in American Voices 2006
by Guy Bailey and Jan Tillery
The SOuthern accent is widely regarded as the most incorrect variety of ENglish, even among SOutherners. "Fixin' to" is a modification of the ENglish auxiliary system.
"Might could": multiple modals provide Southerners with addiitonal politeness strategies.
"useta": additional modal (useta could)
Labov 1994 'Southern SHift":
From the last quarter of the nineteenth century until the end of WW2, SAE grew and became more uniform, due to urbanization.
Y'all and fixin' to is spreading to non-Southerners.
Sunday, August 30, 2009
Defining Appalachian English
by Hazen and Fluharty, 2006
in American Voices
Appalachian English is maligned and suffers prejudice.
You can hear "Needs washed," "The dogs walks," a-prefixing (from SCots-Irish to indicate an ongoing action).
Appalachian English is a number of difefrent dialects.
Monopthongization
AAVE did not monopthongize before p,t, or k, but Appalachian blacks do.
in American Voices
Appalachian English is maligned and suffers prejudice.
You can hear "Needs washed," "The dogs walks," a-prefixing (from SCots-Irish to indicate an ongoing action).
Appalachian English is a number of difefrent dialects.
Monopthongization
AAVE did not monopthongize before p,t, or k, but Appalachian blacks do.
An Introduction to Midwest English
in American Voices
by Timothy C. Frazer 2006
The Midwest has many different accents; it is not homogenous Standard English. AAVE came up during the great migration, but there are differences in AAVE accents between north and south. SOutherners came to the Midwest and their descendants have a Southern accent and the perfective done.
Of Scots-Irish descent, people in Midwest with Southern accents will sometimes say "The baby wants fed" or "the car wants washed"
Low back vowel merger (dawn and Don are homophones) is observed in eastern Ohio.
The Northern dialect (elite and authoritative for dictionaries) is also spoken in the Midwest. This dialect is changing and undergoing a vowel shift: low central vowels are moving forward.
Upper Midwest will have "Canadian raising", syntactic changing ("I'm going Detroit. You want to go with?"), and words form recent SCandinavian migrations.
SPanish loanwords are on the rise in the Midwest.
by Timothy C. Frazer 2006
The Midwest has many different accents; it is not homogenous Standard English. AAVE came up during the great migration, but there are differences in AAVE accents between north and south. SOutherners came to the Midwest and their descendants have a Southern accent and the perfective done.
Of Scots-Irish descent, people in Midwest with Southern accents will sometimes say "The baby wants fed" or "the car wants washed"
Low back vowel merger (dawn and Don are homophones) is observed in eastern Ohio.
The Northern dialect (elite and authoritative for dictionaries) is also spoken in the Midwest. This dialect is changing and undergoing a vowel shift: low central vowels are moving forward.
Upper Midwest will have "Canadian raising", syntactic changing ("I'm going Detroit. You want to go with?"), and words form recent SCandinavian migrations.
SPanish loanwords are on the rise in the Midwest.
Communicative Competence and Rules of Speaking
in Perspectives: Sociolinguistics and TESOL
by Nessa Wolfson
Problems in analyzing sociolinguistic rules.
Most ethnographic have been conducted on homogenous, traditional societies. The US is more diverse so it is more challenging, but there are similarities. Many books do not clearly distinguish between language and culture. "Language is an aspect of culture" -Goodenough
Knowledge about sociolinguistic rules are below the level of consciousness and native speaker intuition about sociolinguistic rules are often wrong. Bloom and Gumperz (1972) found out that in a small Norwegian town, the locals thought they spoke their dialect mroe often than they really did. Labov found that speakers reported the form they were targeting instead of the form they actually spoke.
Brouwer et al. (1979) thought that Dutch people would have gendered forms of language--they did, but what form they used depended on the sex of the addressee, not the speaker. Intuition is just unreliable, but usually speakers don't believe this.
Godfrey 1980 analyzed advanced ELL tense-changing "errors"--however, these "errors" mirrored NES historical present tense.
Pica (1983) found that textbooks don't tecah the actual rules of articles a and the.
Communicative competence should be taught to ELLs, but this instruction should not be based on NS intuition.
After Hymes introduced the idea of communicative competence, it began to be misapplied in ESL classrooms. Some teachers interpreted grammatical competence as seperate from cc instead of an aspect of it.
Canale and Swain in 1980 clarified the idea of c.c. 3 components: grammatical, sociolinguistic, and strategic c. Sociolinguistic competence has 2 components: discourse and sociocultural.
TESOL looked to the field of sociolinguistics for answers, but there were none. Sociolinguistics had to begin by defining, What is a speech community? Within one language there can be many speech communities with different rules for speaking. Defining the rules for speaking in English is useless, if you do not define the particular speech community. Neustopny observed that people who speak different languages (like Czech and Hungarian) can hold similar speaking rules.
It becomes almost impossible to identify subgroups.
by Nessa Wolfson
Problems in analyzing sociolinguistic rules.
Most ethnographic have been conducted on homogenous, traditional societies. The US is more diverse so it is more challenging, but there are similarities. Many books do not clearly distinguish between language and culture. "Language is an aspect of culture" -Goodenough
Knowledge about sociolinguistic rules are below the level of consciousness and native speaker intuition about sociolinguistic rules are often wrong. Bloom and Gumperz (1972) found out that in a small Norwegian town, the locals thought they spoke their dialect mroe often than they really did. Labov found that speakers reported the form they were targeting instead of the form they actually spoke.
Brouwer et al. (1979) thought that Dutch people would have gendered forms of language--they did, but what form they used depended on the sex of the addressee, not the speaker. Intuition is just unreliable, but usually speakers don't believe this.
Godfrey 1980 analyzed advanced ELL tense-changing "errors"--however, these "errors" mirrored NES historical present tense.
Pica (1983) found that textbooks don't tecah the actual rules of articles a and the.
Communicative competence should be taught to ELLs, but this instruction should not be based on NS intuition.
After Hymes introduced the idea of communicative competence, it began to be misapplied in ESL classrooms. Some teachers interpreted grammatical competence as seperate from cc instead of an aspect of it.
Canale and Swain in 1980 clarified the idea of c.c. 3 components: grammatical, sociolinguistic, and strategic c. Sociolinguistic competence has 2 components: discourse and sociocultural.
TESOL looked to the field of sociolinguistics for answers, but there were none. Sociolinguistics had to begin by defining, What is a speech community? Within one language there can be many speech communities with different rules for speaking. Defining the rules for speaking in English is useless, if you do not define the particular speech community. Neustopny observed that people who speak different languages (like Czech and Hungarian) can hold similar speaking rules.
It becomes almost impossible to identify subgroups.
Friday, August 28, 2009
Prediction of children's reading skills using behavioral, functional, and structural neuroimaging measures
by Hoeft et al. 2007 in Behavioral Neuroscience
Neuroimaging methods combined with behavioral tests predicts children's future reading skills better than either method in isolation.
Neuroimaging methods combined with behavioral tests predicts children's future reading skills better than either method in isolation.
What Should Colleges Teach?
by Stanley Fish 2009 http://fish.blogs.nytimes.com/2009/08/24/what-should-colleges-teach/?incamp=article_popular
FYC courses should focus on writing, not on content.
American Council of Trustees and Alumni (ACTA) grades colleges on what is taught in Core courses. SCience should be taught by scientists and not philosophers, for example. Composition courses must focus on grammar, style, and argument and not on unrelated content.
There are other ways of teaching literature and history, but only one way to teach writing.
FYC courses should focus on writing, not on content.
American Council of Trustees and Alumni (ACTA) grades colleges on what is taught in Core courses. SCience should be taught by scientists and not philosophers, for example. Composition courses must focus on grammar, style, and argument and not on unrelated content.
There are other ways of teaching literature and history, but only one way to teach writing.
Devoid of Content
by Stanley Fish 2005 http://www.nytimes.com/2005/05/31/opinion/31fish.html?_r=1
FYC teachers shouldn't teach content. They should teach form. He has his FYC students create an imaginary language not at all based on English. In order to do that they must learn the grammatical relationships of semantic categories.
FYC teachers shouldn't teach content. They should teach form. He has his FYC students create an imaginary language not at all based on English. In order to do that they must learn the grammatical relationships of semantic categories.
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