ENG512 Current Quiz

Thanks a lot Aneeqa and Fatima

Q. What is mean by IRE? (3) (Google)

The most documented and most common form of talk in classroom interaction is a three-turn sequence referred to as initiation-response-evaluation (IRE) or initiation-response-feedback (IRF). This type of interaction has been considered somewhat of a norm or the “default pattern” in classroom communication. It Is characterized by the teacher asking a question or giving a prompt, students response and the teacher giving an evaluation, feedback or follow up this pattern of interaction is most noticeable during teacher-led activities in which the teacher controls the both the topic of conversation and the allocation of turns.

Q. Responsible code switching (Topic#198)

Responsible code switching means to carefully control the quantity and quality of switching between languages in the classroom so as to serve the objective of the lesson. Van der Walt, Mabule, and De Beer (2001) caution, however, that teachers must monitor both the quantity and the quality of their codeswitching. In terms of quantity, the main part of classroom instruction needs to take place in the language being developed. As to quality, teachers should code-switch to offer meaningful instructional support and not merely to give orders, instructions, call attention, discipline, or follow the language input of the child. That is, code switching cannot be simply random.

Q. Role of code-switching in the reinforcement of subject matter. Or why is there need for creating awareness of code-switching in the teacher education progress (Topic#199)

Responsible Code-Switching: The negative associations with code-switching in the classroom have been increasingly questioned by scholars. For example, Ferguson (2003) says that the evidence suggests that “CS [code-switching] is a useful resource for mitigating the difficulties of learning through a foreign language. There is a good case, then, for moderating official hostility to CS, for acknowledging its prevalence and, indeed, for incorporating awareness of CS as a resource into teacher education curricula.” It has been found that teachers use code-switching to focus or regain students’ attention and to clarify or reinforce lesson material. Code-switching is a scaffolding technique in bilingual classrooms, making the additional language more comprehensible. It is not necessarily code-switching that is bad, but rather how language is used, and by whom, that shapes the students’ perceived value of the two languages in a bilingual classroom affect the outcome.

Language shift and language maintaince

Fishman (1968) argues that “The study of language maintenance and language shift is concerned with psychological, social or cultural processes, on the other hand, in populations that utilize more than one speech variety for intra-group or for inter-group purposes.” Language shift or maintenance does not happen in a vacuum, it occurs only when certain societal conditions are present:

1. Co-existence of more than one language – bilingualism;
2. Differences in power, value, and status conferred on each of the two languages that lead the group to maintain or abandon the home language;
3. Pressure in political, economic, or social forms from one of the two language groups.

Three periods of sociohistorical and sociolinguistics bilingualism (Note I’m note sure about answer) Guessed answer

1. 1968
2. 1990
3. 2001

Flexible convergent (Topic#189)

Flexible language use that drives towards convergence, that is, whose goal is to encourage language shift, is used in subtractive bilingual frameworks, and generally follows two patterns:

• Random code-switching
• Monoliterate bilingualism

Lexical borrowing Imedadze (1978)

and Swain and Wesche (1975) have suggested that in some cases bilingual children identify a referent with the lexical item in the language that was first or most frequently used to label it. They might insist on using that word at all times when talking about that referent regardless of the linguistic context. These instances of mixing due to lexical borrowing could be viewed as overextensions of the type observed in monolingual children (Griffiths, 1986) with the difference that bilingual children overextend inter-lingually as well as intra-lingually while monolingual children overextend intra-lingually only. In the case of first-language acquisition, it has been observed that particular overextensions of nominals usually cease once the child has learned what mature speakers of the language would consider a more appropriate word. This also seems a reasonable interpretation of bilingual overextensions (see also Goodz, 1989) and, in fact, accords with the tendency for bilingual children to mix less as their proficiency increases as noted earlier.

what is dialect? Three types of Dialect? (Topic#124)

For linguists, the term “dialect” is a neutral term used for variants of a specific language. Romaine (1994) defines dialect as “a subordinate variety of a language,” and refers to regional dialects, associated with a place, social dialects, associated with social class, and historical dialects referring to ancestors of present language varieties. There are also ethnic dialects spoken by ethnolinguistic groups. However, people often reserve the term “dialect” for languages or ways of using language that are socially stigmatized.

Types of Dialect:

1. Social Dialect:

The kind of language that upper class people speak.

2. Place Dialect:

Dialect related to ethnicity. People belonging to a certain region and speaking the same language might speakdifferent varieties or different dialects of the same language.

Historical Dialect: A dialect which has been used in a time which has passed away but over time this dialect is no more in use.

Constructive approach Constructivist pedagogy

on the other hand, is built on the conviction that learning should involve social negotiation and interaction with others in authentic contexts that are relevant to the learner. In this tradition, teachers serve primarily as facilitators of learning (Cummins, 2001; Villegasand Lucas, 2001).

Intentionality Model

The purpose of the longitudinal research reported in this monograph was to examine language acquisition in the 2nd year of life in the context of developments in cognition, affect, and social connectedness. The theoretical focus for the research is on the agency of the child and the importance of the child's intentionality for explaining development, rather than on language as an independent object. The model of development for the research has two components: the engagement in a world of persons and objects that motivates acquiring a language, and the effort that is required to express and articulate increasingly discrepant and elaborate intentional state representations. The fundamental assumption in the model is that the driving force for acquiring language is in the essential tension between engagement and effort for linguistic, emotional, and physical actions of interpretation and expression.

Q. Threats of home language

threats of home languages

• Languages of the — minority are ruthlessly disregarded
• Home languages — a pathology
• Self-esteem and — confidence threatened
• Language ideologies perpetuated
• The voice of the minority students suppressed
• The same disregard taught for minority language