Phonemics	KathrynGaugler	Phonemic Transcription Keyboard	Keyboard of IPA sound symbols	Helps teachers or students type IPA alphabet
Pragmatics	KathrynGaugler	Phrase search	Search tool that will find real-world use of word in context	Would help student see varying meaning of same word
Inflectional Morphology	KathrynGaugler	Verb Morphology	Type in any form of a verb to reveal the infinitive, present, past, present participle and past participle.	This would be a good tool to help with irregular verbs that students want to find the definition of and the alternative forms.
morphology	KathrynGaugler	Prefix Morphology  BINGO- (PDF) p. 61	Ss identify meaning of prefixes	Fun review of meanings of: c un = not, re = again, dis = opposite, and pre = before.
Sociolinguistics	KathrynGaugler	Sociolinguistic Regional Variations	Description of sociolinguistics and activities	Through explanation of sociolinguistics with links to many activities and reading for further exploration
Syntax	KathrynGaugler	Syntax battleship	Battleship game for students to pick correct sentence	Mixes verbs, adj, nouns, subjects up and forces player to select correct arrangement
Phonics	KathrynGaugler	Phonic Games	3 games to practice phonics	Ss can be engaged in phonic activities described by singing, playing I spy or using a grab bag
Phonics	KathrynGaugler	Phonic worksheets	Worksheets, flashcards, games	Tons of printable worksheets for teachers

Unit 12 Mind Map

With nine different readings the presentation is quite lengthy...sorry.  :)

http://prezi.com/z4do1itcgkkt/unit-12-mind-map


http://prezi.com/z4do1itcgkkt/unit-12-mind-map/

Language Comparison

Check out my presentation:


http://www.slideshare.net/katiegaugler/languagecomp-8741139




http://www.slideshare.net/katiegaugler/languagecomp-8741139

u10a2

Activity Topic 1
These websites were fascinating to explore the different mannerism of speech that exist in the English language.  Quite a few of these exemplify the regional ways of pronunciation.  Some also could indicate the heritage of the speaker.  The "Speech Accent Archive" also provided the IPA spellings of the paragraph and it was interesting to see the accents effect the spellings.  For a young learner this could be confusing especially if their family is bouncing around from region to region within the US.  As  I look at the migration map on in the O'Grady reading (p.493), I think of the old computer game "The Oregon Trail".  As you traveled across the great plains you encountered people from different cities that had distinct accents.  What I now realize that the game also portrayed the migration of East-coast dialects to the west and allowed them to morph throughout time.  These regional variations would be important to let a non-native here and to understand that they are not wrong, just different.

Activity Topic 2 -1 &2
Like I stated in the course discussion, I think that many people are not as liberal with multi-lingualism as I am.  The most frustrating thing for me is that in Europe, it's perfectly normal to speak 3, 4 or more languages and to use whichever one you like to address the people you're talking to. The understanding (outside of tourist places - which seem to all speak English anymore....) is that you would use the lingua franca to do business in.  I don't understand the sentiment that something other than English is "wrong" when almost everyone living in the US ancestral family came to this country speaking something other than English - or spoke a different variation of it.  This bigotry towards English being the only correct language is appalling.  I think I would try to work with adults who have this sentiment and be compassionate towards their feelings, but also try to educate them to my purpose as an ESL teacher and to the reasons why it's okay to be bilingual.

On the PBS website it said that in the 2003 study student spent less than an hour on homework.  Not that I'm advocating bludgeoning them with homework, but I would think that if they are spending more time texting or chatting using electronic devices with abbreviations and emoticon that we are going to really see a downward progression in achievement for formal writing.  Perhaps we are already.

u09a2

1.  John is a fisherman. He did not catch many fish last week. He wants to catch more fish tomorrow, but he doesn’t think he can. He is not a very successful fisherman. It is the only job John has. He needs to catch two nets full of fish to pay his debt. He tried to do this last year and for 3 years before that, but he was not successful. John wanted to be a farmer, but he did not have the money to buy land. 

His brother bought land last winter. He sold it to the neighbor when the economy crashed. John loves to fish, but wants to be more successful. When he was sad, 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 always fish for compliments.”

 If John wasn't tired, he would argue with his brother, but instead, he made more nets, and hoped to increase his catch the next day.

2.  ELLs might really struggle with the "You always fish for compliments" statement.  Understanding the metaphor about gaining praise will be tricky.  If students don't live near a body of water, understanding the importance of nets to fishing would need to be explained.  Providing background knowledge that many fishermen make their own nets or repair their own nets would help them understand how difficult the profession is.  

3. Timeline attached.  

4.  I agree with Betty Azar in the video as she pushed for  a "hybrid" of instructional method.  A disservice of students is done if we rely too heavily on one method vs. another.  The diverse population of ELLs will require us to use a variety of strategies to reach our students.  L2 is not learned in the same manner as their L1, complete immersion is not a good idea.

video grammar

grammar mini lesson

Here's a full version of the PPT - you will notice that the font page looks different.  I deleted the duck and rabbit to reduce file size. It was pointless in the end.  :)

You can view it full screen.  Please listen to the other post for the audio.  My apologies that I couldn't get the two to work together. 

u08a3 - Application Questions

Read and analyze the following dialogs. Answer the questions related to one of them on the blog.



#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.


Mrs. Rashid in her first answer is very short and indirectly replies to the comment about the teacher.  An American response might go into his classroom procedures, homework requirements or observations about the teacher from an open house or further delve into what makes Mr. Smith excellent.  The answer provided by Mrs. Rashid about the school district is also very vague and polite.  Lovely people that live in your section of town does not infer to an American that she is satisfied with the school system. Because Americans are much more blunt, Mrs. Thomas may continue to ask about the school not understanding that Mrs. Rashid's response is culturally acceptable because of the high context reliance.  

U08A2 Maxim of Quality

The Maxim of Quality can be a very tricky one.  Violation of this maxim can be the use of sarcasm to negate the sentiment of the statement made (O'Grady, p. 237).  I fell victim to a violation of the maxim a few years ago over several conversations with a young man named Scott.  He and I have a very flirtatious friendship and whenever he doesn't want to do something I would always violate the maxim and sarcastically reply that it must be because he hates me.  One time we actually got into a disagreement and he flippantly said "or maybe it's because I really do hate you".  That comment was in reference to my joking about how much he really likes me.  Coming from his mouth though, it stopped our phone conversation in its tracks.  I actually questioned if he really didn't like me at all based on the intonation and inflection in his statement.   Luckily he was just violating the Maxim of Quality and (secretly) loves me and the time we spend together.

I think actually reflecting on on this conversation that we were both guilty of violations and probably should've avoided sarcasm from the start.

Gaugler – u06a2

In Freeman and Freeman Ch 5. complete the following application questions. Post your answers to the blog.

a.              #3 (minimum 10 words)

·      brothel – comes from Old English meaning of a word to describe something ruined or degenerate.  First used in 14^th century literature.

·      Cute – originally clipped form of ‘acute’ to mean quick or sharp-witted in 18^th century. Has become American slang for something adorable or attractive.

·      Picnic – derived from French pique-nique meaning a potluck meal. 

·      Soccer – did not originate in American English, is abbreviation for Association of Football formed in London mid-19^th century.

·      Taps – modern word for bugle call, term comes from lights out ceremony where drumbeats would be tapped after playing of bugle.  Predates the Civil War.

·      Texas- much like many western states word has Spanish origins from Mexican territory.  Means friends or allies.

·      Widow – old English word has many romance language cognates because of Latin root word vidua meaning to divide. 

·      OK- came from abbreviation of a misspelling in Boston newspapers of all correct (oll korrect), has been accepted into other languages

·      Bimbo – derived from Itailian word baby: bambino. 

·      Chili – Mexican-Spanish word for red pepper.  Has nothing to do with country of Chile in South America

b.              #4 (5 words per category)

Phonetic Demand	Semantic Demand	Etymological Demand
kit	Table/ tablet	Filet (French)
spat	Strategy/strategic	Futon (Japanese)
pit	Glossary/gloss	Gorilla (Greek)
mat	Penalty/penalize	Smorgasbord (Swedish)
lewd	Basket/bassinet	Moccasin (Native American)

And choose either #7, #8, or #9 (you will need enough examples to elicit strong patterns. Be sure to cite your sources.)

8.   hedge                                    garage

      bridge                                    charge

      budge                                    strange

      edge                                       rouge

The biggest difference is the existence or absence of the silent letter D.  Looking at the words that I was able to think of ending with these spellings it appears that a rule with vowels could be possible.  Perhaps the vowels E, I and U before the sound requires the usage of the silent D.  However, the letter U precedes the consonant combination on both sides of the list.  Because the letter U appears on both lists it does not appear that there can be one blanket rule for it's usage.  

Assignment (u04a2)

5.  There are two district allophonic variations  of the phoneme /p/ in English.  By contrasting the pronunciation of the two words spot and pot we will see the difference.  In the word pot you feel a definite explosion of air on your hand as the phoneme escapes your mouth.  However, when the word spot is pronounced, the puff of air is no longer there.  In the word pot the /p/ is aspirated, in the word spot it is non-aspirated. In Spanish, /p/ is also not aspirated.  I work very hard with the pronunciation of this with my students.  They will often hold paper to the mouths and practice saying words with /p/ and getting their paper to stay still for the correct pronunciation in Spanish.  It could be a challenge for a Spanish speaker to create the explosion of the /p/ in the word pot since they don't make that variation of sound in Spanish.

6.  When speaking with my cousin Danielle, I always notice a few things about her speech that are peculiar to my Pennsylvanian ears.  Danielle is from Michigan and uses words like pop instead of soda and adds a subtle  /k/ sound to the end of many words ending in -ing.  These are just two example of the differences in our speech.  In regard to the different dialects of English and the training that exists to reduce dialect, I would hope that we can appreciate the dropped /r/ of Ha(r)va(r)d, and be willing to take our time as we listen to the Southern drawl.  Dialects make us all unique and is not a quality that should be lost.  I do know that the New England regional dialect is often perceived as being the most trans-dialectal and most desirable in business and in education. Any language has dialects, and an English learner would hopefully be able to understand just as there might be a difference regionally with their language in vocabulary and pronunciation that the same differences exist throughout American English.  These differences certainly also exist in the comparison of American to British to Australian English as well.

Minimal Pairs Activity

Minimal Pair Race

1.  Students are handed a series of cards with words on them (one word per card)
2.  Teacher reads word aloud (not a word from any of the student cards) Teacher directs students to find minimal pair in their note cards
3. Students read their words silently to find minimal pair and then race to write their chosen word on the board.  First student to write the word correctly on the board earns one point for being first and a second point for writing correct word.
4. After all students have written a word on the board, teacher does "boardwalk" reviewing all words placed on board and has class pronounce all the words as teacher directs - teacher awards point to each correct word after class agrees that it is minimal pair.  In event of word error, students will work together to figure out why it is not a correct minimal pair.
5. Game continues with new teacher words, repeating steps 2-4 until all target pairings have been established.  


Objective is not to just find one word but multiple pairs of word that was read.  Organizationally, students could be given different color markers or sections of board to write on to allow for easy tracking of participation and to award points.

Adios weekend....

Here's my very first blog!  I suspect this will be where I reflect on all the awesome stuff I learn in ESL 502.  I can't wait!  :)