Linguistic+Variation

=Linguistic Variance Amongst Students=

Members: Emily Mullins, Amanda Krolikowski, Zach Thompson, Joe Tekelly, Eric Salzeider

 * NEWS:** Coffee Talk October 21st at 3pm, Erickson Hall Sparty's

__Address:__

-How can we best communicate with our students? -How do we define formal vs. informal language? -How do students communicate best with us? (i.e. direct vs. indirect statements, etc.) -How does how we say things affect our classroom and how students understand us (& vice versa)? -How does this affect teaching? -How can we validate different cultures and different ways of speaking in an English classroom (i.e. in relation to grammar)? -How does/would this issue affect NCLB? Does NCLB care about this issue? Should it? (Ex. What language students take standardized language in?)

__Resources & Research:__

-Research African American vernacular (California legislation, political implications) -Interview current teachers on the topic -Consult Dennis Preston and Marilyn Wilson for relevant articles (Plan to divide up articles between group members)-- I've emailed Dr. Preston and Marilyn and am waiting on replies :) -ank 10/7/08; I have received responses from both Dennis and Marilyn and will be bringing that information to class - ank 10/11/08 -Looking at linguistic as a social issue (validating different cultures/different ways of speaking)

__Links__ [|CRESST-NCLB] -ank 10/11 [|Kristin Denham: Associate Professor, Linguistics] -ank 10/11 [|Linguistic Society of America] -ank 10/20

9/29/08 Plan of action:

Utilizing texts that use AA vernacular, other dialects (regional), etc. Finding a list of novels that highlight other minority speak patterns/dialects Hypthetical: Ask students if this was a fair representation of their speech?

How does this affect grammar? Formal vs. Casual, Alternative grammar lessons

• Zach: AA Vernacular, California legislature; look for relevant news articles • Emily: Research YA books for AA vernacular • Amanda: Email Dr. Preston and Marilyn Wilson about relevant articles; look into NCLB articles relevant to linguistics; if any? • Joe: Research Chicano YA lit • Eric: Begin researching people to interview




 * FEEDBACK**
 * More discussion/engagement; could we have done an activity to promote this in the event that classmates weren't open for an informal, open discussion?
 * Balance in roles
 * What is meant by teaching AAV? Teach the grammar or just validate it in the classroom?
 * Possibly use small group/partners for discussion to help open up conversation on the topic


 * QUESTIONS (from peers)**:
 * How have some established teachers dealt with this?
 * How would we "teach" AAV or any other dialect? Should it be a grammar lesson? Or maybe just the simple freedom to write/speak it in non-formal situations?
 * What do you think about still maintaining standardized English in the classroom? It's fairly obvious that this is the most successful mode of speech; should we really stray?