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Discovering DARE Language Variation Discovering DARE: Linguistic Lessons from the Dictionary of American Regional English Language Variation Teacher’s Manual By Kelly D. Abrams University of Wisconsin-Madison and Trini Stickle Western Kentucky University The Dictionary of American Regional English The University of Wisconsin-Madison Madison, Wisconsin 2017 TABLE OF CONTENTS INDEX OF READINGS…….…………………………..…………………………………….….iv LIST OF MULTIMEDIA CONTENTS……………….……………………………………….....v LIST OF GENERAL RESOURCES……………….……………………………………….…... vi ACKNOWLEDGEMENTS...………………………….……………………………………..….vii INTRODUCTION………………………………………….…………..………………………... 1 DAY 1: LANGUAGE AND DIALECT…………………………...…………………………….. 4 1.A Pre-Instruction Survey.……..………………………………...……………………..10 1.B Grammaticality Judgments.…………………………………...………………….… 13 1.C Levels of Dialect……………………………………………...…………………..... 17 1.D Prescriptive and Descriptive Approaches .………………………………...…...….. 19 1.E How Prescriptive Are You…………………………………………………………. 21 DAY 2: DICTIONARIES.……..…………………………………………………………..…… 23 2.A Anatomy of a Dictionary Entry…………………………………...………………... 28 2.B Comparing Dictionaries.……………………………..…………...………………... 32 2.C Comparing More Dictionaries……………………………………………………… 42 2.D Digging Into DARE…...………………..………………………...………………... 44 DAY 3: REGIONAL DIALECTS....………………………………………………………..….. 46 3.A Arthur Demographics………………………………...…………..…......…………. 48 3.B Arthur Personality Characteristics.……………………...………..…......…………. 50 3.C People and their Speech: Discussion questions…………………………………….. 52 3.D Character Sketch…………………………………………………………………… 55 DAY 4: ETHNIC DIALECTS.………………………………………………………...……….. 56 4.A Ethnicity and Language Use.…...……..……………………………………...……. 59 ii 4.B Tracing Your Language Heritage………………………………………………...… 61 4.C Creating a Mini Heritage Dictionary.……..………………………………...…….... 63 DAY 5: IDENTITY.………………………………………………………………………...….. 65 5.A Your Language Identity.…………………………………………………...………. 66 5.B Writing in Your Own Language.………………………………………………...…. 70 5.C Post-Instruction Survey.……….…...………………………...…………………….. 71 FIELDWORK PROJECT.…………………..………………………………………………….. 76 Fieldwork Data Collection Template…………………………………………………… 77 Fieldwork Questionnaire Template……………………………………………………... 78 REFERENCES…………………………………………………………………………………. 89 iii INDEX OF READINGS Located in Readings Folder DAY 1 READING …………………….……...………………………......…. “Creating a Regional Dialect Dictionary: The DARE Project” from http://www.daredictionary.com/page/introduction/introduction-to-dare-volumes-in-print DAY 1 SUPPLEMENTAL READING 1 .……...………………………...…. “Introduction: Thinking about Language and Wisconsin English” by Thomas Purnell, Eric Raimy and Joseph Salmons DAY 1 SUPPLEMENTAL READING 2 .……...………………………...…. “Standards and Vernaculars” by Walt Wolfram and Natalie Schilling-Estes DAY 2 READING ……………………….……...………………………....... “The DARE Survey” from http://www.daredictionary.com/page/aboutdare DAY 2 SUPPLEMENTAL READING 1 .……...………………………...…. “The Skinny on the Dictionary of One-Letter Words” by Craig Conley DAY 3 READING ..……...…...………………...…....................................... “Regional Dialects and Social Class” by Ronald Macaulay DAY 3 SUPPLEMENTAL READING ...……...……………………...…...... “Standard English: What Is It? And What Is It Good For?” by Eric Raimy DAY 4 READING ……………………....……....………………………...… “African American Vernacular English” by Sonja L. Lanehart DAY 4 READING ...……..…......……………………...……………………. “Older Immigrant Languages” by Felecia Lucht DAY 4 SUPPLEMENTAL READING ..………......…..…………………..... “Ethnicity and Language” by Thomas Purnell DAY 5 READING .…………………….…….....………………………...…. “Who’s a Nerd Anyway?” by Benjamin Nugent DAY 5 SUPPLEMENTAL READING …..……...…...…………………...… “How to Tame a Wild Tongue” by Gloria Anzuldua iv MULTIMEDIA CONTENTS Located in Multimedia Folder1 DAY 1: AUDIO CLIPS 1_B_Clip_1_soda (00:00:06) 1_B_Clip_2_poke (00:00:06) 1_B_Clip_3_burg (00:00:06) 1_B_Clip_4_caught (00:00:18) 1_B_Clip_5_cot (00:00:03) 1_B_Clip_6_pen (00:00:44) 1_B_Clip_7_as (00:00:01) 1_B_Clip_8_might could (00:00:03) 1_B_Clip_9_anymore (00:00:04) 1_B_Clip_10_grow (00:00:05) 1_B_Clip_11_aprefix (00:00:02) 1_B_Clip_12_doubleneg (00:00:52) DAY 3: AUDIO CLIPS 3_A_B_Composite Arthur (00:03:40) 3_A_B_INF_1 (00:00:26) 3_A_B_INF_2 (00:00:15) 3_A_B_INF_3 (00:00:24) 3_A_B_INF_4 (00:00:34) 3_A_B_INF_5 (00:00:26) 3_A_B_INF_6 (00:00:29) 3_A_B_INF_7 (00:00:20) 3_A_B_INF_8 (00:00:20) 3_A_B_INF_9 (00:00:29) DAY 4: AUDIO CLIPS 4_A_Clip_1_Sewing (00:00:29) 4_A_Clip_2_Farm (00:00:04) 4_A_Clip_3_Moon (00:00:02) 4_A_Clip_4_Done (00:00:03) 4_A_Clip_5_Summer (00:00:03) 4_B_1A_Clip_1_Geld (00:01:53) 4_B_1B_Clip_2_Teaching English (00:00:26) 4_B_2A_Clip_3_Arthur in Basque (00:02:43) 4_B_2B_Clip_4_Basque wrds sents (00:01:25) 4_B_3A_Clip_5_Pidgin (00:01:47) 4_B_3B_Clip_6_Daily life (00:02:05) 1 By request: Please email [email protected] v GENERAL RESOURCES Dictionary of American Regional English—University of Wisconsin-Madison http://dare.wisc.edu Website for DARE that includes maps, audio samples, photos, and media. Dictionary of American Regional English—Oxford University Press http://www.daredictionary.com One hundred free entries from DARE, the full questionnaire, and background information. Do You Speak American? www.pbs.org/speak Accompanying website for the PBS documentary that includes curricular units, interactive activities, video and audio clips as well as supplementary reading materials aimed at high school and college-aged students. John Rickford’s homepage: http://www.johnrickford.com Includes numerous resources about African American English. YourDictionary http://www.yourdictionary.com Online dictionary that provides understandable definitions. Also provides dictionary entries from other major dictionaries for definition comparisons. Worknik https://www.wordnik.com Provides definitions from multiple sources. It has real examples for words, ranking them by how useful they are in helping to understand the meaning of a particular word. One Look http://www.onelook.com Website that searches more than one thousand online English dictionaries and provides the links to the definitions in one place. Lexicool http://www.lexicool.com/ Website that provides a directory of all of the online dictionaries available for a particular language. Erin McKean: The Joy of Lexicography http://www.ted.com/talks/erin_mckean_redefines_the_dictionary?language=en# Ted Talk in which Erin McKean discusses the changing nature of lexicography and dictionaries. Computer Desktop Encyclopedia http://www.computerlanguage.com/ A concise, user-friendly, up-to-date technical dictionary that contains over 30,000 terms. vi ACKNOWLEDGEMENTS We are grateful for the opportunity to create materials from the Dictionary of American Regional English that will provide a way for students and instructors to interact with this rich collection of voices. We are indebted to Joan Houston Hall and all of those who have worked on DARE for the last 50 years. Thank you to all 2,777 informants for providing their linguistic knowledge, time, and hospitality, without whom there would be no Dictionary and no accompanying curriculum. vii INTRODUCTION LANGUAGE VARIATION Overview This unit is about language variation in the English language. In this unit, we introduce the differences between language and dialect, as well as differences between a standard and dialect variety of a language. We explore different types of dictionaries and the elements that are part of these different dictionary entries. Regional and ethnic dialects are discussed, including heritage languages. Finally, we examine how language and identity interact. This unit is intended to be used by high school and college teachers even if they have little to no training in training in linguistics and language variation. We have included background information and additional resources that teachers can use to prepare for teaching the unit and daily lessons, thereby becoming language experts. Moreover, due to the subject of this curriculum—language—students will all have experience with and knowledge about their own language and can therefore engage in discussion immediately, feeling empowered as experts on their own language. However, because students may have preconceived notions about language, much of this curriculum is designed to question students’ preconceived attitudes about language. We also diligently created these materials with the Common Core in mind, ensuring that the lessons and supplementary reading materials aligned with the standards. We wanted to create something that teachers could use as a resource particularly for the ‘language’ standards of the Common Core. These standards explicitly ask students to have an awareness of language that often is only implicitly taught. This curriculum is specifically designed to meet these needs of educators. Moreover, we included supplementary readings that are grade-level aligned and can be used as non-fiction texts that are an important part of Common Core standards. Additionally, we have created extension homework assignments, and a longer fieldwork project that can be implemented if teachers want to dedicate more time to this topic. The curriculum can be used as a week-long self-contained unit, as well as can be broken up into daily topics or individual activities. We intend for this unit to be 225 minutes of instructional time or 45 minutes per day. We have approximated lengths of time for each activity within each day, although the actual implementation of the unit may vary depending upon how long students
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