Title: Morphology/Lexicon in Language Education and Professional Writing.Thread: After reviewing chapters 5 & 6 chapters of “Introduction to Language” it should be evident that phonology and phonetics

Title: Morphology/Lexicon in Language Education and Professional Writing.Thread: After reviewing chapters 5 & 6 chapters of “Introduction to Language” it should be evident that phonology and phonetics
ENGL 633 Discussion Board Forums Grading Rubric Criteria Levels of Achievement Content 70% Advanced Proficient Developing Not Present Points Earned Main Thread 14 to 15 points Rich, relevant, thoughtful, multi-paragraph post to 1 of the prompts. 13 to 13 points A relevant, thoughtful, one-paragraph post to 1 of the prompts. 1 to 12 points A relevant, thin, short and not thoughtful post to 1 of the prompts. 0 points Not present. Peer Response #1 10 to 10 points Rich, relevant, thoughtful, multi-paragraph response to a peer’s thread. 8 to 9 points Relevant, thoughtful, paragraph response to a peer’s thread. 1 to 7 points Relevant, thoughtful, response to a peer’s thread. 0 points Not present. Peer Response #2 10 to 10 points Rich, relevant, thoughtful, multi-paragraph response to a peer’s thread. 8 to 9 points Relevant, thoughtful, paragraph response to a peer’s thread. 1 to 7 points Relevant, thoughtful, response to a peer’s thread. 0 points Not present. Structure 30% Advanced Proficient Developing Not Present Points Earned Surface Errors (Grammar/Punctuation/Spelling) 5 to 5 points There are zero grammatical or usage errors. Sentences are well constructed and flow well. 4 to 4 points There are few errors in spelling/grammar/punctuation and the sentences flow well. 1 to 3 points Basic Communication: There are errors that interfere with the ability to follow the essay. 0 points Not present. Total /40 Instructor’s Comments: Page 2 of 2
Title: Morphology/Lexicon in Language Education and Professional Writing.Thread: After reviewing chapters 5 & 6 chapters of “Introduction to Language” it should be evident that phonology and phonetics
DB 4 – Morphology/Lexicon COLLAPSE Top of Form Question 2. Of the information that you gleaned through the reading and presentation, what do you consider to be vital and useful for you in your current working situation? I remember learning about phonetics, phonology, and articulation when I was working towards my ESOL endorsement. The manner and place of articulation was often mentioned and described with how ELLs learn the English language. The hardest part is learning the phonetic symbols and how different or even similar they can be to other languages. When it came to the voiceless and voiced fricatives and affricates, is where I struggled as an educator to learn and teach. I find it somewhat similar to what speech pathologists do in their line of work.  In addition, I also work for Educational Testing Service. When I am scoring ELP assessments for adults and kids, I have to listen closely to their intonation when scoring test takers on their rise and pitch for a written passage. Rise and pitch can affect meaning when trying to relay a message. Test takers seem to struggle with vowels and whether they are stressed or unstressed, or in other words being higher in pitch and louder and vice versa. When it comes to phonology, there are many phonological rules to learn and remember, which is hard for English Language Learners. Phonological rules, “apply to phonemic strings and alter them in various ways to derive their phonetic pronunciation, or in the case of signed languages, their hand configuration” (Fromkin, et al., 2014, p.265). Last school year, I had an ELL student that was also deaf. I soon came to realize that when discussing phonemes and sign language with her interpreter that there are a lot of phonetic sounds that are not similar with their phonetic forms or shapes. We usually had a hard time discussing parts of speech because of this. It was a challenge for me as an ESOL teacher to come up with varying strategies that were beneficial to the student due to the lack of background knowledge that I was coming with to teach a student that was also deaf and learning a new language. I was very grateful for her interpreter during these times because it would have been difficult teaching the English language for concepts that I did not have visuals or gestures for. I discovered that young learners can recognize phonemes at an early age. I am also grateful for the challenges that come my way as an educator because it helps me grow and feeds my need for more knowledge. Proverbs 1:7 says, “The fear of the Lord is the beginning of knowledge, but fools despise wisdom and instruction” (New International Version). As educators, we are always in need of more knowledge, to make ourselves wiser and to educate students that may be possible leaders of tomorrow.  References  Fromkin, V., Rodman, R., & Hymans, N. (2014). An introduction to language (10th ed.). Boston, MA. Cengage.  Bottom of Form
Title: Morphology/Lexicon in Language Education and Professional Writing.Thread: After reviewing chapters 5 & 6 chapters of “Introduction to Language” it should be evident that phonology and phonetics
DB 4 – Phonetics in My Current Situation COLLAPSE Top of Form      The video presentation for this week struck a chord for me as a future educator. Dr. McClelland spoke from experience and from the heart and I resonated with much of what he shared throughout the video. In my undergrad internship within the 6th grade classroom, I experienced what he spoke of concerning students’ disengagement with engagement. The students within my classroom were thoughtful and intelligent, but they struggled with dedication to writing and written expression. Their reading skills were on-level usually, but their ability to sit down and write a thorough and complete paragraph was greatly lacking. I would assign brief essays at the end of my lessons in order to encourage better summarization and creativity in them, but most of the responses were undersized and basic. For 6th graders, from my knowledge and study, it should be just the opposite! Dr. McClelland re-laid, “This is my theory…In teaching people how to write, in teaching people grammar, how do I teach people whose attention spans are a half a second? How do I teach them to write in connected sentences that make sense?” (2011).      On account of this question, I began to reflect on my current working situation and my future working situation. I have one class left in my master’s degree following this term’s completion. I am planning to begin the application process for teaching positions this summer, given that my city allows children back in schools for the fall. I ponder my language in an interview with potential supervisors, and what my language, grammar, and pronunciations say about me. I also think about my posts and replies within the discussions boards for my classes. The way that I speak and articulate my convictions and responses are a direct reflection of my character and outlook on life; therefore, it must be honorable, thoughtful, and grammatically correct. Scripture attests to this truth in two specific places, the first in Matthew, Jesus answered “But what comes out of the mouth proceeds from the heart, and this defiles a person” (15:18, English Standard Version). And again in Proverbs 16:21, “The wise of heart is called discerning, and sweetness of speech increases persuasiveness.” I could go on and on with the biblical references that support sound speech, but those two references suffice. In representing Christ and our academic backgrounds, correct speech and grammar are integral in communication.      I consider two specific things to be vital in my current academic and future professional situations. An Introduction to Language introduced two points useful points for me presently: knowledge of phonetics and word stress. It is imperative as a future English teacher that I understand each sound of the English alphabet and “how each sound differs from all others” (Fromkin, 2014, p. 190). The practice of sound segments and understanding how each word is broken down into individual consonants/vowels in conjunction with the mouthpiece we use to voice them (pp. 190-193). Secondly, as a future ELA teacher, I found word stress to be very important. The same word can mean something entirely different when it is pronounced differently. Sometimes when I read a word like “subject” I need to re-read the sentence again to see the way it should be pronounced and contextually understood. The same goes for teaching students word stress in a stress-timed language like English (p. 253). These two things were significant to me in the reading from this week and made me much more intentional with my word stress and pronunciation. (Total word count: 579) References Fromkin, V., Rodman, R., & Hyams, N. (2014). An introduction to language. (10th ed.). Boston, MA: Cengage Learning.   McClelland, C. (2011). Mass Communications, Modern Technology, and Grammar. Retrieved from: https://learn.liberty.edu/webapps/blackboard/content/listContent.jsp?course_id=_607199_1&content_id=_39459407_1 Bottom of Form