Title: Word Up!*
1Word Up!
- ESL Linguistics
- Learning Community
- with an
- Interlanguage Focus
- exclamation I understand you I agree with
you. A colloquial phrase originating from within
the African-American community often shortened
to simply Word!
2 Kapiolani Community CollegeHonolulu, Hawaii
Department of Languages, Linguistics Literature
- Susan Banner Inouye, Linguistics
- Shawn Ford, ESL
- Miho Yamanouchi, Student
3Content of Word Up Learning Community
- study Linguistics concepts
- develop academic English writing skills
- study Second Language Acquisition concepts
- work on shared assignments and projects
throughout the semester
- ? examine individual language development
patterns and needs for future language development
4Learning Community Logistics
- Two teachers
- Two disciplines
- Two consecutive class periods twice a week
- Snack schedule
- Two course grades
- One coordinated syllabus
- Coordinated in-class activities, readings,
lectures - Several integrated assignments
- Some separate assignments
5Todays Presentation Shrinky Dink version of a
semester in Word Up
- Participants will assume role of students
- Students will learn about Interlanguage
- Students will learn some Linguistics
- Students will observe their own language
- Students will analyze their own language
- Students will apply theory to themselves
- Students will present results reflect
6Contents of Packets
- Outline of Todays Presentation
- Word Up Syllabus (full version available upon
request) - Your Learner Profile
- Your Interlanguage Phonology Kit
- two index cards
- L1 synopsis
- L1 wordlist
- L2 synopsis
- Generalization Form
- Answer Key
- Evaluation Form
7Interlanguage Phonology ProjectIn the real Word
Up, students write a paper which includes primary
data collection library research
- Your Interlanguage Phonology Kit
- two index cards (simulates data elicitation)
- L1 synopsis (simulates research)
- L1 wordlist (simulates collected data)
- L2 synopsis (simulates research)
- Generalization Form (simulates polished paper)
- Answer Key (real students dont have one!)
8Instructions
- Take 5 minutes right now to introduce yourselves
to your group-members, assuming the identity of
your student profile - Red Ahn
- Blue Natsuko
- Yellow Richard
- White DK
9In the Word Up Learning Community
- Students learn about Interlanguage through
readings, lectures, discussions, writing
activities, vocab quizzes
- Students learn about Linguistics through textbook
readings, homework and in-class activities,
writing activities, quizzes
10An interlanguage is an individual learner
language that is developed by a person who is in
the process of learning a second language (L2)
(lecture simulates condensed course content)
- Characterization
- Approximated version of L2
- Some features of L1
- Linguistic innovations
- Development
- Language transfer
- Overgeneralization
- Simplification
- Fossilization
11The ILP and ESL Learning Justification
- Awareness-raising
- Schmidt, R. (1990) The Role of Consciousness in
Second Language Learning. - Schmidt, R. (1993) Awareness and second language
acquisition. - Goal-setting
- Celce-Murcia, M., Brinton, D., Goodwin, J.
(1996). Teaching pronunciation Reference for
teachers of English to speakers of other
languages. - Learner autonomy
- Little, D., Ridley, J., Ushioda, E., 2002.
Towards Greater Autonomy in the Foreign Language
Classroom.
12Factors that affect interlanguage
development(lecture simulates condensed course
content)
- Transfer of L1 phonology into the L2
- Learners overall level of language proficiency
- Learners stage and duration of fossilization
- Markedness theory
- Glossary phonology pronunciation
fossilization frozen development markedness
how common/uncommon a feature is in the worlds
languages
13Transfer of L1 Phonology (lecture simulates
condensed course content)
- Transfer of single sounds
- Transfer of syllable structure
- Transfer of stress, intonation, etc.
14Languages differ in how they sound for a couple
of reasons (lecture simulates condensed course
content)
- L1 uses different consonants vowels than L2,
though there may be some sounds in common - L1 organizes its sounds into syllables and words
differently from L2
15Example Hawaiian vs. English (lecture
simulates condensed course content)
- Hawaiian has only 13 sounds
- 5 vowels i, e, a, o, u
- 8 consonants p, k, m, n, l, w, h, ?
- American English has around 40 sounds
- 15 vowels
- 25 consonants
16Sound Substitution (lecture simulates condensed
course content)
- book b?k ? puke
- b substituted with p
- sister s?st?r ? tita
- s substituted with t
17Hawaiian Syllable Structure (lecture simulates
condensed course content)
- Hawaiian allows only
- CV ka the, puka hole, ?a?i neck
- V i object marker
- CVV kai sea, pau finished
- English allows
- CV, CVV, CCV, CCVCC, CCCVCCC, etc go, boy, stay,
stand, strengths str??k?
18Syllable Structure Transfer(lecture simulates
condensed course content)
- Consonant Clusters separated by an inserted
vowel - plaid plæd ? palaka
- Or Vowel Inserted after Word-Final Consonant
- book b?k ? puke
- Or Final Consonant deleted
- sister s?st?r ? tita
- Or Cluster Simplified
- sister s?st?r ? tita
19Generalizations for Hawaiian (L1) to English
(L2) (lecture simulates condensed course content)
- Sounds
- Because there is no b, d, s in Hawaiian, p, k are
substituted - Syllables
- Because only (C)V(V) allowed, clusters are
resolved in various ways
20Your goal as a student in the Word Up course
is to analyze your own interlanguage phonology by
21Applying linguistics interlanguage material to
your own data(lecture simulates students
Interlanguage Phonology Project ILP)
- Collecting data on yourself (partner will
transcribe you) - Analyzing your pronunciation data
- Reporting on your pronunciation
- Reflecting on how this might impact your learning
strategies for English
22Instructions(lecture simulates data elicitation)
(5 minutes)
- Turn to your partner and take turns transcribing
each others wordlists - Exchange Index Card 1 with a partner
- Index Card 1 (transcribers prompt list)
- Spell the words the way your partner says them
- Index Card 2 (speakers pronunciation guide)
- Pronounce the words the way you see them spelled
- Give Index Card 1 back to its owner
23Instructions(simulates students research
writing) (15 minutes)
- Regroup and join other students with the same
identity (reds, blues, yellows, whites) - Together examine your L1 phonology synopsis and
L1 pronunciation data - Try to find some generalizations about sound
substitutions and syllable structure resolutions - Write your results on Generalization Form
- Choose a spokesperson to share your findings
24Student Presentations
- Japanese
- Sounds
- Syllables
- Korean
- Sounds
- Syllables
- Vietnamese
- Sounds
- Syllables
- Cantonese
- Sounds
- Syllables
25Reflection
26How Interlanguage Phonology Project affects my
learning of English
- Understand my own tendencies
- -awareness raising
- Understand phonological progress in English
- -goal setting
- Improve my pronunciation
- -acquisition
27My Thoughts about Learning Community
- Two instructors in the same classroom
- More focus on topic
- Deeper learning about topic
- Application of learning to writing
28Reflections on ESL and Linguistics Learning
Community
- Even though I had difficulty with expressing my
opinion in writing before, it could be better as
writing critique essay and analysis essay. - Everything that I learned applied to my English
background and from now on. - I learned about myself a lot because English is
part of myself.
29Word Up! ESL and Linguistics Learning Community
30References
- Chan, Alice David C.S. Li.2000. English and
Cantonese Phonology in Contrast Explaining
Cantonese ESL Learners English Pronunciation
Problems. Language, Culture and Curriculum. Vol.
13, No. 1, 2000. - Comrie, Bernard. 1990. The Worlds Major
Languages. Oxford Oxford University Press. - Ford, Shawn. 2001. Tutoring Project Final Paper.
Unpublished ms. Honolulu University of Hawaii
Manoa. - Fromkin, V., Rodman, R., N. Hyams. 2003. An
Introduction to Language. 7th ed. Boston Thomson
Heinle. - Japanese Phonology. 13, Feb 2006.
http//en.wikipedia.org/wiki/Japanese_phonology.
Accessed 3/5/2006.
31References, contd
- Kim, Hyouk-Keun. 1999. Interlanguage Phonology of
Korean Learners of English. http//odin.prohosting
.com/hkkim/cgi-bin/kaeps/il_phon.htm. Accessed
03/01/2006 Korean Language. http//en.wikipedia.or
g/wiki/Korean_language. Accessed 9/15/2005. - Ladefoged, Peter and Maddieson, Ian. UCLA
Phonetics Lab Data Korean. http//hctv.humnet.ucl
a.edu/departments/linguistics/VowelsandConsonants/
appendix/languages/korean/korean.html. Accessed
3/8/2006 - Nilsen, D. Nilsen A. 1973. Pronunciation
Contrasts in English. New York Regents
Publishing Co., Inc.
32References, contd
- OGrady, W., Archibald, J. Aronoff, M. J.
Rees-Miller. 2001. Contemporary Linguistics An
Introduction. 4th ed. Boston Bedford/St.
Martins. - Taiffalo. 2001. Sound System in Vietnamese.
http//www.de-han.ord/ vietname/chuliau/lunsoat/so
und/2.htm. Accessed 9/15/05. - Vietnamese Phonology. http//en.wikipedia.org/wiki
/ Vietnamese_phonologySyllable_and_phonotactics.
Accessed 03/01/2006. - Weinberger, Steven H. Fall, 2005. Native Phonetic
Inventory Cantonese. George Mason University.
lthttp//accent.gmu.edu/browse_native.php?function
detaillanguageid13gt. Accessed March 14, 2006.
33Mahalo!
- For more information, please contact Susan Inouye
inouye_at_hawaii.edu or Shawn Ford
sford_at_hawaii.edu. - For the student perspective contact Miho
Yamanouchi myamanou_at_hawaii.edu
34Mahalo!
- Brought to you by
- Kapiolani Community College Dept. of Languages,
Linguistics Literature - KapCC Faculty Development Fund
- KapCC Learning Communities Institute
- KapCC Planning Grants Mgt Office