Language Resource Information for Teachers of the Culturally Disadvantaged. Final Report.

Autor/inn/en	Davis, A.L.; und weitere
Institution	Illinois Inst. of Tech., Chicago. Center for American English.
Titel	Language Resource Information for Teachers of the Culturally Disadvantaged. Final Report.
Quelle	(1969), (269 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Annotated Bibliographies; Black Dialects; Contrastive Linguistics; Descriptive Linguistics; Disadvantaged; English (Second Language); Grammar; Lower Class Students; Morphology (Languages); Nonstandard Dialects; Paralinguistics; Phonemics; Phonetic Transcription; Phonetics; Phonology; Pronunciation; Social Dialects; Spanish Speaking; Suprasegmentals; Tactual Perception; Teacher Education; TENL + Suchen Sie Ihr Suchwort? Bibliography; Bibliographies; Bibliografie; Linguistics; Kontrastive Linguistik; Deskriptive Linguistik; English as second language; English; Second Language; Englisch als Zweitsprache; Grammatik; Morphology; Morphologie; Paralinguistik; Fonemsystem; Lautschrift; Phonetik; Fonetik; Fonologie; Aussprache; Taktile Wahrnehmung; Lehrerausbildung; Lehrerbildung
Abstract	This document attempts to make necessary information on linguistics available to teachers of disadvantaged children. Its first section discusses the three dimensions of language differences--historical, regional, and social--that account for usages frequently condemned without being understood. The second aims at providing a deeper understanding of the nature of the social classes. Sections on phonetics, phonemics, and suprasegmentals progress from the most simple phonetic data to organization of more complex data into a phonological system. A study of the most troublesome areas of grammar precedes a list of phonologic and morphologic features found to be nearly universally associated with lower-class or non-standard English. Non-verbal aspects of communication are described and a notational system for haptics given. A detailed analysis and comparison is made of the phonology of Spanish and English, but grammatical systems are not treated in such detail. In the section on language learning and teaching, methods proven by three decades of use in TESOL programs are described, including a sample lesson. Transcriptions of the speech of children from three disadvantaged groups illustrate the pronunciation and some grammatical features of these speakers. A book-list bibliography is followed by a selected bibliography with lengthy annotations. (DO)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01