General Instructions

•  Chose two of the following five options and write a 500-word essay using Times New Roman,12 font, and double-space.
•  Keep to the maximum word count allowed for each response. The word count includes alltext you have written and any quotes and in-text citations you include (bulleted points, etc.). It does not include your cover sheet (if you have one), your header, or your reference list at the end of your document or a given response.
•  Follow APA-style for grammar and citations, number the pages, and include a header with your name (nickname in parentheses, if applicable), the assignment title (e.g., Assignment #1), and the date, e.g., Marilyn Monroe, Assignment #2, January 14, 2022.
•  Proofread your paper using the Proofreading Checklist in the Academic Writing Resourcesfolder (see additional writing resources in that folder, as well):https://www.dropbox.com/s/qlm18tr9azia912/Proofrea…

•  Strong assignments follow assignment instructions closely (including word length); link to readings and other course resources to give the assignment greater depth; use appropriate technical vocabulary; keep to a formal academic register (no contractions, no ‘mom’ and ‘dad’, etc.); and paraphrase whenever possible, citing all material not original to you following APA formatting.
•  Below is a link to an example of an assignment with a strong essay and strong journal entry. However, no assignment is perfect. All examples are selected because of their overall strengths. If you have a question on how to proceed in any area, be sure to contact me to ask. https://www.dropbox.com/s/agh6740rwj0fcap/LWLim_Ch…

1. If you speak a language with a more complex system of kinship terms than in English, discuss how the system works and a few of the social implications of what such a system might be in terms of rights and obligations.
2. What are some of ways language shapes culture? Culture shapes language? Language shapes thought? Back up your thoughts with specific linguistic examples. (If your examples come from a language other than English, see APA for how to work with foreign language data.)
3. Read the first three paragraphs of Lakoff’s (2004) preface to Don’t Think of an Elephant!(https://www.dropbox.com/s/6ccu3ap7n1807hc/Lakoff%202004_Framing%20extract.pdf?dl=0), listen to Lakoff’s 2004 brief (8 minute) interview on NPR (http://ia600206.us.archive.org/25/items/NprInterview- FramingPoliticalArguments2004/2004NprInterview-FramingPoliticalArguments.mp3), then do the following2:

In a paragraph (five or six sentences), summarize the reading and interview for someone who is not familiar with the content.
In a bulleted list, jot down 6-10 thought provoking points or quotes from the reading and video reflecting Lakoff’s point of view.

Then, in 8-10 sentences), discuss the following:

•  How does Lakoff’s approach to framing (or to political discourse) tie in with what youknew or believed about framing (and/or political discourse) before?
•  Since reading and listening to Lakoff, have any of your ideas changed and, if so, how?
•  Briefly explain whether you agree or disagree with Lakoff and why. (If you agree andcan think of an example of framing or reframing used to persuade, include it here).
•  After reading and listening to Lakoff, what question(s) about this topic do you have?
•  What might the pedagogical and social implications be for how framing works, e.g., foryou as a teacher? For your students? For society at large?
•  Anything else you would like to share?

2 Write this up as an essay with references at the end.

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34 d. Chose an endangered language to discuss. Your discussion should include :

1. The name of language (and any other name by which it might be called)
2. Why you have chosen to discuss it
3. Its language family
4. If written, type and name of orthographic system
5. Where it is spoken (geography)
6. Who speaks it, including how many speakers there are (and, if possible, in relation to thegeneral population); speaker ages (young, old, etc.)?
7. How it is learned/transmitted/acquired
8. Where it is used, i.e., in what domains, for what purpose(s)
9. How it came to be endangered
10. Speaker attitudes towards language maintenance
11. Any efforts to maintain and/or revitalize the language on the part of institutions,individuals, the group
12. How successful efforts have been/ are/might be; and why
13. Additional thoughts you have, e.g., implications, etc.

5. Language Socialization and Literacy Practices

  

3 It might be one spoken where you are from or chosen from a website such as the Endangered Language Alliance (https://elalliance.org/), UNESCO Endangered Languages Atlas (http://www.unesco.org/languages-atlas/), Oxford Research Encyclopedia entry “Language Revitalization” (https://oxfordre.com/linguistics/view/10.1093/acrefore/9780199384655.001.0001/acrefore- 9780199384655-e-8), Brenzinger et al. (2003). UNESCO Language vitality and endangerment (https://ich.unesco.org/doc/src/00120-EN.pdf), etc.

4 For a more detailed list of issues to discuss, see Giles’ criteria for ethnolinguistic vitality in the Language, Maintenance, Shift & Death handout (p.2) and/or Pine and Turin’s (2017) Figure 1 Language Vitality in Language Maintenance, Shift & Death folder [adapted from Brenzinger et. al (2003), p. 7.

a. Thinking back to your childhood, describe the language socialization and literacy practices in

your family:

What as the caretaker talk like (see table in handout for Unit 9, p. 3)? Did all caretakers

speak with you in the same way? Why or why not?

Were the language socialization and literacy practices Maintown, Trackton, or Roadville in

Brice-Heath’s (2003) study? Give examples to substantiate your point view.

To what extent did these practices scaffold or inhibit your successful academic and social

transition to school, both in terms of academics and class participation? (If you grew up in

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more than one country and/or have studied abroad, briefly compare your home/school

experiences and their pedagogical implications.) Note: if you were an ESL student or are an

international student, your discussion should include but not be limited to how much

exposure you had (if any) to English before studying in an English-medium context; be sure

to discuss home language socialization and literacy practices, as well).

b. If you teach (or have taught), do you think your students’ home language and literacy practices are more like Maintown, Roadville, or Trackton? What might the pedagogical implications of this be? (If you teach ESL, you might want to contrast your students’ home cultures with mainstream American ways of ‘doing school’; if you teach EFL, you might want to focus on ‘doing school’ where your students are from and, if relevant, what might happen if they chose [or were forced by circumstances] to study in the States, etc.). [If you have anever taught, write N/A and flush out your answer to (a) to be around 500 words.]