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Language by Mind Map: Language

1. Home Language

1.1. Background knowledge helps them learn English

1.2. Willing to explore and find out about a new language.

1.3. Applies visual, linguistic and cognitive strategies used in L1 to L2

1.3.1. Bridge's L1 to L2

1.4. Parents supportive if they know it will be better for their child.

2. English

2.1. Only English

2.1.1. Rick of losing native language

2.1.2. Family communication deteriorates

2.1.3. Makes ELLs social outcasts

2.1.4. Less meaningful education

2.1.5. Effectiveness remains to be seen

2.1.6. Can not bridge from L1 to L2

2.1.7. Policies & Practices Shame students Excludes students

2.2. Black English Vernacular (BEV)

2.2.1. Ebonics "Ghetto" Negative feelings Slang Another way of speaking things

2.2.2. Illiterate, illogical code without rules Students speaking BEV classified Was not a language It was regional Second direct meaning a bidialectalism Sub-language not a real language

2.2.3. African oral traditions Used in society Jazz Blues Rap Television sitcoms Hip-Hop poetry Movies Grow up using BEV Parents did not let children speak BEV Student teased for using BEV Students switch from "black" to "white" English

2.2.4. Language with rules Evokes pride in speech

2.3. English as an International Language (EIL)

2.3.1. Increased international opportunties

2.3.2. Open parts of the world

2.3.3. Removes native varieties

2.4. People believe American & British English is "pure" & "authentic"

2.5. New node

2.6. Need to give ELL ownership of English

2.7. Inner-Circle Language

2.7.1. United States grammatical correctness based as a norm

2.7.2. United Kingdom grammatical correctness based as a norm

2.7.3. Australia

2.7.4. New Zealand

2.7.5. Canada

2.7.6. Ireland

2.8. Outer-Circle Language

2.8.1. South Africa

2.8.2. Singapore

2.8.3. Jamaica

2.9. Validate dialect - multiple

2.9.1. Embarrassed about accents

2.10. Forms and functions of the language has change

3. English Language Teaching (ELT)

3.1. Value how they speak more than what they say

3.1.1. Teachers signal if students belong or if we see them as trespassers

3.2. Power to determine whether students feel included or excluded

3.2.1. Helps student feel less like outsiders

3.3. Validate culture, language and history of student's L1

3.4. Need to hear accents other than from the inner cirlce

3.5. Need to build on student's strengths

3.6. Need to have popular books, magazines, newspapers in English from around the world

3.6.1. Students need to understand NNS and NS