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Language, Culture, & Education
Eric J. Johnson, Ph.D.
Washington State University Tri-Cities
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Professional Roadmap
WWU: Spanish, Anthropology, Education
Arizona: Apache Junction HS
NAU: Secondary Education
ASU: Cultural Anthropology Murphy School District
WSU: BLE/ELL Education Pasco School District
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Workshop Roadmap
1. Language & Culture2. Culture & Literacy
3. Literacy & Academic Language4. Home Visits & Funds of
Knowledge
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Patternsofsocialinteraction
Reproductionof
behavioral
expectations
Ethnographyasinquiry
Whatroledoschoolsplayinthe(re)production ofculture?
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Language vs. languageLanguage vs. languagePhonologyPhonology (sounds):(sounds): What did you say?What did you say? ww^ddsese
SyntaxSyntax (structure):(structure): I love tacos.I love tacos. SVOSVO
SemanticsSemantics (meaning):(meaning): School rocks!School rocks! MetaphorMetaphor
PragmaticsPragmatics (use/context):(use/context): I pledge allegianceI pledge allegiance RegistersRegisters
EspaEspaololEnglishEnglishItalianoItaliano
,
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BBeeeett
BBiitt
BBaiaitt
AAboutbout
BBeett
BBaatt
AnAnootherther
Boot
Book
Boat
But Box
Bought
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SyntaxI ate the delicious sandwich after jogging.
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SemanticsThose guys need to chill!
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So, what is the relationship betweenlanguage and culture?
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Cultureulture
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Bias, Ethnocentrism, & Markedness
A B
DC
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A B
DC
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Marked
Marked------------------------------------------------------------------UNMARKED --------------------------------------------------------------Marked
Marked
Markedness
Theory
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Provide culturally unmarked and markedexamples for the following activities:
Unmarked Marked
Transportation
EatingHabits
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Viewing Context throughan Ethnographic Lens Emic perspective (insider) Etic perspective (outsider)
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Emic
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Etic
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CULTURAL RELATIVISM
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KinshipStructuresSubsistenceStrategiesEconomicPatterns
PoliticalOrganization
Education
BeliefSystems?????
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~~Cultural Transmission~~
EnculturationEnculturation C1C1
AcculturationAcculturation C1C1C2C2
DeculturationDeculturationC2C2
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How does languagereflectculture?
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Culture & Semantic CategoriesCulture & Semantic Categories
Radial CategoriesRadial Categories birdsbirds
Gradient CategoriesGradient Categories temperaturetemperature
Cultural ConstructsCultural Constructs colorscolors
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Language Ideologies
English dialects in the US
Mapping Unmarked and Marked English
Unmarked.Marked
Blue Red
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~80% monolingual English80% monolingual English~20% speak other languages20% speak other languages~12% Spanish at home12% Spanish at home
Language Diversity in the USanguage Diversity in the US(2010 Census: www.census.gov/hhes/socdemo/language/data/acs/index.html)
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Deficit Perspectives
CultureLanguage
GenderSocioeconomic Class
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(Re)Inventing Deficits
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Presc r ipt iv ism & Desc r ipt iv ism
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CULTURAL PERSPECTIVES OF ENGLISH
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CULTURAL PERSPECTIVES OF ENGLISH,PART II
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Language
Policy& Planning
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WA State Language PolicyEnglish Language Learners will meet state standards
and develop English language proficiency in an
environment where language and cultural assetsare recognized as valuable resources to learning.(Washington TBIP)
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Culture & Literacy:How are language, culture, and literacy related?
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Rebus IQ TestCulturalKnowledge(meaning)
Linguistic Knowledge(coding)
A
B
C
D
E
F
EnglishEnglishespaespaolol
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Reading as a Sociocultural Process:Decoding cultural and linguistic
knowledgeA
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B C
D E F
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(A) I love music(A) I love music
(B) Life after death(B) Life after death
(C) The good, the bad, and the ugly(C) The good, the bad, and the ugly
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(D) Cucaracha(D) Cucaracha
(E)(E) CuentoCuento cuentoscuentos sobresobre animalesanimales
(F)(F) (basement)
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Apply the same cultural/linguistic knowledge analysisApply the same cultural/linguistic knowledge analysis
to the following sentences:to the following sentences:
1. The bandage was wound around the wound.
2. The farm was used to produce produce.
3. The dump was so full that it had to refuse more refuse.
4. We must polish the Polish furniture.
5. The soldier decided to desert his dessert in the desert.
6. When shot at, the dove dove into the bushes.
7. The buck does funny things when the does are present.
8. Upon seeing the tear in the painting I shed a tear.
Polysemy & HomophonyPolysemy & Homophony
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Comprehension & Context Clues
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Literacy &Academic
Language
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What is academic language?
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BICS & CALP(Jim Cummins)Basic InterpersonalCommunication Skills
CognitiveAcademicLanguage Proficiency
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The Language of School
Social Language(p. 7)EverydayInterculturalInstructional
Academic Language(p. 8)VocabularyGrammar/syntaxDiscourse
The Language of School(Egbert & Ernst-Slavit, 2010)
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What is academic language, really?
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The language of school vs. the BICS/CALP
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Basic InterpersonalCommunication Skills
Cognitive AcademicLanguage Proficiency
The Language of School
Social Language(p. 7)EverydayInterculturalInstructional
Academic Language(p. 8)VocabularyGrammar/syntaxDiscourse
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Domains of Language Proficiency
Oracy Literacy
Productive Speaking Writing
Receptive Listening Reading
Decoding thelanguageofschool:
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Decoding the language of school :
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Basic Interpersonal Communication Skills Cognitive Academic Language Proficiency
Oracy Literacy
Productive Speaking Writing
Receptive Listening Reading
Language of school
Social Language Academic Language
Proficiency across Language
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Proficiency across Language
Domains
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Oracy Literacy
Productive Speaking WritingReceptive Listening Reading
Language domains across contexts:
SchoolArt
Shopping
CookingSports
etc.
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Contextualizing Language Skills
_____________Language Proficiencies
________Oracy _________LiteracyProductive
Skills
ReceptiveSkills
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Reframing BICS/CALPReframing BICS/CALP
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VS.
Language ofSchool
OracySkills
LiteracySkills
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School
MathSocial Studies
ScienceLanguage Arts
BandSoccer
etc.
L D i & Lit D l t
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Language Domains & Literacy Development(OSPI Comprehensive Literacy Plan)
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Vocabulary Concept words, symbols, idiomatic expressions, metaphors,and other content specific terms that assist in the decodingof descriptions, instructions, labels, charts, formulas, etc
LanguageFunction
What students do with language: e.g., define, describe,compare, explain, summarize, hypothesize, give opinions,
scan, respond, etc.
Grammar The structure of language (syntax, mechanics, paragraphstructure): e.g., verb tense, sentence structure, punctuation,question formation, prepositional phrases, imperativestructures, quotations.
Discourse Background/contextual knowledge, genres of the activity,and purpose of activity: e.g., autobiographies, plays,persuasive writing, media articles, research reports,speeches, folktales, historical accounts, word problems.
Determining
Language
Demands in Texts
MathMath
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MathMathVocabularyLanguageFunctionGrammarDiscourse
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Science
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Social Studies
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Using Language
in Classrooms
Classroom
Success
Home Literacies & Practices
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Sample Activity 1:
Text-Translation
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1.a__________________________________________________________________________
1.b____________________________________________________________________________
2.a___________________________________________________________________________
2b.____________________________________________________________________________
3.a___________________________________________________________________________
3.b____________________________________________________________________________
Sample Activity 2:
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Music & GrammarMusic & Grammar
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Oye, we speak Spanglish!
Spanglish &Spanglish &
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Spanglish &Spanglish &
CodeswitchingCodeswitching
Features of Spanglish
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Features of Spanglish Code-switching(inter- vs. intra-sentential)
Inter-sentential: Anoche, cuando fui a la t ienda, v i a Jul ia. She looked at me but didn t even say
hi!
Intra-sentential:
Anoche, when I went to the store, vi a Julia.
Syntactic and rule governed:
Loan words (lexical blends): troca, biles, wachear, cachar, tripear
Calques (lexical transfer): winning $ an hour, wet me, make a question (semantic blends): aplicacin, librera, carpeta (syntactic transfer): the mother of my father, she didnt wentwith me
C d it hi l M i
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Codeswitching en la Msica
Bebe Bonita
Girl out of everyone you stand up andwithout even try girl you know you shine
The way that you look at meIts so intense I wanna make you mine
Baby tu eres perfecta no pareces real
otra como t no voy a encontrarT naciste para mi, eres mi princesa
eres mi chica ideal
Ya No Llores
Por que tu llores every time I think About it a mi me rosaEl tono de tu voz A mi me controla
The way you want it , I got it, come and get Get it starteddami mami I want more!
Girl tu sabes que te quiero a tiAmor I want to be into Let me love you I need to love you
(want to love you )Girl I dont need to Know your name We just need to feel
the sameOhh yea yea.Y en tu galeria de nombres quiero Ser el
que tu llamas!
Spanglish:
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Written vs. Oral Codeswitching
Sample Activity 3: FunwithSpanglish
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Sample Activity 3: Fun with Spanglish
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Spanish___________________________________________________________
Yesterday cuando estubeen la libreria I sawa cool book about elefantes.
English_____________________________________________________________
HomeVisits& Fundsof Knowledge
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Home Visits & Funds of Knowledge
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Economics
GeographyPolitics
Agriculture
SportsTechnology
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Religion
Language
History
Childcare
ArtCooking
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Home Visits & Funds of Knowledge
in the Classroom Ceasar
Lesson 1 Lesson 2
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Lesson 1 Lesson 2
Naomi
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Naomi
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HOMEVISITS10/6/11
I completed my first home visit and it was such a success!
The parents and student were excited to have me overand seemed at such ease while I was there. The studentshared how comfortable she feels in my classroom andhas put in more effort in daily work this week. She iseven taking on the role of a natural leader who helpskeep her group on task. I am sending a thank you cardto the parents for the welcoming experience and signedit, "look forward to visiting again" to keep the door openfor future visits.
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Language, Culture, & School:
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Being BilanguageBeing bilanguage is important to me because it not only expands
opportunity for me, but it give me access to a whole culture ofpeople with ideas and stories. By knowing another language, youlearn about a culture which in turn expands your knowledge about
the world and erases ignorance, which prevents disaster. Wehave seen in the past how far ignorance can spread and what itcan do to people. By being bilanguage, I can stop ignorance frombecoming fact. (Adriana, 8th grade)
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Questions? Comments? Concerns?
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Eric J. JohnsonAssistant Professor of Bilingual/ESL EducationWashington State University Tri-Cities