Online Group Project Hand Sheet
ALDS 1001 A: 5 & 6
Peggy Hartwick
Carleton University
May 26th, 2014
Today’s objectives
• Dissecting Chapter 5
• Chapter 6
• Online class prep – May 28th
• Quiz review part of online class (June 2nd )
•
•
•
•
Personal Learning Responses
Group project proposal feedback
Have you looked at new schedule?
Have you looked at updated group project handout?
ube ouT Y
arch
Se
Chapter 5: Language policy & planning
“…language planning from a critical perspective means asking why and in whose interests decisions about language(s) are made”
(Hall et al., 2011, p. 118)
!
Check this out https://www.proenglish.org/
!
With a classmate or in a small group:
Look at the definition by Robert Cooper (1989) on …show more content…
p. 98 of the text. What do you think Cooper means by language “code”?
!
What do you think the statement “language as an end and language as a means” means? (p. 99)
Language Decisions
• The authors believe there are 3 levels of decision makers (p.101)
• Everyone, practitioners, applied linguistics
• Which of these are implicit/ explicit?
• What’s the difference b/w policy and planning? (p. 101, last paragraph)
Problems with p & p
• http://www.youtube.com/watch?v=msMpCcA6EM0
• Competing interests b/w policy and practice (compare policy makers to language users – Spanish Catholics in California
• Different domains (religion, education, politics)
• http://digital.films.com.proxy.library.carleton.ca/
PortalViewVideo.aspx?xtid=7042 (first 12 minutes approx.)
!
Group according to problem, right and resource (p. 103)
• Each group presents an example to explain these groupings
• What might these classifications depend on?
Implicit versus Explicit
• Do you recall any implicit language controls from your childhood? • Beyond language, what’s involved (p. 104-5)
• What are some examples of explicit language decisions in
Canada, in your Country of origin?
• Discuss the significance of the cartoon on p. 106
• What do planners fear (perhaps)?
Discuss the significance of this cartoon.
(Hall et al., 2011, p. 106)
3 Types of Language Planning: Corpus, Status and
Acquisition
• Corpus: new terms (understand causes – tech, shifts, varieties) • Status: increase or decrease perceived prestige
• La Francophonie - http://www.francophonie.org/-Qu-est-ceque-la-Francophonie-.html scroll to objectives and missions
• Singapore’s political efforts at “status coding” English http://www.talkingcock.com/ = covert prestige (p. 109)
• Acquisition planning: Bilingual programs usually focused at motivating people to acquire a particular language (p.
110) for language maintenance, or other intentions
Keeping languages alive!
1. What’s at risk when a language dies?
• Scan this cite: http://travel.nationalgeographic.com/travel/enduringvoices/
!
2. Imagine you are the last living person to speak your language • http://news.bbc.co.uk/2/hi/south_asia/8498534.stm
!
3. Individually, review Table 5.2 and pp. 113 – 114
• Now, as a class, how are languages maintained and even revitalized? Challenges of language planning implementation “language planners know that the imposition of monolingual language policies on multilingual groups can cause great and lasting harm” (Hall, et al., 2011, p. 115)
• Education (curriculum, textbooks, resources)
• Financial resources
• Language shift
• Undermine non-dominant languages
• Product of European colonial rule
• Diverse/ contrasting economic and other interests
• Example of Nunavut (Inuktitut language of government)
…. “who decides what for whom…”
• Is this a good plan – why or why not?
Access to services… part of the plan?
Are health and education services limited in these 2 cases?
1. Health prevention sites http://www.cbcf.org http://www.hc-sc.gc.ca/hc-ps/tobac-tabac/quit-cesser/ index-eng.php 2. Elementary Education sites http://www.ocdsb.ca
Bill 101
• http://en.wikipedia.org/wiki/
Charter_of_the_French_Language#Language_of_instructi
on
• http://www.youtube.com/watch?v=jdISL9piqzc
!
!
Thoughts about LP & P
• What connections can you make to some earlier topics like bilingualism, equality, dominance, language policy, key populations, income levels, immigration?
Chapter 6: Literacy
(language, learning and education)
Imagine your life without reading and writing.
What does it mean to be literate?
What are different modalities/ tools/ functions that assume literacy?
!
Field of Literacy today:
• Multiple domains
• Literacy related to gender, socio-economic status, ethnicity, class, language background
• Evolving definition (movement away from modalityspecific, such as writing, to underlying competence and multi-modal) Defining Literacy
• More than just reading and writing
• What are some different types of literacy?
• What do you suppose the difference b/w digital
and computer literacy?
• According to Halliday (2007), what is the problem with all of these types of literacy? (p. 132)
• Monolithic to plurilithic forms of literacy
!
Applied Linguistics in this domain look for solutions to language related problems specifically related to reading and writing.
Autonomous model – reading and writing as a set of skills, but perhaps not as practical now…. consider language and use
Ideological model – communicative/ language as social practice/ emerging literacy practices ecological model
Measuring Literacy: CCL http://www.ccl-cca.ca/CCL/Reports/LiteracySelfAssessment/aboutliteracy.html r tive o ec subj ? s hat i d here
W
e ssum a ry cy bina ra e n lite ments b
Ca
re easu yes/ no? m clear
–
Writing systems and culture
• Writing is relatively new invention
• Why is literacy best understood as an open set of practices that continues to evolve? (scan pp. 136-139)
• Consider what is changing
• What are your thoughts after reading the quote on p.
140? Define literacy in that era.
• Understand the significance of ancient codices.
Literacy and individuals
Writing and the mind, writing and learning
• Do you think writing effects memory positively or negatively? • Do you think the art of writing has impacted oral expression in some cultures?
• Why do the authors say “..thought itself remains alinguistic and therefore non-literate” (p. 142)
Child and adult literacies
Emergent literacies
• What are some of the diverse range of texts and literacy practices children observer? (p. 143)
• What do the authors mean by “In this sense, children develop literacy as they do oracy…” (p. 143)
• In terms of language standardization, what is so interesting about the child’s text in figure 6.5? (p. 145)
Adult readers
• Graphophonic - multi-tasking as they construct meaning from text
• Transactional – includes experience (life and language)
• UNESCO – access to literacy for all
Next Class
1. Log into class at 1 pm on
Wednesday – parts will be synchronous 2. Read and follow instructions on lecture slides for May 28th
3. Read chapter 10 & 11 for
Wednesday
Peggy Hartwick
Carleton University
May 26th, 2014
Today’s objectives
• Dissecting Chapter 5
• Chapter 6
• Online class prep – May 28th
• Quiz review part of online class (June 2nd )
•
•
•
•
Personal Learning Responses
Group project proposal feedback
Have you looked at new schedule?
Have you looked at updated group project handout?
ube ouT Y
arch
Se
Chapter 5: Language policy & planning
“…language planning from a critical perspective means asking why and in whose interests decisions about language(s) are made”
(Hall et al., 2011, p. 118)
!
Check this out https://www.proenglish.org/
!
With a classmate or in a small group:
Look at the definition by Robert Cooper (1989) on …show more content…
p. 98 of the text. What do you think Cooper means by language “code”?
!
What do you think the statement “language as an end and language as a means” means? (p. 99)
Language Decisions
• The authors believe there are 3 levels of decision makers (p.101)
• Everyone, practitioners, applied linguistics
• Which of these are implicit/ explicit?
• What’s the difference b/w policy and planning? (p. 101, last paragraph)
Problems with p & p
• http://www.youtube.com/watch?v=msMpCcA6EM0
• Competing interests b/w policy and practice (compare policy makers to language users – Spanish Catholics in California
• Different domains (religion, education, politics)
• http://digital.films.com.proxy.library.carleton.ca/
PortalViewVideo.aspx?xtid=7042 (first 12 minutes approx.)
!
Group according to problem, right and resource (p. 103)
• Each group presents an example to explain these groupings
• What might these classifications depend on?
Implicit versus Explicit
• Do you recall any implicit language controls from your childhood? • Beyond language, what’s involved (p. 104-5)
• What are some examples of explicit language decisions in
Canada, in your Country of origin?
• Discuss the significance of the cartoon on p. 106
• What do planners fear (perhaps)?
Discuss the significance of this cartoon.
(Hall et al., 2011, p. 106)
3 Types of Language Planning: Corpus, Status and
Acquisition
• Corpus: new terms (understand causes – tech, shifts, varieties) • Status: increase or decrease perceived prestige
• La Francophonie - http://www.francophonie.org/-Qu-est-ceque-la-Francophonie-.html scroll to objectives and missions
• Singapore’s political efforts at “status coding” English http://www.talkingcock.com/ = covert prestige (p. 109)
• Acquisition planning: Bilingual programs usually focused at motivating people to acquire a particular language (p.
110) for language maintenance, or other intentions
Keeping languages alive!
1. What’s at risk when a language dies?
• Scan this cite: http://travel.nationalgeographic.com/travel/enduringvoices/
!
2. Imagine you are the last living person to speak your language • http://news.bbc.co.uk/2/hi/south_asia/8498534.stm
!
3. Individually, review Table 5.2 and pp. 113 – 114
• Now, as a class, how are languages maintained and even revitalized? Challenges of language planning implementation “language planners know that the imposition of monolingual language policies on multilingual groups can cause great and lasting harm” (Hall, et al., 2011, p. 115)
• Education (curriculum, textbooks, resources)
• Financial resources
• Language shift
• Undermine non-dominant languages
• Product of European colonial rule
• Diverse/ contrasting economic and other interests
• Example of Nunavut (Inuktitut language of government)
…. “who decides what for whom…”
• Is this a good plan – why or why not?
Access to services… part of the plan?
Are health and education services limited in these 2 cases?
1. Health prevention sites http://www.cbcf.org http://www.hc-sc.gc.ca/hc-ps/tobac-tabac/quit-cesser/ index-eng.php 2. Elementary Education sites http://www.ocdsb.ca
Bill 101
• http://en.wikipedia.org/wiki/
Charter_of_the_French_Language#Language_of_instructi
on
• http://www.youtube.com/watch?v=jdISL9piqzc
!
!
Thoughts about LP & P
• What connections can you make to some earlier topics like bilingualism, equality, dominance, language policy, key populations, income levels, immigration?
Chapter 6: Literacy
(language, learning and education)
Imagine your life without reading and writing.
What does it mean to be literate?
What are different modalities/ tools/ functions that assume literacy?
!
Field of Literacy today:
• Multiple domains
• Literacy related to gender, socio-economic status, ethnicity, class, language background
• Evolving definition (movement away from modalityspecific, such as writing, to underlying competence and multi-modal) Defining Literacy
• More than just reading and writing
• What are some different types of literacy?
• What do you suppose the difference b/w digital
and computer literacy?
• According to Halliday (2007), what is the problem with all of these types of literacy? (p. 132)
• Monolithic to plurilithic forms of literacy
!
Applied Linguistics in this domain look for solutions to language related problems specifically related to reading and writing.
Autonomous model – reading and writing as a set of skills, but perhaps not as practical now…. consider language and use
Ideological model – communicative/ language as social practice/ emerging literacy practices ecological model
Measuring Literacy: CCL http://www.ccl-cca.ca/CCL/Reports/LiteracySelfAssessment/aboutliteracy.html r tive o ec subj ? s hat i d here
W
e ssum a ry cy bina ra e n lite ments b
Ca
re easu yes/ no? m clear
–
Writing systems and culture
• Writing is relatively new invention
• Why is literacy best understood as an open set of practices that continues to evolve? (scan pp. 136-139)
• Consider what is changing
• What are your thoughts after reading the quote on p.
140? Define literacy in that era.
• Understand the significance of ancient codices.
Literacy and individuals
Writing and the mind, writing and learning
• Do you think writing effects memory positively or negatively? • Do you think the art of writing has impacted oral expression in some cultures?
• Why do the authors say “..thought itself remains alinguistic and therefore non-literate” (p. 142)
Child and adult literacies
Emergent literacies
• What are some of the diverse range of texts and literacy practices children observer? (p. 143)
• What do the authors mean by “In this sense, children develop literacy as they do oracy…” (p. 143)
• In terms of language standardization, what is so interesting about the child’s text in figure 6.5? (p. 145)
Adult readers
• Graphophonic - multi-tasking as they construct meaning from text
• Transactional – includes experience (life and language)
• UNESCO – access to literacy for all
Next Class
1. Log into class at 1 pm on
Wednesday – parts will be synchronous 2. Read and follow instructions on lecture slides for May 28th
3. Read chapter 10 & 11 for
Wednesday