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Teachers of Disadvantaged Children. Its First Section Discusses The DOCUMBHT RISSUP1111 ED 028 445 24 By-Davis, AL.; And Others Language Resource Information forTeachers of the Culturally Disadvantaged.Final Report. Illinois Inst. of Technology, Chicago. Centerfor American En 9lish. Spons Agency-Office of Education (DHEW),Washington, D.C. Bureau of Research. Bureau No-BR-6-1340 Pub Date Apr 69 Contract 0 EC -3-7 -061340 Note- 269p. EDRS Price MF-S1.25 HC-S13.55 Descriptors-Annotated Bibliographies,ContrastiveLinguistics,*Cultural Disadvantagement,Descriptive Linguistics, *English (Second L ), Grammar, Haptic Perception, LowerClass Students, Morphology (Langoages), Negro Dialects,stionstandardDialects,Paralinguistic:,Phonemics,Phonetics, Phonetic Transcription, Phonology, Pronunciation, SocialDialects, Spanish Speaking, Suprasegmentals,*Teacher Education, *Ten; This document attempts to make necessaryinformation on linguistics availaole to teachers of disadvantaged children.Its first section discusses the threedimensions of language differences--historical,regional, and social--that accountfor usages frequently condemned without beingunderstood. The second aims atproviding a deeper understanding of the nature.of the social classes. Sections onphonetics. phonemics, and suprasegmentals progressfrom the most simple phoneticdata to organization of more complexdata into a phonological system.A study of the most troublesome areas of grammar precedes alist of phonologic andmorphologic features found to be nearly universally associatedwith lower-class or non-standard English. Non-verbal aspects of communication aredescribed and a notational system for haptics given. A detailed analysisand comparison is made of thephonology of Spanish and English, but grammatical systems arenot treated in such detail.In the section on language learning andteaching, methods proven by threedecades of use in TESOL programs aredescribed, including a sample lesson.Transcriptions of the speech of children from threedisadvantaged groups illustrate the pronunciationand some grammaticalfeatures of these speakers. A book-listbibliography is followed by a selectedbibliography with lengthy annotations. (DO) 13e.4-I3v6 4- U.S. DEPARTMENT OF HEALTH,EDUCATION & WELFARE OFFICE OF EDUCATION co Mb DOCUMENT HAS BEEN REPRODUCEDEXACTLY AS RECEIVED FROM THE pc.Ba POINTS Of VIEW OR OPINIONS CD PERSON OR ORGANIZATION ORIGINATINGIT. EDUCATION STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF Lt.J POSITION OR POLICY. FINAL REPORT USOE Project Number 6-1340 USOE Contract Number 0E-3-7-061340 LANGUAGE RESOURCE INFORMATION FOR TEACHERS OF THE CULTURALLY DISADVANTAGED A. L. Davis et al. CENTER FOR AMERICAN ENGLISH ILLINOIS INSTITUTE OF TECHNOLOGY CHICAGO, ILLINOIS 60616 April 1969 U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE Office of Education Bureau of Research AL0-01847 Ar FINAL REPORT USOE ProjectNumber 6-1340 USOE ContractNumber0E-3-7-061340 LANGUAGE RESOURCEINFORMATION FOR TEACHERSOF SHE CULTURALLYDISADVANTAGED CENTER FORAMERICAN ENGLISH ILLINOIS INSTITUTEOF TECHNOLOGY CHICAGO, ILLINOIS 6o616 William M. Austin,William Card, A. L. Davis, McDavid Raven I.McDavid, Jr.,Virginia Glenn II April 1969 performed pursuantto a The researchreported herein was of the Officeof Education,U.S.. Department contract with Contractorsundertaking such Health, Education,and Welfare. sponsorship areencouraged to II projects undergovernment of professional judgmentin the conduct expressfreely their Points of view oropinions stateddo not, the projects. official Officeof Education therefore,necessarily represent position or policy. II U.S. DEPARTMENTOF HEALTH, EDUCATION,AND WELFARE El Office ofEducation Bureau ofResearch Om TABLE OF CONTENTS I. Introduction Historical, Regional andSocial Variation Raven I. McDavid,Jr. (University ofChicago) III. Culture, Class andtheDisadvantaged A. L. Davis(Illinois Institute ofTechnology) IV. Phonetics and Phonemics A. L. Davis V. The SuprasegmentalPhonemes of English William M. Austin(Illinois Institute ofTechnology) VI. Problem Areas inGrammar William Card andVirginia Glenn McDavid(Chicago State College) Discriminating VII. A Checklist ofSignificant Features for Social Dialects Raven I. McDavid,Jr. VIII. Non-Verbal Communication William M. Austin IX. English Problems ofSpanish 3peakers A. L. Davis X. Some Notes onAcadian English Raven I. McDavid,Jr. XI. Language Learning andTeaching A. L. Davis XII. Transcriptions Furbee Dagna Simpson,Emily PettigrewMorris, N. Louanna XIII. Summary XIV. Bibliography INTRODUCTION At this time in thehistory of our country thereis more expressed concern aboutdisadvantaged children thanthere has of ever been. At the same time, ourschools face the crises social turmoil, ofovercrowding and of inadequatefinancial support. All areas of educationhave been affected from pre- school through college,in all school activities: curricular, extra-curricular, and organizational aseducation is becoming more and morerecognized as a social forceand as an instru- ment of socialpolicy. An adequate controlof the English language as amajor factor in socially-upwardmobility has, notsurprisingly, become regarded as asocial right, a part of thefabric of the civil rights of adequatehousing, health care, employment opportunity and income, andthe right to self respect. It is the hope ofthose who have preparedthese materials that they will aidteachers and administratorsin understanding better the languageproblems of disadvantagedstudents, and to aid them indeveloping language programssuited to their ownraocal situations. We also hope that wehave succeeded inpresenting the various aspects of the verycomplex subject,without, on the one hand,oversimplifying to the detrimentof real understanding, or on the otherto obfuscate thesubject with extremecompli- cAtions or abstruseterminology. It is our further hope,then, that the readerwithout previous linguistic training,will be able to benefitby studying the materials. They may be used forindividuals reading, for informal groupdiscussion or for specialclasses. Beside the authors of thechapters: Prof. William M. Austin, Prof. William Card,Prof. Raven I.McDavid, Jr., Prof. Virginia Glenn McDavid, andthe projectdirector, many colleagues and graduatestudents have helpedin preparation of the text: Prof. Daniel Cgrdenas ofthe University of Chicago, Prof. Lee A. Pedersonof Emory University,Prof. Lawrence M. Davis, Miss LouannaFurbee, Miss DagnaSimpson and Mrs. Emily Morris ofthe IllinoisInstitute of Technology. A. L. Davis Project Director Historical, Regionaland SocialVariation' by Raven I.McDavid, Jr. Sledd has calledthe"agonizingdeappraisal" What James H. Dictionary, sinceits of Webster'sThird NewInternational shown that manyAmericans, inkeeping appearancein 1961, has would national trend tosimplisticinterpretations, with the "good language"and "bad make a sharpdichotomy between is "incorrect." what is"correct" and what language," or between villains of thepiece are In this samedichotomizing, the advocating "say as linguists, who areaccused of often the practice and of"letting down yougo" attitudesin language perhaps areconcerned. Though it is the bars"where standards has beenclawed to a linguistorlexicographer who no help literary critic,the fact isthat by an angryjournalist or standards, linguist hasdenied theexistence of noresponsible in any speechcommunity some orrefused torecognize that better--that is, acknowledged asusing the language people are emulation--than others. in a fashion moreworthy of in any otherform of human There is notin language--or but a opposition betweengood and bad, behavior--a simple variations; itis necessary complicated setof interrelated dimensions in themselves tosort out the many for linguists these variationsarerelated which usage may varyand show how done in thepast byseveral to each other. This has been topic it iswell scholars; but as away ofintroducing this to repeattheirfindings.2 given detail ofusage maybe Among the scaleson which a others may of measured, thefollowing havebeen suggested; couse bedevised ordiscovered. writing as of themedium--ersentially 1. The dimension little chance to useantidisestablish- speech. There is opposed to alone thesesquipedalian terms mentarianism inconversation, let Only in homelyfiction (and the of organicchemistry. William Faulkner authorship of such adistinguished writer as homeliness) is there aplace forsuch a does notrefute the worthless dogof term as fice,"a small, noisy,generally uncertainancestry." responsibility, asJoos putsit-- 2. The dimensionof the the normalsocialexpectations of anunderstanding of at large. A audience inparticular or ofthe community audience may be politician whotalks over theheads of his cleverness or evenbrilliance, butwill admired for his Some people-- usually bedenied the voteshe is seeking. read HenryJames: he is tooconsciously like myself--connot set ofmannerisms superior in hisstyle, whichbegins to seem a And it has beenattested in avariety after half adozen pages. meticulous in his that a personwho is too of situations shibboleths and inavoiding the observation ofgrammatical of hisfellows.3 speech ofhis-locality may rousethe distrust hand, a completedisregard of theseexpectations On the other the "Beat"writers, may beequally disastrous. The novelty of with a minimum ofrevision, soon ranits free association cultists: the course,except for themost caserhardened reading publicbecameimpatient.4 notion that 3. The dimensionof maturity--the speak as well asact one'schronological age. one should is no moredistressing The sight ot aplump Hausfrauin a bikini parent tryingto
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