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LLivinivingg iteraciterac
yyJoseph G. Tillman, Joseph G. Tillman,
PhDPhD
LL
A word is deadA word is deadWhen it is said,When it is said,
Some say.Some say.I say it justI say it just
Begins to liveBegins to liveThat day.That day.
Emily Dickinson, Emily Dickinson, "A Word""A Word"
……what people learn what people learn when they learn language when they learn language
is not separate parts is not separate parts (words, sounds, sentences)(words, sounds, sentences)
but a supersystembut a supersystemof of social practicessocial practices
whose conventions and whose conventions and systematicitysystematicity
both constrain and liberate.both constrain and liberate.
C. Edelsky, 1993C. Edelsky, 1993
Linguistics is…Linguistics is…the scientific study of language.the scientific study of language.
Sociolinguistics is…Sociolinguistics is…the study of the social role of language.the study of the social role of language.
Psycholinguistics Psycholinguistics is…is…the study of the mental processesthe study of the mental processes
involved in language production.involved in language production.
The Nature ofThe Nature ofLanguage Language AbilitiesAbilities
Living LiteracyLiving Literacy Outline
Part 1 Web-Spinning
Part 2 Spinning of
Yarns
Part 3 Spin Control
PART 1:PART 1:
Web-Web-SpinningSpinning
The Language InstinctThe Language Instinct
LanguageLanguageis so tightly wovenis so tightly woven
into human experienceinto human experiencethat it is scarcely that it is scarcely
impossibleimpossible to imagine life without it.to imagine life without it.
Steven PinkerSteven PinkerThe Language InstinctThe Language Instinct
A common language A common language connects the members of a connects the members of a
communitycommunityinto an information-sharing into an information-sharing
networknetworkwith formidable collective with formidable collective
powers.powers.
Steven PinkerSteven PinkerThe Language InstinctThe Language Instinct
Word Word OriginsOrigins
Language is a complex, specialized Language is a complex, specialized skill,skill,
which develops in the child which develops in the child spontaneously, spontaneously,
without conscious effort or formal without conscious effort or formal instruction,instruction,
is deployed without awarenessis deployed without awarenessof its underlying logic,of its underlying logic,
is qualitatively the same in every is qualitatively the same in every individual, and is distinct from individual, and is distinct from
more general abilitiesmore general abilitiesto process information or behave to process information or behave
intelligently.intelligently.
Steven PinkerSteven PinkerThe Language InstinctThe Language Instinct
George Bernard Shaw complained George Bernard Shaw complained thatthatfishfish
could just as sensibly be spelledcould just as sensibly be spelledghotighoti
ghgh as in as in toughtough, , oo as in as in womenwomen,,titi as in as in nationnation
-and that only institutional inertiaand that only institutional inertia- prevents the adoptionprevents the adoption
of a more rational of a more rational spell-it-like-it-sounds system.spell-it-like-it-sounds system.
...English is a zany,...English is a zany,logic-defying tongue,logic-defying tongue,
in which one drives on a in which one drives on a parkwayparkway
and parks in a driveway,and parks in a driveway,plays at a recitalplays at a recital
and recites at a play.and recites at a play.
Thinking of language as an Thinking of language as an instinctinstinct
conveys the ideaconveys the ideathat people know how to talkthat people know how to talk
in more or less the same in more or less the same sensesense
that spiders know how to that spiders know how to spin webs.spin webs.
Web-spinning was not Web-spinning was not inventedinvented
by some unsung spider by some unsung spider geniusgenius
and does not depend on and does not depend on having hadhaving had
the right educationthe right educationor on having an aptitude foror on having an aptitude for
architecture or the architecture or the construction trades.construction trades.
Rather, spiders spin spider Rather, spiders spin spider webs because they have spider webs because they have spider
brains, which give them the brains, which give them the urge to spin and the urge to spin and the
competence to succeed.competence to succeed.
The essence of languageThe essence of languageis human activityis human activity
- activity on the part of one - activity on the part of one individual to make himself individual to make himself
understood,understood,and activity on the part of and activity on the part of
the other the other to understand what was in to understand what was in
the mindthe mindof the first.of the first.
O. Jespersen, 1904O. Jespersen, 1904How to Teach a Foreign LanguageHow to Teach a Foreign Language
The unconscious The unconscious systemsystem
of communicationof communication
Stephen KrashenStephen Krashen
PART 2:PART 2:
Spinning of Spinning of YarnsYarns
TheThe
Language AcquisitionLanguage Acquisition ProcessProcess
Comprehensible InputComprehensible Input
IntakeIntake
AffectiveAffectiveFilterFilter
...through Meaningful ...through Meaningful CommunicationCommunication
Comprehensible Comprehensible InputInput
……the development of literacy andthe development of literacy andthe development of language in the development of language in
generalgeneraloccur in only one way:occur in only one way:
when we understand messages.when we understand messages.
i + 1i + 1
……language is acquired most language is acquired most effectivelyeffectively
when it is learned for when it is learned for communicationcommunication
in meaningful and significantin meaningful and significantsocial situations.social situations.
...through Meaningful ...through Meaningful CommunicationCommunication
F. Genesee, 1994F. Genesee, 1994Integrating Language and ContentIntegrating Language and Content
The forms of natural languageThe forms of natural languagecannot be separatedcannot be separated
from its communicative function.from its communicative function.
The Competition ModelThe Competition Model
MacWhinney, Bates, & Kliegl, 1984MacWhinney, Bates, & Kliegl, 1984
Linguistic Perspectives on Linguistic Perspectives on LanguageLanguage
Within any language the meaning of Within any language the meaning of elements may differ widely:elements may differ widely:
o Phonetics (speech sounds)Phonetics (speech sounds)o Phonology (sound patterns)Phonology (sound patterns)o Morphology (minimal units of Morphology (minimal units of
meaning)meaning)o Syntax (grammatical structure)Syntax (grammatical structure)o Semantics (the meaning of words)Semantics (the meaning of words)o Pragmatics (language use in Pragmatics (language use in
context)context)
Control over one’s linguistic Control over one’s linguistic knowledge.knowledge.Perceptual SkillsPerceptual SkillsCognitive SkillsCognitive SkillsSocial SkillsSocial Skills
The more each of these skills is The more each of these skills is routinized, the greater the ease routinized, the greater the ease with which they can be put to with which they can be put to use.use.
McLaughlin, 1990McLaughlin, 1990
AutomaticityAutomaticity
Changes madeChanges madeto internalized representationto internalized representation
as a result of new learning.as a result of new learning.
Newly learned informationNewly learned informationmust be reorganized and must be reorganized and
restructured.restructured.
= New Schema= New Schema
McLaughlin, 1990McLaughlin, 1990
RestructuringRestructuring
Krashen suggested that the Affective Krashen suggested that the Affective FilterFilter
is not present or is not operative in is not present or is not operative in young children. young children.
Do you agree with this claim?Do you agree with this claim?
Can it be used to account for child-Can it be used to account for child-adult differences? adult differences?
Why or why not?Why or why not?
Affective FilterAffective Filter
Not to let a word get in the Not to let a word get in the wayway
of its sentenceof its sentenceNor to let a sentence get in Nor to let a sentence get in the waythe way
of its intention,of its intention,But to send your mind out to But to send your mind out to meet themeet the
intentionintentionas a guest;as a guest;That is understanding.That is understanding.
Chinese proverb, Fourth Century B.C.Chinese proverb, Fourth Century B.C.
IntakeIntake
Accessing or BuildingAccessing or BuildingLinguistic KnowledgeLinguistic Knowledge
Perceptive Perceptive SkillsSkills
Jab
berw
ock
Jab
berw
ock
yy
‘‘Twas brillig, and the slithy Twas brillig, and the slithy tovestoves
Did gyre and gimble in the Did gyre and gimble in the wabe:wabe:
All mimsy were the All mimsy were the borogroves,borogroves,
And the mome raths And the mome raths outgrabe.’outgrabe.’
Cognitive SkillsCognitive Skills
““It seems very pretty,”It seems very pretty,”[Alice] said when she had [Alice] said when she had
finished it,finished it,““but it’s but it’s ratherrather hard to hard to
understand!”understand!”(You see she didn’t like to (You see she didn’t like to
confess,confess,even to herself,even to herself,
that she couldn’t make it out that she couldn’t make it out at all).at all).
““Somehow it seemsSomehow it seemsto fill my head with ideasto fill my head with ideas- only I don’t know exactly- only I don’t know exactly
what they are!”what they are!”
Social SkillsSocial Skills
‘‘You seem very cleverYou seem very cleverat explaining words, Sir,’ at explaining words, Sir,’ said Alice. ‘Would you said Alice. ‘Would you
kindly tell mekindly tell methe meaning of the poem the meaning of the poem called “Jabberwocky”?’called “Jabberwocky”?’
GISTGIST
““However,However,somebodysomebody killed killed
somethingsomething::that’s clear, at any rate - that’s clear, at any rate -
.”.”
PART 3:PART 3:
Spin ControlSpin Control
...The most effective programs ...The most effective programs will be those that involvewill be those that involve
the whole learnerthe whole learnerin the experience of languagein the experience of language
as a network of relationsas a network of relationsbetween people, things, and events.between people, things, and events.
S. Savignon, 1983S. Savignon, 1983Communicative Competence: Theory and Communicative Competence: Theory and
Classroom PracticeClassroom Practice
This would not necessarily meanThis would not necessarily meanchanging or disguising the changing or disguising the
classroomclassroomin the hope that it will momentarily in the hope that it will momentarily
serveserveas some kind of “communicative as some kind of “communicative
situation”situation”resembling situations in the resembling situations in the
outside world.outside world.
M. Breen & C. Candlin, 1979M. Breen & C. Candlin, 1979Essentials of a Communicative Essentials of a Communicative
CurriculumCurriculum
M. Breen & C. Candlin, 1979M. Breen & C. Candlin, 1979Essentials of a Communicative Essentials of a Communicative
CurriculumCurriculum
The classroom itselfThe classroom itselfhas a unique social has a unique social
environmentenvironmentwith its own human with its own human
activitiesactivitiesand its own conventionsand its own conventions
governing those activities.governing those activities.
RepresentationRepresentation……level of analysis and mental level of analysis and mental
organizationorganizationof linguistic informationof linguistic information
ControlControl……speed and efficiency with which that speed and efficiency with which that
informationinformationcan be accessed.can be accessed.
Bialystok and Sharwood Smith, 1985Bialystok and Sharwood Smith, 1985
Knowledge of a Knowledge of a LanguageLanguage
Metacognitive StrategiesMetacognitive Strategies for Second Language for Second Language
LearnersLearners
Self-regulatory strategies that help studentsSelf-regulatory strategies that help studentsplan, monitor, and self-evaluate.plan, monitor, and self-evaluate.
The words you chooseThe words you chooseto say somethingto say something
are just as importantare just as importantas the decision to speak.as the decision to speak.
AnonymousAnonymous