. Sample Resources for Teachers Adger, C.T. (2006). Issues and implications of English dialects for teaching English as a second language. TESOL Professional Papers #3. LZM1 TASK 3: SOCIOLINGUISTICS & DIALECTS

(This is in the WGU ebrary in the E-Reserves, under LPA1 as the course). Helmer & Eddy, Look at Me When I Talk to You. (This is in the WGU ebrary in the Ebrary Full Text E-books section). Center for Applied Linguistics has helpful pages on many dialects, including African American English, Spanish, and Native American language dialects. On the Home page, type the group you are researching the the Search box: http://www.cal.org/ Appenzeller, T. & Brennan, K. (2015). Chicano English. Portland State University. Retrieved from https://www.pdx.edu/multicultural-topics-communication-sciences-disorders/chicanoenglish Rules of African American Language, http://nachalooman.wordpress.com/2010/10/06/the-rulesof-african-american-language/, is also a helpful site. African American English: Renee, A. (2010). The Rules? of African American Language. Retrieved from http://nachalooman.wordpress.com/2010/10/06/the-rules-of-african-american-language/ Rickford, J. (n.d.). What is Ebonics (African American English)? Retrieved from https://www.linguisticsociety.org/content/what-ebonics-african-american-english Haitian Creole: https://www.pdx.edu/multicultural-topics-communication-sciencesdisorders/haitian-creole

MacNeil Lehrer Productions (2005a). Educator Training/Development: Do You Speak American? Retrieved from http://www.pbs.org/speak/education/training/ MacNeil Lehrer Productions (2005b). Talking with Mi Gente: The Distinctive Dialect of Chicano English. Retrieved from http://www.pbs.org/speak/education/training/ Adger, C.T. (2006). Issues and implications of English dialects for teaching English as a second language. TESOL Professional Papers #3. Retrieved from https://memoiries.weebly.com/uploads/3/7/4/8/3748837/english_varieties.pdf (This is in the WGU ebrary in the E-Reserves, under LPA1 as the course). Sample Resources for Students Websites: http://www.eslgame.com/ www.daveseslcafe.com http://www.englishlearner.com/online/index.html Learn American English on line http://www.learnamericanenglishonline.com/ is dedicated to enhancing the learning of American English through seven levels of instruction through which the students proceed in order. http://www.pbs.org/speak/seatosea/americanvarieties/midwest/ Jamaica: http://www.edu-cyberpg.com/Literacy/jamaica.asp http://debate.uvm.edu/dreadlibrary/herbold.html Singapore: http://www.une.edu.au/langnet/definitions/singlish.html A variety of Creoles: https://www.teacherspayteachers.com/Browse/Search:creole Books:

Mr. Christmas, by Trade Martin (Chicano English) Do You Speak American? -Talking with Mi Gente Po’ Boy Blues, by Langston Hughes (African American English) Mirandy and Brother Wind Here are a few more ideas that would be acceptable to be used with students and in the classroom. -Web sites that the students can use to learn or practice standard American English (take a look into Dave’s ESL Café, there are even pages on there that would work) -Language Dictionaries between the students’ dialect or creole and standard English (you might be surprised at how many there are). Also, there are lots of books and stories that might incorporate some of the dialect, but still be written in mostly proper English, or include aspects of culture. -Something you find in one of Larry Ferlazzo’s sites: http://larryferlazzo.edublogs.org/, https://www.edutopia.org/profile/larry-ferlazzo, or http://larryferlazzo.edublogs.org/about/my-best-of-series/ -People are a wonderful resource, can you think of any people who would come to a class? (I have been a Spanish teacher, so I have gone into many of my own children’s elementary school classes to lead an activity or read a picture story in Spanglish, always at the teacher’s request and with the objective of teaching a little Spanish or pulling in the Spanish-speaking students as they become the experts-you’d need something different for this assignment, but this is an example to get you thinking) -Music or celebrities, who might come from the same culture, but sing/write/act/do business/sports/politics, etc. in English. This would be a source of inspiration for students from that backg … LZM1 TASK 3: SOCIOLINGUISTICS & DIALECTS

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