GED 6041 Module Five PowerPoint

Estimated read time: 1:20

Summary

The module delves into the crucial role language and culture play in education, emphasizing their impact on bilingual and multilingual students. It challenges traditional English-only policies, advocating for a more inclusive approach where linguistic diversity is seen as an asset, not a deficit. The speaker explores the connections between language and identity, urging educators to cultivate environments where students' cultural and linguistic backgrounds are embraced and utilized. It promotes multilingualism as a beneficial social and economic tool, encouraging educators to support language maintenance while fostering students' confidence and reducing anxiety in language learning.

Highlights

Explore the role of language in shaping educational experiences for bilingual students 🎓.
Discover the benefits of treating linguistic diversity as a valuable asset 🌟.
Learn how multilingualism can give students a head start in a globalized world 🌐.
Understand the importance of integrating cultural backgrounds in educational settings 📘.
Unravel the intricacies of code-switching and its impact on language learners 🔄.

Key Takeaways

Language is more than communication—it's a bridge to culture and identity 🌍.
Viewing linguistic diversity as an asset can enrich educational experiences 📚.
Supporting multilingualism benefits both students and the wider community 🤝.
Creating a learner-centered environment requires embracing students' cultural backgrounds 🏫.
Language learning thrives in supportive, low-anxiety settings 🌈.

Overview

Welcome to a fascinating journey into the vibrant world of language and education! This week, we're diving deep into how language shapes educational experiences, especially for bilingual and multilingual students. Our focus is to rethink how we view cultural and linguistic diversity—not as barriers, but as brilliant assets that enrich our communities and schools.

Imagine a classroom where every student's language and culture are not only accepted but celebrated. That's the vision! By cherishing the varied linguistic backgrounds of students, educators can create bridges of understanding and enhance intercultural communication. This approach aids in nurturing a learner-centered environment where every student's unique cultural identity is fostered, respected, and utilized as a strength.

It's time to recognize multilingualism as the superpower it truly is! As we face global changes, embracing various languages within our education system is not just beneficial; it's essential. By doing so, we prepare students for a diverse world, helping them thrive in societal and economic landscapes. Join us as we explore these exciting possibilities and transform educational experiences for the better.

Chapters

00:00 - 01:00: Introduction to Module Five The chapter titled 'Introduction to Module Five' discusses the influence of language in shaping educational experiences for students, particularly those who identify as bilingual or are learning English as a second language. It emphasizes the role language plays within educational and community settings. A quotation from Dr. Geneva Gay is highlighted to reinforce the chapter's themes.
01:00 - 03:30: Cultural and Linguistic Diversity The chapter explores the concept that individuals are not merely passive carriers of their cultures, languages, and histories, but active participants with the ability to reshape and adapt these elements. The discussion emphasizes looking at cultural and linguistic diversity as dynamic forces that equip individuals to address new and evolving challenges in their lives.
03:30 - 06:30: Role of Schools in Embracing Diversity The chapter discusses the importance of viewing students' and families' diverse identities as assets. It advocates for a fundamental shift in understanding language and cultural diversity in the U.S, highlighting diversity's intrinsic value in educational settings.
06:30 - 09:00: Importance of Language in Cultural Identity This chapter discusses the importance of language in cultural identity, highlighting the vast diversity of languages present in America before European colonization. It emphasizes that both the Northern and Southern American continents were home to thousands of languages, illustrating the deep cultural and linguistic roots established long before the arrival of Europeans.
09:00 - 14:00: Standard and Non-Standard Languages The chapter discusses the increasing cultural and linguistic diversity in the United States, particularly in schools. It highlights how students bring a wide array of languages, beliefs, and traditions, significantly impacting communities and school systems.
14:00 - 19:30: Jargon, Slang, and Code-Switching The chapter emphasizes the importance of viewing diversity as an asset instead of a deficit. It advocates for culturally and linguistically responsive pedagogy, which leverages the cultural and linguistic backgrounds of students to foster understanding and intercultural communication. This approach aims to create culturally responsive schools by building bridges between schools, counselors, teachers, students, families, and the broader community.
19:30 - 23:30: Global Perspectives and Demographics The chapter discusses the importance of a culturally supportive and learner-centered educational environment. It emphasizes recognizing, nurturing, and utilizing students' cultural and linguistic backgrounds to promote success. These schools oppose the notion that students must abandon their family cultures and languages to succeed academically, instead honoring and incorporating them into the learning experience.
23:30 - 28:43: Language Policies in Education This chapter explores the significance of linguistic diversity in education and its value both at school and at home. The concept of linguistic diversity is explained through various perspectives, including insights from Franz Boas, a pioneering linguistic anthropologist, who posited that language influences how people think and view the world.

GED 6041 Module Five PowerPoint Transcription

00:00 - 00:30 good evening students and welcome to module 5. this week we'll be looking at the role of language and shaping student educational experiences and uh just the general experiences of students and members of our community who self-identify as bilingual who may be learning english as a second language so i want to remind us of this quotation from the beginning of the class this is from dr geneva gay from
00:30 - 01:00 university of washington geneva gay wrote we're not simply bearers of cultures languages and histories with the duty to simply reproduce them we are not simply products of our linguistic cultural circumstances and actors instead we are actors with the capacity to re-synthesize what we have been socialized into and to solve the new and emerging problems within our existence i'd like to suggest that we need to look at cultural linguistic diversity as an
01:00 - 01:30 asset that our students and their families and members of our community bring into our classrooms bring into our counseling offices bringing to our communities as a whole i'd like to suggest that their identities are assets rather than deficits and that we need a fundamental shift in the way that we understand and define language and cultural and linguistic diversity in the united states today the united states as a nation is founded on a
01:30 - 02:00 wide ranging different types of diversity since its inception the united states has been one with continual cultural and linguistic change before the arrival of euro europeans to the american continent the american continent had um [Music] several uh the american continent in both northern and southern continents had literally thousands of different languages now we have
02:00 - 02:30 even more uh cultural and linguistic diversity as people from all around the world come and have made their home here in the united states with these changes american school children are culturally and linguistically diverse in a wide array of ways linguistic diversity includes the languages beliefs and the traditions that students and their families and the bring to our communities and into our school systems
02:30 - 03:00 i'd like to suggest that we need to recast those that diversity as assets rather than deficits culturally and linguistically responsive pedagogy utilizes the culture and linguistic backgrounds of students within our communities as assets to build bridges of understanding and intercultural communication between schools school counselors teachers students families in the community as a whole in culturally responsive schools
03:00 - 03:30 teaching and learning they occur and a culturally supportive supported learner-centered context where the strengths of all the students bring to school all the strengths including all their linguistic and cultural backgrounds they are identified nurtured and utilized to promote schools student success these schools reject the idea that the students need to leave their culture and their language of their families of origin at home in order to be successful in school rather these schools honor the cultures and languages of the students
03:30 - 04:00 and encourage the students to utilize those languages at school and at home linguistic diversity is defined many different ways franz boaz was one of the original linguistic anthropologists who said different people speak differently because they think differently and they think differently because their language offers them different ways of explaining the world
04:00 - 04:30 the structure of language is such that it it habitually influences the manner in which we think in the way we behave this is called the wharf hypothesis so culture and language language are symbiotic that means that their relationships are forever intertwined that means that we are forever a combination of the cultural and linguistic heritage in which we were raised into linguistic diversity is heterogeneous by
04:30 - 05:00 nature linguistic diversity and identity uh is marked along a multiple the combination languages are usually usually a combination of different languages and a linguistic diversity will reflect different values different religions different perspectives priorities and different cultural membership so for example you can speak spanish but there are many types of spanish from all around the world and spanish speakers are very very
05:00 - 05:30 diverse and the same goes for arabic speakers or speakers of takala there are many many types and versions of each of those languages with very different cultural and linguistic backgrounds so the goal of american schools is to create appropriate educational opportunities where instruction is effective for all students so this means that the united states
05:30 - 06:00 needs a key shift in the way that we look at languages as a nation historically the united states has forced all students to learn english only recent scholarship has proven that english-only policies have actually damaged the educational achievement and educational opportunity of students who speak multiple languages at home we define language as a system of vocal sounds and or nonverbal systems and
06:00 - 06:30 regroup members communicate in reality language encodes our worldviews our status and in actuality it is the way that we express the world itself thus we cannot separate our language our languages and the evolution of our cultural identities from one another without causing significant damage to our identity and to our educational achievement discourse are the linguist linguistic
06:30 - 07:00 conversations that develop relationships as such we have membership in multiple discourse communities of course so for example we utilize a different language at school versus the language that we might speak when we're at church or when we're at the grocery store or when we're at the movie et cetera so language expresses our cultural reality words express facts ideas and events that are communicable they also reflect our attitudes beliefs
07:00 - 07:30 and points of view thus it's very important that we recognize that any discussion of language policy language education and language loss comes with a high cost to certain groups of students language embodies our cultural reality language embodies our spoken are written our visual medium of communication that connects us to one another thus it's the way that we make ourselves understandable to others
07:30 - 08:00 language is viewed as a symbol of our social identity each of us are members of different discourse communities this means that different groups of people expect us to communicate in different ways we know the way that our community expects us to communicate when we are corrected so for example we may utilize a different type of english when we're at work or
08:00 - 08:30 versus when we are at school the reality is is that discourse communities are reinforced by common ways of thinking behaving and valuing thus any discussion of language language education and culture will by definition be connected to community values beliefs and and they frequently will bring us in discussions where we may or may not agree with each other language is not culture free
08:30 - 09:00 it's embedded in the cultural community and the ways of understanding one another language plays a major role in either the perpetuation of a culture or the destruction of it as we've seen throughout the united states throughout our educational history many many students throughout our history have experienced what's called language loss what happens with language loss is students are either temporarily or permanently disconnected from their
09:00 - 09:30 community from their family members and from their cultures of origin recent research research has documented that language loss results in a lot of damage to the identity of students it can actually lead to trauma to students and to their communities and it has also been connected to longitudinal studies related to deficits and wording and struggles in education as a whole
09:30 - 10:00 so sociolinguistics is the basically the branch of linguistics that um we've been utilizing the entire quad sociolinguistics really looks at language and its cultural function it studies dialects accents how language change how language functions it describes how language is highly variable between different ethnic
10:00 - 10:30 religious groups how it's connected and interconnected with all the other forms of identity including race ethnicity education socioeconomic status uh gender etc etc so sociolinguistics looks at how language is embedded in culture and perpetuates culture and the loss of language actually causes damage [Music] so what uh the the different forms of
10:30 - 11:00 language are given different socio status excuse me so standard forms of english are given high ranks different languages of different are given higher and lower ranks and status but the highest form of every language is the standard form so for example when i was in a conference in spain the standard language of spain which is considered the standard academic spanish um actually
11:00 - 11:30 uh several of the people i was traveling with experienced some form of some microaggressions because they didn't speak standard academic spanish the same occurs in the united states every day when we have people who speak completely legitimate forms of english but they're not considered the standard form of english so non-standard languages are standard forms um
11:30 - 12:00 was originally used by linguists to refer to language varieties that had previously been labored with labeled with the terms such as vulgar that actually goes back to antiquity to ancient greece um non-standard english difference from standard english at the level of grammar um it does not follow standard language form but it does have its own grammatical system thus it is considered a just it is considered
12:00 - 12:30 a legitimate language it's just considered non-standard so dialect and accent dialect can be fined uh as a standard language or persist language used in business education and media dialect can be described at different levels so the standard dialect of course uh in the united states is academic english um and uh accent
12:30 - 13:00 would be defined as non-standard now this is shifting in the united states as the united states becomes increasingly multilingual and and there's more and more exposure to the importance of bilingualism and the value of bilingualism and multilingualism and a global commodity economy so the elements of language and linguistics that are uh
13:00 - 13:30 used to determine what standard and non-standard forms of english are phenology which is the sound systems morphology which is the word structure structure syntax which is the word order semantic which means differences in meaning and grammatical differences in grammatical structures etc etc which can also be dependent it can also be called pragmatics okay so accent
13:30 - 14:00 uh is simply a pattern or manner of pronunciation which is which is equally accepted it is it has its distinct rules but it's centered in a geography or a region usually it usually is indicative of this intersectionality that we've been talking in this class it's usually connected to region race ethnicity socionomic status or class the person's first language or native
14:00 - 14:30 language and when they've learned english um you can usually determine an accent and the in the quality of voice the pitch the pronunciation of vowels consonants etc etc it's important to know however that linguists have analyzed accents and they have a complete predictability it's called cross-linguistic transfer and there's both positive and native negative transfers between languages and even an accent will have predictable
14:30 - 15:00 meanings that linguists say have a pattern but because of the status of different languages uh some are are considered subheria and some inferior we do have this institutionalized form of kind of discrimination based off of whether you have standard or non-standard dialects and accents so jargon jargon is um
15:00 - 15:30 as defined in relation to a specific activity profession group or event it's the language used by people who work in a particular area it can be highly technical language um and it's usually uh will be utilized um within that community only um it it jargon really has two functions it provides speakers of a sub group with a mechanism
15:30 - 16:00 for producing in-grouping and out-grouping so to exclude people who are not in the in-group it provides speakers with clear well-defined unambiguous terms to refer to their activities so um jargon is really um considered something so for example in education it's edge you speak so it's a way of speaking that um it in groups and out groups particular people um and there's definitely that
16:00 - 16:30 definitely exists um and it's predictable and it can be translated and can be understood the problem with it is that it has it's a way of positioning people in inferior uh versus subcarrier ranking um over time but as linguists of course you can analyze that it's just a predictable system of language that can actually be learned by anybody given enough period enough
16:30 - 17:00 time slang uh it refers to the use of informal words or expression expression that are not considered standard whereas jargon is considered standard it's considered more prestige prestigious slain can also refer to things that are considered taboo or euphemism or things that can be considered uh offensive um rather than like with someone died and say they
17:00 - 17:30 passed away what's really interesting about slang is it can go back and forth it can be considered jargon over time and it can become standardized as we see with the standard english dictionary including different and new terms every year so it's kind of interesting how language constantly uh changes so there's a lot of variation in languages like i said language is constantly changing um code switching refers to
17:30 - 18:00 a manner speaking in one situation versus a manner of speaking another and this is really really hard for um in my experience uh in studying russian it's one of the last things to come uh in language acquisition and it's it's pragmatic so it means in your when you're in one situation you use one uh type of speech when you're in another situation you use something completely different
18:00 - 18:30 so for example when kids are on the playground talking to other kids they don't talk like you know with to their peers the way that they would talk to their teacher a way that they would talk to their pastor or the way that they would talk to their baseball coach or for example you you wouldn't talk the same to me as you would as someone to the rest at the restaurant that was your buddy or your friend you wouldn't talk to your pastor the same way you would talk to your friend at the restaurant so it's the ability to basically switch
18:30 - 19:00 from a formal to a less formal situation different styles of speaking so what we've seen with bilingual students is many of them already have this in the first language and what we see happening is that they're having to learn that in the second language it's very important to give all your students the opportunity to move back and forth between formal and informal english in your classroom just so that they're able to attach academic english to uh what they already know which is
19:00 - 19:30 conversational english so in american school system a monolingual person is someone who speaks one language a bilingual person speaks two language a multilingual person speaks more than one language bilingual is the bilingualism is the process of helping a multilingual learner learn a second language and a polyglot is a person who's capable of speaking and writing multiple languages with high level of proficiency so what we've seen happen in the united
19:30 - 20:00 states is since 2005 there's been approximately 191 million immigrants come into the united states so i've alluded to this in two modules already but this module looks at the intersection of linguistic identity and these a key demographic change worldwide trends are developing so quickly that in the united states we are finally having to look at our language policies because our language policies have been
20:00 - 20:30 english only while the rest of the developed world has shifted towards multilingualism and they've actually developed a competitive edge in the marketplace because uh we've maintained this monolingual policy in the united states what we have now is we have large numbers of students and families who move back and forth across national borders or can communicate through technology on a regular basis with their nation and families of origin
20:30 - 21:00 so we see more and more families more and more communities who are maintaining multiple languages and they're maintaining membership in multiple communities simultaneously so as we talked about in module 1 and module 2 we see increasing linguistic diversity because we see people students and families coming in from all over the world and bringing many many many languages many many dialects
21:00 - 21:30 into the united states and really enriching our school system and enriching the linguistic diversity that we have these global immigration patterns are predictable and so the languages the of the students i've worked with reflect these migration patterns california is the most culturally and linguistically diverse state in the union and so it makes sense that california has recently shifted its policy towards language education to promote
21:30 - 22:00 multilingualism because rather than looking at these global migration patterns and the high number of cultural and linguistically diverse students we have as a deficit if we look at them as an asset and their cultural and linguistic backgrounds as an asset and develop them it will only benefit us and it will benefit our economy in california and across the united states because the students that are coming into the united states are continuing to have ties to their
22:00 - 22:30 nations of origin and our economy is now completely interconnected so you can see the relative growth of english language learners in u.s schools you can see exponential growth of bilingual multilingual students in the united states and this is only increased from when the census was taken so this is why i am in california and why i've continued to stay on the west
22:30 - 23:00 coast or close to the west coast this california has the largest percentage of multilingual students in the united states other than texas and and new mexico so this is what i just said it's the most california is the most culturally and linguistically diverse state there's six million students and k-12 public schools of those students there's approximately 1.4 who are english learners or emergent bilinguals what's that what that means is that
23:00 - 23:30 they're already bridging they're already almost fully fluent in english in another language and so what's happening is that they're coming to school and they're losing their language of origin and what's what the department of education in california said is that we want to stop that because language loss is putting the students further and further behind whereas if they maintain that bilingualism they will continue to excel in schools if we support both languages so over 2.6
23:30 - 24:00 million students come from homes where there's another links language spoken so there's a large percentage of students that if we can shift the way that we're doing education and the way we're doing medicine and the way we're practicing school counseling etc etc the research suggests that the educational achievement of students uh will will um will have we will see significant growth
24:00 - 24:30 so educators have become increasingly aware in recent years of the role of language and culture and teaching and educators don't leave their language and their cultures at the door and so what we see now is educators who are now eager to learn how they can foster language maintenance in the first language and how they can help the first language and the second or even the third language now with a lot of our students
24:30 - 25:00 be maintained and develop better relationships between home and school so what this means is that teachers are having to develop greater understanding of language and culture and teachers are having to develop a more sophisticated understanding of language and culture and how they function in all of our interactions so uh just the basics of linguistics um is you know uh language at its most basic form
25:00 - 25:30 is segmented into sounds um different languages have different sounds what's interesting is that babies are able to recognize all the sounds and what happens is that the brain basically remembers the sounds that are repeated the most but in the beginning babies are able to recognize all of them so those are sound sound systems orthography is the letter systems or the graphemes okay
25:30 - 26:00 um morphology is the word word parts or words that have meaning there's different types of word parts in most people understand them as parts of speech but it can just be pieces and parts of words as well it includes the understanding of how words are formed in different languages lexicon are the content the different functions the content of words the functions of
26:00 - 26:30 words so what words do we use for content so when you're working with patients or you're working with students you'll want to help them learn the nouns and the verbs and the adjectives first and the things that are most important for survival and then you go to the function words okay syntax of course this is where um this becomes very very visible um uh when you're working uh
26:30 - 27:00 with um students and in your learning languages yourself because you're going to flip the word order around it includes the types of sentences the modifiers the coordinating and subordinating correlative functions in language it includes clauses as well so language acquisition is simply the process by which humans acquire
27:00 - 27:30 language perceive and understand language and then language acquisition is our ability to produce and use the words um to communicate to other people and it requires a broad range of tools so language acquisition is the process way by which humans acquire the capacity perceive produce and use words first language acquisition is what the child learns first second angle acquisition is anything after that
27:30 - 28:00 so um there's a lot of different theories of language acquisition um uh the one i'm gonna familiarize with you familiarize you with in this class is natural language acquisition with this which is krashen um so language acquisition especially first language acquisition um in many cases is an unconscious process um and um
28:00 - 28:30 and it it really is developed um from infancy um and it's something that um basically everything around us is is working to help us um to learn language okay so um krashen suggests that language acquisition is a subconscious process it's similar to how children learn the first language
28:30 - 29:00 it's natural it's informal um it's immersion it's a reason why you know i studied russian for three years and i learned more russian in the first five you know four months i was there than i did in three years prior to that um language learning is the formal situations it's the dialogues it's the formal rules of grammar so crashing is not suggesting that we don't that we shouldn't use both of
29:00 - 29:30 those krashen is just suggesting that natural acquisition has to occur we have to learn the feeling of a language you have to be immersed in the context of a language to truly understand it and then the the rules of the language will make sense so he's suggesting that language acquisition needs to occur through oral comprehension a lot of the videos that i shared with
29:30 - 30:00 you this week really explain it helps you to understand if we're learning our first language mostly through oral comprehension and our second language through oral comprehension that it really makes sense that we need to make language learning as natural as and and as not not stressful um or as least stressful as possible is really the way to put it because it's very very difficult
30:00 - 30:30 uh especially as you get older um and so basically we need to create speech activities in which we provide people with the opportunity to learn a language in a similar way in which they learn their um their first language and he said there will be a extended period of silence but it means that that person is learning language it just means that they're taking it in and so that's one of the initial stages
30:30 - 31:00 of language acquisition okay so um he did a good job of documenting that there's a natural order it's predictable um it's different in different languages and it's different in every student so uh it depends a lot on what the first language is and what transfers and what doesn't transfer between the first and the second language um but there are a lot of features of
31:00 - 31:30 language acquisition that are predictable so acquisition can be impacted by attention to what features do transfer positively from the first language to the second language and then also teaching what doesn't transfer and then also just giving a both the child and the adult the opportunities to practice in an environment where they feel like they can take risks and they feel like they can learn so he
31:30 - 32:00 talks about this and i definitely have experienced this as a language learner so that he talks about how the mind uh has a monitor and monitor over users a monitor overuser is a person who is in an environment or in a classroom where they're so cognizant of all their mistakes that they actually stop speaking fluently um
32:00 - 32:30 because they're over monitoring their accuracy a monitor under user is someone who is not paying enough attention to their accuracy and they're making a lot of mistakes and thus they don't become fluent either so uh what he suggests is we need uh students with an ideal balance of speed and accuracy where they have confidence but they're
32:30 - 33:00 also taking care and they've had enough explicit destruction instruction to speak accurately so uh this is what we covered before so we want an ideal monitor we want an environment where students feel like they're safe where patients feel like they're safe where they can communicate families feel like they're safe where they can learn language and so they can uh and they need support so that they can move through this natural order of
33:00 - 33:30 language acquisition so the other thing that families and communities need is what's called comprehensible input so this is where um if you are working with families who uh or students who english is their second language you need to figure out a mechanism to make the words comprehensible so a conversational english that people develop in their early years is their richest
33:30 - 34:00 linguistic rep repertoire so the language that your students or your patients are speaking in their family and in their communities is their richest neural network so connecting to that is really important and valuable whether you're teaching or you're counseling or you're a nurse or you're a social worker so that can be done a variety of ways it can be done through images it can be done through where you're connecting where you have
34:00 - 34:30 key pieces of translation a key vocabulary that you're trying to communicate whether you have video resources that transfer the key information you're trying to communicate back and forth whether your hospital or your counseling service or your social work agency or school district is hiring translators that are actually doing high quality translations to help all
34:30 - 35:00 the families and the community gain access to the material so for students it includes a whole range of supports english language development supports [Music] that make connections visible between the first language and the second language comprehensible input means that you're giving people the support that they need to understand the information that you're trying to communicate and students come to school with a rich
35:00 - 35:30 range of vocabulary already we just need to connect what we're trying to communicate to that linguistic repertoire that's our job okay all right so this is comprehensible input um okay so learners use their uh current linguistic competent with their general knowledge of the world to make sense of your messages so whether or not you're teaching them
35:30 - 36:00 what's the same between spanish and english and what's different between spanish and english they're already going to be doing that so for example when i was traveling in belarus in ukraine i was looking for things that i knew were cognates i was looking for roots that i recognized i was looking for images of things that i recognized and i knew in english and that i was connecting that to a russian or ukrainian and so that's
36:00 - 36:30 what our students and our patients and members of our community are doing every day and they they have been demonstrated to have very high levels of intelligence and it work because it requires a lot of cognitive demand to make those types of leaps in your brain all the time and so it's our job to connect that rich linguistic network to what we're communicating
36:30 - 37:00 so humans acquire language by understanding messages and by receiving information or input visual sensory input that they understand so our job is to figure out what input they need to make the information we're trying to communicate comprehensible to them so i like this graphic i think it does a really good job of explaining all the different ways [Music]
37:00 - 37:30 all the different so what are the different um you know what are the different um skills what is what's the different knowledge and wisdom that each of our families and community members bring to us okay and then all the different mechanisms that we can use for input okay and then explicit strategies that we can teach
37:30 - 38:00 students to learn language now this is not by any means a comprehensive list of strategies this isn't even close okay so there's three other courses at 0.1 that you can take that are a lot even in this department that go deep into this this uh this concept this is a cultural um this is a cultural anthropology class um uh sociolinguistic is
38:00 - 38:30 sociolinguistics is one branch of linguistic linguistic anthropology and so um this just gives you an idea of the connection so all of this this is the cultural background the roots of competence so the languages and the cultures of the families and the communities that we're working with as teachers nurses and medical practitioners and administrators are the assets that sustain them so our
38:30 - 39:00 job is to connect what we're doing to those roots and then we see the fruit of our of our labor as we see students and and families and community members who can read write speak and listen in multiple languages okay but our job is to connect to this okay by telling them what is similar and what is different between the languages and honestly you can go online and you
39:00 - 39:30 can actually google that and you can get a lot of the basics of that and you can um [Music] you can study it and it's it's not as difficult as you might think to get the basics and then the families and the community members that you're working with uh will appreciate it there's a lot of material online i've given you a lot of material the book has a lot of material um of how you can be more culturally and linguistically responsive in your practice
39:30 - 40:00 so here's the big thing right so you need to have people who their motivation is high so the reality is that i can tell you i honestly haven't met a person who's trying to learn english who wasn't highly modified motivated to learn english most of the first generation families who i've worked with here in the united states have had a lot of drive and so they're mo they have a lot of
40:00 - 40:30 push so they have to learn english they want their kids to learn english they want to have access to english to get access to high quality medical care they want to get access to english to get access to all the other services in the united states and to get a job so the motivation is high we see the motivation go down when we get into the second and third generation student who is still a long-term english learner and so we need to prevent that from
40:30 - 41:00 happening by doing a good job with language acquisition in the first place we need students who have high self-confidence okay and low anxiety so uh here's an example so i had a ukrainian tutor who would sit down and she would talk to me um i would study um my russian textbooks and she would talk to me but we would sit and we would have t and we would have discussions and then she would have me write and we would
41:00 - 41:30 talk in russian and so when i was with her my academic production was very very high in russian because i had higher self-confidence and i had lower anxiety then i studied with a russian faculty member who had studied at the monterey school for linguistics for the armed forces of the united states and had worked under the kissinger administration and he was really really brutal in the classroom and he would yell and he would scream at the students
41:30 - 42:00 and correct us harshly and my self-confidence dove and my anxiety went high and my brain literally shut off so when i was with my ukrainian tutor i would remember everything but when i was in the classroom i completely freaked out so that happens to everyone who's learning a language and so we need to be cognizant that whatever environment we're creating when we're with people who are multilingual and are learning academic fluency in
42:00 - 42:30 academic english that we need to be cognizant that that's just the way that the brain operates and so we need to be to create an environment where multilingualism is possible so here we go same thing so there's a lot of different methods to teach second language um and so yeah i mean this is just honestly this is a oversimplification of it as well
42:30 - 43:00 but um you know it's this is an introduction for you um to basically how first and second language acquisition occur and uh you know just kind of the basics an introduction to you look looking at the intersection so immersion method learners taught inclu exclusively through the medium of the l2 that's the second language the l1 is the first language that you speak the second language is the l2 submersion means you're surrounded exclusively
43:00 - 43:30 by speakers of the l2 usually uh in a social setting or in another country traditional method is you do oh i did this in high school it's horrible direct translation from l1 to l2 so i'd have to sit down and have to translate so this is very important but it doesn't make you fluent okay it is very important as you develop higher levels of academic competency like for me in russian it was very very
43:30 - 44:00 important but the reality is that immersion is really uh the key to to when you get embedded and the culture of the language is really when you learn its rules and you you become relaxed enough to learn you have a push and a pull like you you want to learn because it's exciting um and you and you're rewarded and and it's you're in conversational settings so you learn it pretty quickly um so direct method all teaching done in
44:00 - 44:30 l2 with emphasis on conversational skills so when i started i taught english as a second language and that was the direct method and it was too conversational what they found out was esl was too conversational and it needed to be both academic and conversational english and then audiolingual this has become very popular as a lot of software and technology has come out where you have speaking and listening
44:30 - 45:00 that are emphasized rather than reading and writing and now of course we know that students need reading writing speaking and listening so we've actually seen these methods of of acquiring a second language become very sophisticated we have very um successful dual immersion programs throughout the united states um that go all the way up through the university level um and so now we know that it's it's it's very
45:00 - 45:30 possible and achievable um for a wide range of languages now we just need to figure out how to really improve the quality of these programs and how to really launch our nation into an era where multilingualism is considered an asset you're going to see that in the videos and the resources that i give you this week it's really kind of a missing piece in our country but a lot of the other nations around the world already understand we've been fortunate that because
45:30 - 46:00 english is such a prestige language globally that we've we've been able uh to maintain only english for such a long period of time but that time is changing uh and we really need to begin to look at multilingualism as an asset so that we can help all those the students all the families all the members of our communities to get what they need um to be successful and gain access to 21st century college and career
46:00 - 46:30 skills and jobs and so i encourage you as you're looking at teaching being an administrator a counselor a nurse um or a social worker you know how how does language play into what you do every day and how does you know how would multilingualism really be an asset for you how would hiring someone who's bilingual multilingual really help you how would encouraging your students and the families and the communities you
46:30 - 47:00 serve to maintain their languages and develop their languages and be a part of your community how would it be an asset to you to your community and to our state and the nation as a whole so i encourage you just to think about that throughout this module thank you