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LINGUISTICS: Classroom tools
to deconstruct and improve
students’ writing
Alliance for Multilingual Multicultural Education
Winter Institute, Jan 18-19, 2013
Liliana Heller-Mafrica, Ed.D.
Language Program Coordinator
Woodburn School District
Robert A. Troyer, Ph.D.
Assistant Professor of English
Western Oregon University
Outline
1. Welcome and Introduction
2. Where do I start with ELL’s writing?
Group work: recognizing word parts in English
3. ELL students’ challenges
Group work: reading ELL’s writing
4. Errors vs. Mistakes
5. Strategies for improving ELL’s writing
6. Additional elements of linguistics and it’s value for
teachers
Linguistics: tools to improve writing
Goals:
Use of applied linguistics concepts
Three dimensional grammar framework
Focus on English morphology
Analysis of ELL student writing
Include Prefixes and Suffixes with Vocabulary
building strategies
Linguistics: tools to improve writing
Common Core State Standards
 Language / literacy performance is higher
 Increased rigor of instructional programs.
What does it take to remove barriers to learning
that are obstructing academic progress?
Linguistics: tools to improve writing
Implementing CCSS
Paradigm shifts
The role of grammar in constructing meaning
ELLs must work with complex texts
Focus on ELLs’ learning needs.
Linguistics: tools to improve writing
CCSS: Literacy & ELLs
Effective strategies & supports are crucial tools
for all students; these are critical for ELLs who
are expected to interact with complex texts
across all content areas
1 out 5 students speaks a language other than
English.
Linguistics: tools to improve writing
Source: UCI – Scarcella; Linguistic Components of Academic Language
Linguistics: tools to improve writing
Instructional supports (for ELLs)
Advanced literacy = complex texts
Discover how language works!
Get students to notice how meaning relates to
various forms and structures in the texts that
students are working on.
Linguistics: tools to improve writing
Project LUISA
Language Understanding to Improve Student Achievement
Acknowledgements
Title 3 grant for university & K-12 collaboration
Western Oregon University, Woodburn and Central SD
Dr. Maria Dantas-Whitney
College of Education
Western Oregon University
Dr. Carmen Caceda
College of Education
Western Oregon University
What is Linguistics?
• Phonology: the study of the sounds of a language
• Morphology: the study of words and parts of words
• Syntax: the study of the structure of sentences and the rules
that govern the formation of a sentence
• Semantics: the study of meanings of individual words and of
larger units such as phrases and sentences
• Pragmatics: the study of language use in context
What is Linguistics?
Phonetics and Phonology
Four score and seven years ago our fathers brought forth on
this continent a new nation, conceived in liberty, and
dedicated to the proposition that all men are created equal.
forskor ænsevənyirsəgo owrfaðərzbratforθ
anθIskantInɛnt ʌnuneʃən kənsivdInlIbərti
ændɛdIketəd tuðəprapəzIʃən ðætalmɛnərkrietədikwəl
What is Linguistics?
Morphology
Four score and seven years ago our fathers brought forth on
this continent a new nation, conceived in liberty, and
dedicated to the proposition that all men are created equal.
Now we are engaged in a great civil war, testing whether that
nation, or any nation, so conceived and so dedicated, can
long endure.
What is Linguistics?
Syntax
Four score and seven years ago
our fathers brought forth
a new nation
on this continent,
conceived in liberty,
and dedicated to the proposition
that all men are created equal.
Now we are engaged in a great civil war,
testing whether that nation,
can long endure.
or any nation, so conceived and so dedicated,
What is Linguistics?
Semantics
Four score and seven years ago = 87 years ago
our fathers = founders of the nation (not our literal fathers)
conceived = verb of cognition (not reproduction)
engaged = occupied with (not leading to marriage)
great = important (not necessarily a good thing)
What is Linguistics?
Pragmatics
Speaker: President of the United States
Audience: Several thousand people
Context: Thursday afternoon, November 19, 1863, at the
new Soldiers' National Cemetery in Gettysburg,
Pennsylvania, four and a half months after the
Union armies defeated those of the Confederacy at
the Battle of Gettysburg.
Speech Act = a “dedication”
Linguistics and ELL’s Writing
Teachers who have not been trained in methods of teaching
ELLs are often overwhelmed by the challenges of their
students’ writing.
Literacy Autobiography
In my earliest memorize, I was writing begin when I was in
primary school. At that time, we just write some basic
things such as explain our hometown or your family. As
time goes on, when I was just get in high school, my
writing of logical and organization become better. On that
time the teacher begins give us some deeply topic to
write.
Morphology: the study of word formation
What teachers should be aware of
• inflectional morphemes (do not change PoS)
in English, only suffixes
• on nouns: plural marker (-s, -es), possessive (-’s, -s’)
• on verbs: tense and aspect markers(-ed, -en, -ing)
present tense, singular subject marker (-s)
• on adj: degree markers (-er, -est)
• derivational morphemes (change PoS and/or meaning)
in English, prefixes and suffixes
• re-, auto-, ex-, un-, dis-, mis-, co-, de-, pre-, in/im/ir/il-, etc
• -er, -sion, -tion, -ist, -ful, -ness, -ity, -ly, -ment, etc.
• irregular nouns and verbs, root words, and combinations
Order of Acquisition of Grammatical Morphemes
Native English speakers
present progressive –ing (mommy running)
plural –s (two books)
irregular past forms (baby went)
possessive –’s (daddy’s hat)
copula BE (Annie is happy)
articles the and a
regular past –ed (she walked)
3rd singular simple present -s (she runs)
auxiliary BE (he is coming)
Brown and many others (1960s-70s)
Prefixes and Suffixes in fiction/narrative
At the edge of the market, I stopped. In a neat sparkling row
stood several big new bicycles. One of them was decorated all
over with red and blue.
That’s what I would buy!
For some time now, Murete, my father, had been teaching
me to ride his big, heavy bicycle. If only I had a bicycle of my
own.
“My Rows and Piles of Coins” Literacy by Design, Grade 3
Prefixes and Suffixes in fiction/narrative
At the edge of the market, I stopped. In a neat sparkling row
stood several big new bicycles. One of them was decorated all
over with red and blue.
That’s what I would buy!
For some time now, Murete, my father, had been teaching
me to ride his big, heavy bicycle. If only I had a bicycle of my
own.
“My Rows and Piles of Coins” Literacy by Design, Grade 3
Prefixes and Suffixes in expository prose
Trees are mostly a renewable resource: in theory, if some get
cut down, others can be planted. But cutting down trees can be
tragic. Clear-cutting, removing all the trees in an area, causes the
soil to wash away. Trees can’t grow back on bare rock. Even if
new trees are planted, the forest and its inhabitants may still die
off. Sometimes only one type of tree is replanted. So, animals
that need other types of trees for food or shelter can no longer
live in the forest.
“How is Paper Made?” Literacy by Design, Grade 3
Prefixes and Suffixes in expository prose
Trees are mostly a renewable resource: in theory, if some get
cut down, others can be planted. But cutting down trees can be
v all the trees in an area, causes the
tragic. Clear-cutting, removing
soil to wash away. Trees can’t grow back on bare rock. Even if
new trees are planted, the forest and its inhabitants may still die
off. Sometimes only one type of tree is replanted. So, animals
that need other types of trees for food or shelter can no longer
live in the forest.
“How is Paper Made?” Literacy by Design, Grade 3
Prefixes and Suffixes in English
Note: This is an exercise for TEACHERS not for students. The purpose is to
(re)familiarize yourself with the proficient use of prefixes and suffixes in a
variety of English speaking/writing registers and genres.
Group Analysis Instructions
• Form groups of 3.
• Read your text and then work together to:
• circle the inflectional suffixes
• put a box around the derivational prefixes and suffixes.
• Fill out the prefix-suffix chart.
• Report your text and morphological findings to the group.
Prefixes and Suffixes in ELL students’ writing
Example
Many student consideration how to choosing
words but lacking sufficiently knowledgeable
of vocabularies in contextual.
Prefixes and Suffixes in ELL students’ writing
Example
Many students consider
how to choose
words but lack
sufficient
knowledge
of vocabulary
in context.
Prefixes and Suffixes in ELL students’ writing
Example
Many students consider
how to choose
e
words but lack
sufficient
knowledge
of vocabulary
in context.
Inflectional affixes
Derivational affixes
-s, -ies (plurality)
-ing (progressive)
-ation (verb to noun)
-ly (adjective to adverb)
-able (noun to adjective)
-ual (noun to adjective)
-’s (possession)
-s (3rd sing verb)
-ed (past tense)
-en (participle)
-er, -est (adj degree)
prefixes:
un- (opposite), non- (not),
etc., etc.
Prefixes and Suffixes in ELL students’ writing
Examples
Some crimes, such as hi jack and rob are
conducted using Airsoft guns.
hijacking and robbery
It accurately point_ that lots of farmlands losing
is one factor which led to food lacking around
the world.
points out, farmland, loss, a lack of food (or food shortage)
Order of Acquisition of Grammatical Morphemes
Native English speakers
ELLs (of various L1s)
present progressive –ing (mommy running)
present prog –ing
plural –s (two books)
irregular past forms (baby went)
plural –s
copula BE
possessive –’s (daddy’s hat)
copula BE (Annie is happy)
articles the and a
regular past –ed (she walked)
3rd singular simple present -s (she runs)
auxiliary BE (he is coming)
auxiliary BE
articles the and a
Brown and many others (1960s-70s)
irregular past forms
regular past –ed
3rd singular present –s
possessive –’s
Krashen’s summary
note: leaners with different L1s
and each individual will vary.
Prefixes and Suffixes in ELL’s Writing
Note: This is an exercise for TEACHERS not for students. The purpose is to
analyze ELL’s writing to determine their morphological proficiency and
decide which errors to focus instruction on.
Group Analysis Instructions
• Form groups of 3.
• Read your three student writing samples:
• circle any mistakes with inflectional suffixes
• put a box around any mistakes of derivation pre/suffixes.
• Fill out the prefix-suffix mistakes chart.
• Report your text and morphological findings to the group.
Analyzing and Describing ELL’s Grammar
proficiency
The use of any prefix or
suffix is demonstrates some
knowledge of the rules of
English morphology.
vs.
deficiency
Error
Mistake
The result of an
incomplete
internal rule.
The result of
incomplete time
to process
existing rules
and apply them.
He runned to the store.
The only way to revise
internal grammar rules is
through making mistakes,
noticing forms, and revising
rules.
The student
cannot fix an
error alone; he
or she needs
instruction.
The student can
self-correct if
given the
opportunity.
Strategies for Instruction
• Choose a page from your course materials that your students
should read independently. Select about 100 words if possible.
• Circle the inflectional affixes.
• Put a box around the derivational affixes.
• Make a list for each type.
• For earlier grades/levels, make a ‘grammar suffix’ chart
base
flower
plant
plant
tall
plural -s poss -s
flowers
plants
plant’s
verb -ed verb -ing verb -en verb -s adj –er
planted
planting
plants
taller
• For upper grades/levels, make a ‘word forms’ chart
Verbs
contribute
prepare
survive
Nouns
contribution
preparation
survivor
culture
method
period
adj -est
Adjectives
Adverbs
cultural
methodical
periodical
culturally
methodically
periodically
tallest
More than Morphology
ELL writing: Literacy Autobiography
In my earliest memorize, I was writing begin when I was in primary school.
At that time, we just write some basic things such as explain our
hometown or your family. As time goes on, when I was just get in high
school, my writing of logical and organization become better. On that time
the teacher begins give us some deeply topic to write.
Language issues
Verb forms: past prog (simple pres), begin (began), write (wrote), goes (went), get
(getting), become (became), begins (began), give (to give)
Other word forms: explain (an explanation of), writing of (writing’s), logical (logic),
deeply (deep), topic (topics)
Syntax: verb and completer: I was writing begin (I began writing), to write (to
write about)
Pronouns: your (our)
Prepositions: On (At)
Spelling: memorize (memories)
Linguistics: tools to improve writing
Goals:
Use of applied linguistics concepts
Three dimensional grammar framework
Focus on English morphology
Analysis of ELL student writing
Include Prefixes and Suffixes with Vocabulary
building strategies
Thanks You