According to this concept different types of literacy can be used based on the situation, literacy is developed through history, literacy practices change or develop over time, and some types of literacy are practiced more so they become more dominant than others. However, literacy events and practices differ. Events are observable, so individuals can see what people are doing with texts. Practices are inferred—they connect to unobservable beliefs, values, and attitudes. The difference between events and practices is one weakness of this theory.
Using these three examples I will describe the contributions of ethnolinguistics to our understanding of human communication. One example of a key to understanding language is code switching. Code switching, as described by Haviland et al., (2013), is the act of “changing from one mode of speech to another as the situation demands, whether from one language to another or from one dialect of a language to another.” However code switching doesn’t always occur intentionally. For instance when someone is frightened or angry they tend to instinctively react by switching to a more natural dialect. Lisa Okamoto writes her experience of a Japanese Horror maze in an NPR blog: “I was talking in Japanese when entering the maze, but I started losing control because I was just so scared.
Donald Bear, Marcia Invernizzi, Shane Templeton, and Francine Johnston (2008) explain that there are two purposes for word studies. First is to help students develop a general knowledge of English spellings. Second, word study increases their specific knowledge of the spelling and meanings of words. Word studies are developmental because teachers must differentiate instruction for different levels of word knowledge (Bear et. Al, 2008).
The key points are to clearly post, refer to, and review learning objectives and language objectives. Multiple levels of English proficiency are set by standards that the students are monitored by model performance indicators. A student’s native language affects his or her language and academic outcomes by being surrounded by other students who are also ELL with the same English acquisition. Students may utilize their home language more in conversations when speaking to classmates who are from the same home language group (Willoughby, 2009). In speaking to other ELL students whose home language is different, ELL students, use English but due to the students’ limitations in their English proficiency, they expose each other to more broken English I will value the instructional power of a word wall by frequently utilizing, maintaining, and updating it.All too often, secondary educators miss important opportunities to build the literacy skills of all students.
Cultural deprivation can effect achievement due to lack of the right language skills. Bernstein (1975) identified that working class pupils use the restricted speech code, whereas, middle class use the elaborated speech code. The elaborated speech code allows middle class children to use a wider range of vocabulary and more complex sentences, on the other hand, working class use limited vocabulary, simple sentences and use lots of hand gestures when talking. Bernstein believed that it was the differences between the speech codes gave middle class children an advantage over working class children in school. This is because the elaborated code is used within textbooks, by teachers and is the language an examiner expects the child to use within their exam.
This essay will look at these models and how they can be used in a classroom situation to assist students’ learning. The Text code breaker asks, how do I crack this code? The emphasis is on learning and using appropriately the code or conventions of language (2010, as cited in Emmitt, M. Zbaracki, M. Komesaroff, L. & Pollock, J.). Students are encouraged to look for interesting, difficult or tricky words and attempt to work out what they are. Students learn that some words may have the same sound or letter patterns.
4) Discuss how the principles of Social Penetration Theory (SPT) and Uncertainty Reduction Theory (URT) overlap. How can initial interactions (as discussed in URT) be compared to developing relationships (as discussed in SPT)? Further, delineate how self-disclosure functions in both theories. 5) Discuss the interpretation and the role of silence in Communication Privacy Management Theory and in Relational Dialectics Theory. 6) Decision-making is an essential component in both Structuration Theory and Groupthink.
The term ‘teaching’ I believe refers to the practice of giving knowledge to someone else. The term ‘learning’ I believe refers to the actually gaining and the remembering of knowledge. These terms seem quite simplistic when looked at in the above context; however the theories behind teaching and learning are much more complex. For example there is the debate over whether child development is best characterised as driven by biological or environmental factors, this has resulted in studies on emotional, social and cognitive development (Keenan 2002, p.5). In this assignment I’m going critically analyse three influential theoretical perspectives on teaching and learning, these are; Constructivism; Social Constructivism and Behaviourism.
Myers (2010) provides an example as to how behavior is shaped by social influences making humans social creatures, “We speak and think in words we learned from others (Social psychology, p. 7). At times social environments or situations manipulate behaviors contrary to emotions, overpowering feelings and allowing the situation to guide behaviors. Another ideas of social psychology is that personal attitudes and depositions shape behavior, this describes the belief that inner attitudes and personalities
Social Psychology and Multicultural Psychology Paper Define social psychology. With the mind being the axis in which social behavior pivots around, social psychologists will study what the relationship is between a person’s mind and their social behavior. Social psychology it will try to attempt to understand what the relationship is between the mind, social groups, and social behavior in three different ways. The first way would be that they try to understand how people’s thoughts, their feelings, and their behaviors, will be influenced by the actual presence, the imagined presence, or even the implied presence of other people. The second way would be to try to understand what the influence is on a person’s perception and on their behavior when it comes to the behavior of a social group.