Unit 1 Reading Guide

Communicating in Diverse Classrooms

Reading 1: Unit 1 Background: Language and Culture

Reading 2: Andrews, Chapter 1: Some Basic Features of Language and Communication.

Instructions: As you read, note the answers to these questions IN YOUR OWN WORDS. Cite
the page number where you found the answers.

According to the readings:

1. Where did language come from?

There is very little information about where language came from. This same question
has been asked for many generations, yet still today, no one really knows the answer.
A Danish linguist named Otto Jespersen did, however, come up with a few theories
during his lifetime between 1869-1943. The first theory Jespersen thought of was the
Bow-Wow Theory. This theory explained that oral language came about when
people tried to imitate the sounds of their environment, especially animal and nature
sounds. The second theory was the Pooh-Pooh Theory, which said that language
originated when people instinctively made sounds caused by pain, anger, or other
emotions. The third is the Ding-Dong Theory, which was created when people
reacted to certain stimuli in their environment and spontaneously used an oral gesture
that related to the stimuli. Finally the fourth theory is the Yo-He-Ho Theory, which
said oral language originated when man was moving large objects and produced a
grunt or moan. These are just speculations, but today no one really knows the answer
to how language originated. (pg 5-6)

2. Why do ELLs need to learn English?

It is important ELLs learn English because they will need to use it in daily life since
English is the local, or host cultures language. This is not to say that ELLs first
language is not important, but more that ELLs will have more opportunities in the
future if they learn English. If ELLs learn more English, more doors will be open to
them in America because they will have a better chance at communicating with
others. (pg 3)

3. What are some purposes of language?

One of the purposes of language is to communicate socially with others. One type of
language, called interactional language, is used to establish and maintain social
 relationships. This type of language includes talking about topics such as the weather,
sports, and other predictable conversation topics in order to maintain social bridges
and relationships. Another purpose of language is to transmit knowledge, skills, or
other information. This type of language is called transactional language and its
purpose is to add to the listeners knowledge. (pg 7-8)

4. Why is language arbitrary?

Human language is arbitrary because there are no direct relationships between a word
and what it refers to. If language were not arbitrary, then all languages would use the
same word for any given object. But instead most languages have different words for
the same object. For example, the term water in English is called agua in Spanish. (pg
10-11)

5. How is language productive?

Human language is productive because it is continually changing. Humans are able to

use linguistics to create new words, phrases and expressions. Dictionaries have added
more words to their long list, and magazines are always discussing how there are new
words added to a certain language. The human language is not permanent; it is very
productive in that it is always creating new speech. (pg 11)

6. How do we know that language is culturally transmitted?

We know that language is culturally transmitted because no matter where you go all
over the world, there are differences in the way people talk. Pronunciation patterns,
word choice and syntax are all transmitted through ones culture. Examining the
English language alone, depending on where you live or the culture you are apart of,
you may refer to different objects as different things. Some people say creek while
others say crick. Some people go to the movies whereas others may go to the
show. It is important to understand that language is acquired through ones culture,
not genes. As an example, say a child born in Peru but was adopted by a family in
America when they were a baby. This child will grow up to learn English because that
is what their family speaks. Just because the child was born in Peru does not mean
that they automatically speak that language. Instead, it was their English speaking
family and the culture they grew up in that caused the child to learn English as a first
language. The world does not have a universal language, and so depending on ones
culture, languages alter to fit the culture. People usually talk like the people they talk
with. (pg 12-13)

7. What is culture?
 Culture is the framework in which we communicate. Based on different cultures,
people have differences in the way they communicate. Since language is acquired
through ones culture, different cultures may have different ways of saying a
particular object. For example, some might say they put the food in the refrigerator
whereas others might put theirs in the fridge or ice box. People can use
completely different languages, too, based off of their culture. (Background reading
and pg 13)

8. Why do teachers need to know about their students cultures?

Teachers need to know about their students cultures because often times when we
dont think about cultural framework, there are several miscommunications that can
result between two different cultures. For example, it is important a teacher knows
their students cultures because the students might not be familiar enough with idioms
or forms of humor that go with the American culture. Often times, phrases such as
take the bull by the horns or get the picture? can leave ELL students very
confused. ELLs might actually take these phrases literally. (Background reading and
pg 9)

9. What are the most important things to know about your students cultures?

I think it is important to know that what makes sense in one culture might not make
sense in another one of your students cultures. A teacher will face many different
cultures in their classroom, and it is important to remember that some cultures might
not be affected in the same way as other cultures are. For example, for a student who
grew up in the United States, they might understand a number of the idioms a teacher
uses in class such as piece of cake or youre way off base. Another student who
did not grow up in the U.S, though, might not understand this idiom and could be
confused. It is also important as teachers to understand how each culture may use
different linguistics. This can help teachers assess ELLs progress and help in
developing lesson plans. Overall, I think it is important that teachers have a general
idea of each culture represented in their classroom. This will help classroom
instruction become more effective and personable. (Background reading and page 9)