CUA1 Task 1 Pointers 24

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School

Western Governors University *

*We aren’t endorsed by this school

Course

1

Subject

Linguistics

Date

May 11, 2024

Type

docx

Pages

6

Uploaded by KidLightning14274

CUA1 Task 1 - Extra Pointers Part A1: Interaction of Language and Culture See Diversity Kit , Part 3: Language (p. 4-6, which is PDF pages 200-202 ). Some quotes from the DK that relate to this section : • Language is used in different ways by different cultural groups, and what counts as appropriate usage of language differs from group to group. • Language is the principal vehicle for cultural transmission across generations. • To succeed within their own cultural group, all children need to learn not only the linguistic code of that group but the ways in which language is used. • Language use includes the goals of speaking, as well as rules about when children should speak, and to whom they may speak. • Culture and language are so thoroughly intertwined that loss of one leads to loss of the other • These are the pragmatic or social expectations surrounding language. Children learn these conventions along with the pronunciation, vocabulary, and grammar of a language. Part A2 : How Identity is linked to self-worth Some factors that influence a student’s identity: Language Religion Type of Culture: High Context and Low Context La Brack, B. (n.d.). Context of Cultures: High and Low. University of the Pacific School for International Studies. https://www2.pacific.edu/sis/culture/pub/Context_Cultures_High_and_Lo.htm Gender Expectations – in the home, classroom, and career world Educational Expectations – both within the classroom and post-secondary
2 You may find helpful the Diversity Kit , Part 2, Culture (page 13, which is PDF page 111):
3 Part A3 : How self-worth impacts academic achievement For Part A3 , you need to explicitly state how a student's self-worth affects academic achievement. Consider the following quote from Moll (as cited by Crochunis, 2002) in the Diversity Kit , Part 2: "Because social interactions are culturally defined, sociocultural interaction can either facilitate or hinder learning." (p.17, PDF p. 115) If students are “active agents in their learning”, then in what ways do their feelings of “self- worth” matter? Consider . . . the role a student's self-worth plays in classroom participation, grades, test performance, attendance, a feeling of social belonging, career success, etc. (All of these are culturally loaded.) Vygotsky, on socially mediated learning (Diversity Kit, Part 1, p.6-7, 27-28, 52; *Part 2, p. 17-19) the degree to which education is valued in the (extended) family and how these values affect a student's academic self-worth and identity. Don’t forget to specify “in the classroom” and/or “at school”
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