Language, Education, And The Borg6

Language, Education, and The Borg Identity Politics and the Assimilation of Linguistic and Cultural Minorities

Objectives for This Talk ,[object Object],[object Object],[object Object],[object Object],[object Object]

Languages in the World ,[object Object],[object Object],[object Object]

Nations typically contain multiple linguistic communities. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Time for A Joke ,[object Object],[object Object],[object Object],[object Object],[object Object]

“An American” ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

The Dominance of English ,[object Object],[object Object]

What About Immigration? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Assimilation ,[object Object],[object Object],[object Object],[object Object],“ You will be assimilated.”

Things are Changing (Slowly) ,[object Object],[object Object],2000 Census 1990 Census

More Recent Stats: ’00-02 ,[object Object],[object Object],[object Object]

Number of Speakers per Language in the Entire U.S. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],www.mla.org (2000 Census)

Proportion of U.S. Population ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],www.mla.org (2000 Census)

Proportion L.E.P. Speakers is Greater for Younger Ages ,[object Object],[object Object],[object Object],[object Object],[object Object]

Trends ,[object Object],[object Object],[object Object],[object Object]

Yet, Language Policy is a Very Contentious Issue ,[object Object],[object Object],[object Object]

Language Policy in the Courts ,[object Object],[object Object],[object Object],[object Object]

The Question is: Why? ,[object Object],[object Object],[object Object]

What Are the Values Being Expressed? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Pluralists: Loss of Language = Loss of Culture ,[object Object],[object Object],[object Object],[object Object]

Pluralists: Social Justice ,[object Object],[object Object],[object Object],[object Object]

Assimilationists: What is an American? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Assimilationists: English is the Glue that Holds Us Together ,[object Object],[object Object],[object Object]

The Complexity of the Assimilationist Position ,[object Object],[object Object],[object Object],[object Object]

From a Linguist’s Perspective ,[object Object],[object Object],[object Object],[object Object],[object Object]

“Language” is a Fuzzy Concept ,[object Object],[object Object],[object Object],[object Object]

Language vs. Dialect ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Language vs. Dialect ,[object Object],[object Object],[object Object]

From a Linguist’s Perspective ,[object Object],[object Object],[object Object]

Linguistic vs. Political ,[object Object],[object Object],[object Object]

How Does a Dialect Become a Language? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Standard American English (SAE) ,[object Object],[object Object],[object Object],[object Object],[object Object]

-- A Brief Summary -- ,[object Object],[object Object],[object Object],[object Object],[object Object]

A Test: Ebonics ,[object Object],[object Object]

AAVE ,[object Object],[object Object],[object Object]

William Labov ,[object Object],[object Object]

AAVE ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Word-Final Consonant Cluster Reduction ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Absence of 3 rd Person Singular “-s” ,[object Object],[object Object],[object Object]

Multiple Negation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Copula Deletion ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Habitual “be” ,[object Object],SAE: The coffee is always cold. Sometimes I get angry. She is late everyday. AAVE: The coffee be cold. Sometimes I be angry. She be late everyday. ,[object Object],[object Object],[object Object]

The Status of AAVE ,[object Object],[object Object],[object Object],[object Object]

What If… ,[object Object],[object Object],[object Object]

The Logic of Ebonics ,[object Object],[object Object]

The Logic of Ebonics ,[object Object],[object Object],[object Object]

Additional Motivations ,[object Object],[object Object]

Research on Reading ,[object Object],[object Object],[object Object]

Once Again: Values Drive the Debate ,[object Object],[object Object],[object Object]

Reactions to Ebonics ,[object Object],[object Object]

Labov (Again) ,[object Object],[object Object]

What’s Our Role? ,[object Object],[object Object],[object Object],[object Object]

Culturally Appropriate Practice ,[object Object],[object Object],[object Object],[object Object],[object Object]

Cultural Competence ,[object Object],[object Object]

Cultural Competence ,[object Object],[object Object],[object Object],[object Object],[object Object]

Linguistically Neutral Assessment and Intervention ,[object Object],[object Object],[object Object]

The Logic of the Linguistically Neutral Approach ,[object Object],[object Object]

Universal Features of Language ,[object Object],[object Object],[object Object],[object Object],[object Object]

Lexical Development (Fast Mapping) ,[object Object],[object Object],[object Object]

Wh-questions (Subjacency) ,[object Object],[object Object],[object Object]

Definite Articles (Discourse Knowledge) ,[object Object],[object Object],[object Object]

Passives (Agent Restrictions) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Culturally Neutral Assessment ,[object Object],[object Object]

A Complementary Approach ,[object Object],[object Object],[object Object],[object Object]

Conclusions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Contact Information ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Language, Education, And The Borg6

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Language, Education, And The Borg6