SOLUTION: LZ M1 Seattle University Sociolinguistics and Dialects Standard Language Discussion

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LZM1 — LZM1 TASK 3: SOCIOLINGUISTICS & DIALECTS
LANGUAGE PRODUCTION, THEORY AND ACQUISITION — LPA1
PRFA — LZM1
TASK OVERVIEWSUBMISSIONSEVALUATION REPORT
COMPETENCIES
INTRODUCTION
REQUIREMENTS
RUBRIC
COMPETENCIES
620.1.1 : Describing and Understanding Language
The graduate understands language as a system and applies this understanding to help English
language learning (ELL) students acquire and use English in listening, speaking, reading, and writing
for social and academic purposes.
INTRODUCTION
There is an increase in the number of students entering classrooms who, while they list English as
their primary language, speak various versions of English such as dialects and creoles. Because
these students rightly list English as their first language, they often are not included in EL support
programs. It is important for a teacher of EL students to provide support for these students as they
progress in standard English, while affirming, valuing, respecting, and cherishing their dialects and
creoles.
In this task, you will investigate at least two dialects or creoles in classrooms and discuss how to
build on these dialects and creoles to help students extend their linguistic use of English, especially
in writing.
For purposes of this task, assume that the standard English being used is Standard American
English (SAE) and the classroom context is in the United States. You may suggest another standard
English if your context is not in the United States.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the
submission and no more than a 10% match to any one individual source can be directly quoted or
closely paraphrased from sources, even if cited correctly. The originality report that is provided when
you submit your task can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria
that will be used to evaluate your work. Each requirement below may be evaluated by more than one
rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive,
etc., unless specified in the task requirements. All other submissions must be file types that are
uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).
A. Explain what a standard form of a language is and what dialects and creoles are.
1. Discuss the difficulties or limitations students who speak nonstandard English may encounter
in terms of receiving assistance from support personnel because they identify English as
their first language.
B. Identify two legitimate dialects or creoles spoken by students in classrooms.
Note: You may select two dialects or two creoles, or you may select one dialect and one creole.
C. Discuss specific features of the identified dialects or creoles from part B.
1. Discuss two similarities and two differences between Standard American English (SAE)
and each of the identified dialects or creoles from part B.
a. Discuss how these similarities and differences affect further learning in SAE, especially in
writing.
2. Discuss possible ways teachers could address or overcome any of the problems presented
by the differences between SAE and each of the identified dialects or creoles from part B.
D. Describe five different resources that provide information for teachers who want to know more
about SAE, the identified dialects or creoles from part B, or both. Include the title
of each resource in your description.
E. Identify two resources for speakers of nonstandard English that can be incorporated into the
classroom to help students develop competence in SAE.
1. Explain how these resources will help students understand the value of and gain access to
using SAE.
F. Acknowledge sources, using APA-formatted in-text citations and references, for content that is
quoted, paraphrased, or summarized.
G. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4,
wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
GENERAL TEACHING DISPOSITIONS AS INDICATED IN THE WGU TEACHERS COLLEGE CODE OF ETHICS:
NOT EVIDENT
The submission demonstrates
consistently unprofessional or unethical
APPROACHING COMPETENCE
The submission demonstrates behavior or
disposition that conflicts with the professional
COMPETENT
The submission dem
disposition that alig
behavior or disposition as outlined in
the WGU Teachers College Code of
Ethics.
and ethical standards outlined in the WGU
Teachers College Code of Ethics.
and ethical standard
Teachers College C
A:EXPLANATION OF STANDARD LANGUAGE, DIALECTS, AND CREOLES
NOT EVIDENT
An explanation is
not provided.
APPROACHING COMPETENCE
The explanation does not accurately address the
characteristics of a standard form of language, dialects,
or creoles.
COMPETENT
The explanation accurately a
characteristics of a standard f
dialects, and creoles.
A1:DIFFICULTIES OR LIMITATIONS
NOT
EVIDENT
A discussion
is not
provided.
APPROACHING COMPETENCE
The discussion does not accurately address difficulties or
limitations that students who speak nonstandard English
might encounter in terms of receiving assistance from
support personnel because the students identify English as
their first language.
COMPETENT
The discussion accurately addre
limitations that students who sp
might encounter in terms of rec
support personnel because the s
as their first language.
B:DIALECTS OR CREOLES
NOT EVIDENT
A response is not
provided.
APPROACHING COMPETENCE
The response does not identify 2 legitimate dialects or
creoles spoken by students in classrooms.
COMPETENT
The response identifies 2 leg
creoles spoken by students in
C:FEATURES OF DIALECTS AND CREOLES
NOT
EVIDENT
A discussion is
not provided.
APPROACHING COMPETENCE
The discussion does not address features of each of the
identified dialects or creoles from part B, or it does not
include specific examples of each.
COMPETENT
The discussion addresses spec
the identified dialects or creol
including specific examples fo
C1:SIMILARITIES AND DIFFERENCES
NOT EVIDENT
A discussion is
not provided.
APPROACHING COMPETENCE
The discussion does not accurately address 2 similarities
and 2 differences between SAE and the identified dialects
or creoles.
COMPETENT
The discussion accurately add
2 differences between SAE an
or creoles.
C1A:EFFECT OF SIMILARITIES AND DIFFERENCES ON LEARNING
NOT
EVIDENT
A discussion is
not provided.
APPROACHING COMPETENCE
The discussion does not plausibly address how the
identified similarities and differences from part C could
affect further learning in SAE, especially the student’s
writing skills.
COMPETENT
The discussion plausibly addre
similarities and differences fro
further learning in SAE, includ
skills.
C2:POSSIBLE WAYS TO ADDRESS OR OVERCOME PROBLEMS
NOT
EVIDENT
A discussion is
not provided.
APPROACHING COMPETENCE
The discussion does not address plausible ways in which
the problems presented by the differences between SAE
and each of the identified dialects or creoles could be
addressed.
COMPETENT
The discussion addresses plaus
problems presented by the diffe
and each of the identified diale
addressed.
D:TEACHER RESOURCES
NOT
EVIDENT
A description
is not
provided.
APPROACHING COMPETENCE
The description does not address 5 different appropriate
resources for teachers who want to know more about SAE,
the identified dialects or creoles, or both, including the title
for each resource. Or the submission does not describe the
information included in each resource.
E:IDENTIFICATION OF STUDENT RESOURCES
COMPETENT
The description addresses 5 dif
resources for teachers who wan
SAE, the identified dialects or
including the title for each reso
included in each resource is de
NOT
EVIDENT
A response is
not provided.
APPROACHING COMPETENCE
The response accurately identifies only 1 resource for
speakers of nonstandard English, or the resources
identified cannot plausibly be incorporated into the
classroom to help students develop competence in SAE.
COMPETENT
The response accurately identifies
of nonstandard English. Each reso
plausibly be incorporated into the
students develop competence in SA
E1:EXPLANATION OF STUDENT RESOURCES
NOT
EVIDENT
An explanation
is not provided.
APPROACHING COMPETENCE
The explanation does not accurately address how each of
the identified resources will help students understand the
value of and gain access to using SAE, or it does not include
specific examples illustrating these points.
COMPETENT
The explanation accurately ad
identified resources will help
value of and gain access to us
specific examples illustrating
F:APA SOURCES
NOT EVIDENT
The submission does not include intext citations and references
according to APA style for content
that is quoted, paraphrased, or
summarized.
APPROACHING COMPETENCE
The submission includes in-text citations and
references for content that is quoted,
paraphrased, or summarized but does not
demonstrate a consistent application of APA
style.
COMPETENT
The submission incl
and references for c
paraphrased, or sum
demonstrates a cons
APA style.
G:PROFESSIONAL COMMUNICATION
NOT EVIDENT
Content is unstructured, is
disjointed, or contains pervasive
errors in mechanics, usage, or
grammar. Vocabulary or tone is
unprofessional or distracts from the
topic.
APPROACHING COMPETENCE
Content is poorly organized, is
difficult to follow, or contains errors
in mechanics, usage, or grammar that
cause confusion. Terminology is
misused or ineffective.
COMPETENT
Content reflects attention to det
focuses on the main ideas as pre
chosen by the candidate. Termin
used correctly, and effectively c
meaning. Mechanics, usage, and
accurate interpretation and unde
LPA1 Task 3 Handout

April 6, 2020 launch date
• Task Code, LZM1
The Dialect Essay
Handout Table of Contents
Pgs. 1-2, Summary of directions and Course Instructor advice for Part A
Pgs. 2-3, Summary of directions and Course Instructor advice for Part B
Pgs. 3-4, Summary of directions and Course Instructor advice for Part C
Pgs. 4-5 Summary of directions and Course Instructor advice for Part D
Pgs. 5-6 Summary of directions and Course Instructor advice for Part E
Pg. 6, Supplemental Links- for help citing websites, and additional
readings
Tips
*See examples of dialects and creoles for this task under Instructor Advice for Part B.
**A good target length for this paper is 7-9 pages total.
Summary of Directions for Part A
*This is a summary only. Be sure to consult the actual directions in the Assessments
tab!*
A. Explain what a standard form of a language is and what dialects and creoles are–briefly.
A1. Discuss some difficulties or limitations speakers of non-standard English dialects may
encounter when interacting with school personnel- including teachers.
Course Instructor Advice for Part A
A.
Study the course topic Acquiring Language Variants- both Read sections.
B.
The Diversity Kit (you read from it in CUA1, use the Language section) also has
information on standard language and dialects.
A1. Here’s what you need to write about: The issue here is that learners who speak a dialect
of English–like African-American English or Chicano English–might make errors in their
standard English usage because of their language variety. Some learners who speak AfricanAmerican English, for example, have lots of access to Standard American English, too, so they
can switch back and forth very easily. But some people have very little access to the standard
and this can hurt them academically. These are the learners who may wind up doing poorly
academically and might even get labeled, mistakenly, for special education services (you may
recall from your readings for task 1 that one of Jim Cummins concerns is teachers making
assumptions about their students’ intelligence based solely on their speaking a different dialect).
What lots of these students need is some language reinforcement so they can become
proficient at using Standard American English (for learners in the U.S., of course). It’s very
important, however, for learners and teachers to understand that being fluent in the standard
and in a dialect does not mean having to give up one’s linguistic and cultural identity. This can
be an enormous fear of a dialect speaker who is being pushed to learn the standard. Teachers
need to be very sensitive to this.
Another example would be a learner who comes from another country where English is spoken
as a first language–like one of the islands in the Caribbean or India…or Scotland–but their
English (their Standard English) might be quite different from Standard American English.
Teachers might assume that the student speaks English as a second language…well, no, the
student speaks a different English! The student might still need support with language as he or
she becomes more adept at using Standard American English in an American school.
Additionally, teachers need to understand that the standard is not some static, unchanging,
perfect form of the language. Language is fluid and dynamic. Many of us hold very deep
prejudices about what counts as “good” or “proper” English…and often we hold these views
because we have been taught to be afraid of making mistakes with language. Remember back
to the first task of CUA1…language and culture and identity go together…we judge one another
based on our language usage, thus, we all have a lot of identity riding on how and what we
speak.
Summary of Directions for Part B
*This is a summary only. Be sure to consult the actual directions in your Assessments
tab!*
Very easy: simply write a sentence or two stating which two dialects or creoles you will be
researching and writing about. These should be non-standard varieties of English.
Course Instructor Advice for Part B
African American English and Chicano English are easy choices because there is information
about them in An Introduction to Language. However, please consider choosing other varieties
that you may encounter in your school, such as Indian English, Nigerian English, Philippine
English, Singaporean English, etc. Our two famous creoles in the U.S. are the French Creole in
Louisiana, and the Hawaiian Creole, but you might also encounter a Caribbean Creole, Haitian
Creole, or others.
Summary of Directions for Part C
*This is a summary only. Be sure to consult the actual directions in your Assessments
tab!*
C. As you approach this section, think about the dialects from a linguistic aspect.
C1. Discuss two specific linguistic similarities and two linguistic differences between SAE and
each of your dialects or creoles.
C1a. Discuss how both the similarities and differences affect further learning in SAE, especially
in writing. For example, does sharing a similar syntax and alphabet help a student with
comprehension while learning new content material?
C2. Discuss some ways a teacher can address or help students to overcome the language
problems presented by these similarities and differences. Do this for each of the dialects or
creoles separately.
Course Instructor Advice for Part C
C. Features of Dialects:
Let me give you an example of how you do this. First, pick several language features of each of
your dialects. Write down how the features work, compare them to Standard American English
(SAE). Explain how this can impact students’ learning of SAE.
This is only an example- you must find your own information and write it up yourself!:
Like most dialects, African American English has its own pronunciation, word
construction, and syntax patterns. There are many features of this dialect, but for the
purposes of this essay, I will describe X, Y, and Z (X, Y, and Z=CHOOSE 3 OR 4
FEATURES).
The first feature is syntactic and deals with the deletion of the verb “be.” In
African American English “be” is often removed in places where it would be used in SAE
(Fromkin, Rodman, & Hyams, 2007). For example, in African American English one would
say: He happy. But in SAE, one would say: He is happy.
Do this for all of your features.
*You can find useful information for some dialects in An Introduction to Language, ed 11,
chapter 7. The following websites also have linguistic information that you can use for many,
many languages, including Hawaiian Creole, Haitian Creole, and more:
Languages AZ
Multicultural Topics in Communications Sciences & Disorders | Languages
We don’t recommend Wikipedia very often as a reliable source, but here is a good example of
English dialect differences using the IPA (International Phonetic Alphabet):
International Phonetic Alphabet chart for English dialects
C1a. Effect of Dialects and/or Creoles on Learning English
Explain whether speaking a dialect can make it difficult to learn SAE if the dialect varies a lot
from SAE. Some dialects are not very different from SAE, and some features of a dialect might
be similar to the standard. For example, in African American English, there are a lot of words
and grammatical (syntactic) patterns that are similar. Students who speak African American
English, for example, usually have exposure to SAE, but, depending on their family or home
community, might not speak it much themselves. What happens is that they start writing what
they hear, and what they hear is dialect and this holds them back with their school work
(because the expectation is that academic English will be in SAE). For example, in African
American English (and in many, many other English varieties), words that end in “-ing” are often
shortened to “-in.” Instead of “running” many people say “runnin.” I say this myself, but I know
that when I write I need to write out “running” with the “g.” Kids who grow up speaking a dialect,
and who are not familiar with the standard, will not do this—they don’t know the standard well
enough to distinguish between standard and dialect. For this section of your paper, give a
couple of examples of how learners’ writing might reflect difficulties with writing in the standard.
One caveat: Do not assume that every speaker of a dialect will have these issues. Some
children are fortunate enough to be in situations where they are quite fluent in several varieties
of English.
C2. Possible Ways to Address or Overcome Problems
Address ways a teacher can address problems students face in learning Standard American
English because of the similarities or differences of their dialect or language to SAE. This can
be written as its own section of the paper following C and C1, you might consider referring to
part E1 if it works for your paper. The article Teaching Standard American English Using the
Language of African American Vernacular English gives many useful ideas to help you get
started, as well as these two:

Wheeler, R. S., & Swords, R. (2004). Codeswitching: Tools of Language and Culture
Transform the Dialectally Diverse Classroom. Retrieved from
http://www.ncte.org/library/NCTEFiles/PD/Consulting/WheelerLAJuly2004.pdf?origin=public
ation_det

Blundon, P. H. (2016). Nonstandard dialect and education achievement: Potential
implications for First Nations students. Canadian Journal of Speech-Language Pathology
and Audiology, 40(3). Retrieved
from https://cjslpa.ca/files/2016_CJSLPA_Vol_40/No_03/CJSLPA_2016_Vol_40_No_3_Blu
ndon_218-231.pdf

Clyde, J. (2005). Teaching Standard American English Using the Language of African
American Vernacular English. Language Arts Journal of Michigan. 21(2). Retrieved from
https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1201&context=lajm
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