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School
University of Colorado, Denver *
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Course
5820
Subject
Linguistics
Date
Feb 20, 2024
Type
docx
Pages
1
Uploaded by marisol321
Language and literacy are two sides of the same coin. I try to keep in mind that language comes in many different forms (many different languages of spoken language, sign languages, and body language) and literacy meaning the ability to read various forms of visual / written language (written words, body language, visual rhetoric, brail, etc.).
Performed language (spoken and behavioral) cultivates, supports, reinforces language concepts, meaning, patterns, etc. and vice versa.
Teaching students to metacognitively correlate the two (language and literacy) and my job is to do so purposefully in ways that students understand the meaning and relevancy and objectives.
I chose Option 3 - Make it Work.
I would like to create a getting to know you for the beginning of the school year (see attached).
I will modify it to reflect more aspects of students' culture and linguistic backgrounds, asking about where in
the world their family is from, places they have lived and traveled to, what languages they speak or they want to learn, any cultural foods, or traditions they want to share.
I would also like them to use a vocabulary passport.
Where in for each word they look up things like synonyms, antonyms (which they can do in English or any other language), but also relevant etymology where the word originated, what cultural relevancy it has (if the vocab word is urban, what does that look like in Germany, China, Brazil, or Rwanda).
I am also doing something similar with the characters and authors of various short stories and articles.
I make a point of reading texts from a diverse array of authors from around the world.
I would like students to reflect on how the author's or protagonist's language and culture influenced the text.
All of these ideas, of course, are just in the seed stage, but I am always open to ideas and suggestions about how to grow these into more fruitful crops.
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