Learning Development Anthony Acevedo Online 270414

Learning Development and
Language Use
Anthony Acevedo
anthonyacevedo@hotmail.com
Last Updated: April 27, 2014
Original Date: J anuary 31, 2011
Slide 1
Anthony Acevedo 2014
Learning Development and Language Use
Learning Development Perspective
Learning development is how we grow cognitively
as a result of the following:
biological factors -

physical growth,
environmental influences -

quantity of input,
guiding practices -

quality of input.
Think of three factors that contribute to learning
development outcomes.
Slide 2
Learning Development
Learning development revolves around technology,
world events, and culture.
Technology

available and implementation affect learning
Example: electronics -

digital vs. analog
World events

and developments influence us all
Example: exports -

producer vs. consumer
Culture based learning experiences impact education
Example: sports -

soccer vs. football
Slide 3
Language Use Perspective
Language use is how we express our ideas within
and across the following:
themes,
constructs (mental processes),
cultures.
Think of two educators who have influenced the
understanding of language use.
Slide 4
Language Use
Language use revolves around cognitive development
and culture
Jean Piaget

(1896

1980) -

Stages of Development
Language use is primarily determined by cognitive development.
Stage 1: Sensorimotor

Period (0-2 years)
Stage 2: Pre-operational stage (2-7 years)
Stage 3: Concrete Operational Stage (7-11 years)
Stage 4: Formal Operational Stage (11 + years)
Lev Vygotsky

(1896

1934) -

Zone of Proximal Development (ZPD)
Language use and cognitive development are influenced by
social interaction and culture.
Slide 5
Piaget = discovery learning
Vygotsky

= guided discovery
(Both are influenced by culture.)
Whatever our position on Learning Development and
Language Use, we must examine the impact of culture.
Learning development:
Revolves around technology, world events, and culture.
Language use:
Revolves around cognitive development and culture.
And as English

teachers what goes hand-in-hand with culture?
* Plus Culture *
Slide 6
Since we are examining culture, lets look at the language in
the culture.
In this case lets look at English.
How do we teach English?
Do we teach communicative competence?
Do we focus on fluency?
How might we define the teaching of English?
* Plus English *
Slide 7
World Englishes

Theory
Many varieties of
English are found
around the globe.
Kachru (1985)
has classified
these varieties of
English as those
used in the inner
circle, the outer
circle, and the
expanding circle.
Inner-

circle
English
Expanding-circle
English
Outer-circle
English
Kachru

Circles

Theory
Slide 8
Note: Englishes with es recognizing varieties of English around the world.
A different classification of the varieties of English in the world
by Graddol (1997) exists. It represents English in terms of
speaker classifications.
Graddol

Circles

Theory
World Englishes

Theory
EFL speakers
L1 speakers
L2 speakers
Note: Type of English used depends on settings: law, government, business, family, friends.
Slide 9
This modified
circles theory
of World English
represents users
by classification
and authenticity.
Native
language
speakers
380m (120m
outside
countries)
Foreign language
speakers 100m -

1b
Second language
speakers 150m

300m
Modified Circles

Theory
World Englishes

Theory
Note: See also McArthurs model (1987) and Modianos model (1999).
Slide 10
Native language English speakers
(380 million, 120 million of them living outside of their countries)
* U.S. * U.K. * Canada * Australia * New

Zealand
Second language English speakers (150 million to 300 million)
* Hong Kong * India * Singapore
Foreign language English speakers (100 million to 1 billion)
* Peru

* Germany * China
* Hungary * Poland * Japan
World Englishes

Theory
Slide 11
Do we work with one of these Englishes

more than others?
Taking an even closer look at culture, lets examine English in the
native language cultures.
What kind of cultural English do we study?
What kind of cultural English do we speak?
1. *American English

4. Australian English
2. *British English

5. New Zealand English
3. Canadian English
What kind of cultural English do we teach?
Think of three cultural concepts related to this English.
* Plus Culture * * Plus English *
Slide 12
What is American English?
The United States of America has no

official language.
English as the official language in the U.S. might restrict the
government's ability to communicate with all its citizens,
possibly restricting citizen freedoms such as voting. This
could in turn weaken the principle of democracy and the
foundation of the country.
English prevails within the U.S. as part of American culture.
* Plus Culture * * Plus English *
Slide 13
Teaching Culture
Since culture is about human experience and human
experience is messy, how do we go about teaching culture?
Culture Type
1. BIG C

Culture
a) knowledge b) artifacts
2. little c

culture
a) behavior

b) customs
Teaching Type
1. Teaching culture as ACL

(Ambient Culture Learning)
a)

Integral information in daily learning
b)

Numerous viable possibilities for implementation
2. Teaching culture as a 5th skill

(as a skill or sub-skill)
a) Component part of the curriculum
b) Could pose restrictions for implementation
Slide 14
BIG C

Culture
Understanding BIG C
Art, music, literature, society, politics, economics,
film and symbols
Objective, permanent part of history
Cultural knowledge - what people know
Cultural artifacts - what people make and use
International BIG C - East / West cultures are often
categorized by: religion, industry and medicine
Eastern culture: less industrial, Buddhism, Hinduism,
natural medicine
Western culture: capitalism, Christianity, scientific
medicine
Slide 15
BIG C

Culture
International BIG C

-

writers, poets, artists
American - J ohn Steinbeck, The Grapes of Wrath
Peruvian - Mario Vargas Llosa, The Time of the Hero
British - William Shakespeare, Hamlet
Spanish - Miguel de Cervantes, Don Quixote
Russian - Leo Tolstoy, War and Peace
National / International BIG C
U.S. - Ernest Hemingway, Tennessee Williams, Harlan Ellison,
Mark Twain, Edgar Allan Poe, William Faulkner,
F. Scott Fitzgerald, Stephen King, J .D. Salinger,
Ralph Waldo Emerson, Emily Dickinson, Stephen Crane,
Booker T. Washington, T.S. Eliot, Robert Frost,
Eudora Welty, J ames Baldwin, Toni Morrison, Charles Wright
Peru - J orge Basadre, Luis J aime Cisneros, Alonso Cueto,
Mario Vargas Llosa
Slide 16
Who else might we add to the BIG C

names on a national list?
little c

culture
Understanding little c
Customs, institutions and everyday life
Subjective, dynamic part of ever-changing events
Cultural behavior - what people do
Cultural values - what people think
(family, hospitality, fairness)
Patterns of interaction and discourse organization
Based more directly on basic human motivations
National / International little c
U.S. greetings - handshake
Peruvian greetings - handshake or kiss on cheek
Pragmatics of language use
Body language
Slide 17
little c

culture
National little c
Global technology has made several instances of national
little c

international.
U.S. - Mickey Mouse, Britney Spears, Elvis Presley,
Michael J ackson, Baseball, Football
Peru - J aime Bayly, Magaly, GianMarco, Tongo,
Brad Pizza, Soccer
Who else or what else might we add to little c

on a
national list?
What about cultural distinctions based on basic human
motivations?
Slide 18
Basic Human
Motivations
Cultural items in the
United States
Cultural items in Peru
Metabolism
(food and
drink)
Bread and potatoes
as dietary staples
Rice and potatoes as
dietary staples
Drinking water from
the tap
Drinking boiled or
bottled water
Bodily
comforts
(housing and
clothing)
More casual dress
when traveling
Less casual dress
when traveling
Wooden houses Concrete houses
little c

culture
U.S. / Peru Comparisons:
Slide 19
These instances of little c

culture are interesting so why not
incorporate them into our classes as background information.
Basic Human
Motivations
United States
Safety and injury
prevention
Lucky rabbit's foot Red and black beads
(Wayruros)
Guns legal and
accessible
Bars on windows,
electric fences, dogs
Movement
Baseball, football,
basketball
Soccer
Growth and
maturity
The age of
independence (18 or
21) -

"drinking age"
Adult and "official"
drinking age 18-years
old
little c

culture
Slide 20

Basic Human
Motivations
United States
Cultural items in
Peru
Rules for
interaction
(folkways, morals,
laws)
Handshake Kiss once on cheek
Emphasis on
punctuality and
directness
Emphasis on
tardiness and
cordiality
Rules about
possession and
privacy
(interpersonal
boundaries and
hierarchy)
Strict laws about
trespassing and
private property
Squatters on
private land
Clear windows and
doors which open
directly to the outside
Curtains, inner
doors and outer
gates
little c

culture
Slide 21

Basic Human
Motivations
Cultural items in
the United States
Cultural items in
Peru
Love,
acceptance,
and respect;
the self and
others
Emphasis on
independence
Emphasis on family
and group
membership
Emphasis on
positive self-image
Emphasis on
appearance
little c

culture
Slide 22

Basic Human
Motivations
Cultural items in
the United States
Self-

expression
(self-

actualization)
American
(western) arts
Peruvian art and literature
American country
music, Jazz
Peruvian regional music
(marinera, festejo, wayno)
American pop
music
Peruvian modern music
(salsa, merengue) and
pop music in English
American rock
and English rock
Peruvian rock and rock
music in English
little c

culture
Slide 23

Teaching culture as ACL
Ambient Culture Learning (ACL)
Culture in language learning is not an expendable
fifth skill, tacked on, so to speak, to the teaching of
speaking, listening, reading, and writing. It is always
in the background, right from day one, ready to
unsettle the good language learners when they
expect it least, making evident the limitations of
their hard-won communicative competence,
challenging their ability to make sense of the world
around them.
(Kramsch, 1993: 1)
Slide 24
Ambient Culture Learning (ACL)
Moreover, we should be cognizant of the fact that
[i]f

we teach language without teaching at the same
time the culture in which it operates, we are
teaching meaningless symbols or symbols to which
the student attaches the wrong meaning
(Politzer, 1959: 100-101).
Moreover, linguistic competence alone is not
enough for learners of a language to be competent
in that language
(Krasner, 1999).
Slide 25
Teaching culture as ACL
Aunt Trixye

is my mothers sister, and as I was
preparing for this presentation Aunt Trixye

emailed
me a story about potatoes for reading entertainment.
While reading the story I realized it fit nicely
into this presentation and is representative of
ever-present culture in our lives.
The story is somehow a combination of American
and Peruvian culture with an overarching, cultural
touch of the human element.
Lets Talk Potatoes
Slide 26
Sharing Knowledge
Sharing Culture
My Aunt Trixye

is married to Uncle John. They live
in the panhandle of Florida in the U.S.
As we all know, culture can sometimes be
uncomfortably personal because people sometimes
evaluate us on our cultural background, but we
can still satisfactorily address culture just the same.
Before reading the story, lets first look at some
important facts and vocabulary in preparation for
the story.
Lets Talk Potatoes
Slide 27
Sharing Knowledge
Sharing Culture
Potato Facts

Originally grown in Peru before any other
place in the rest of the world.

Started out the size of a peanut.

First cultivated in Peru over 4000 years ago.

Over 2000 different varieties in Peru.

4th most important crop in the world.

Potatoes have been grown in outer space.

Largest potato on record was 8.34 kilos
(over 18 pounds).
Slide 28
In the area now known as Peru. This could be a legend.
Potato Definitions
eyes

part of a potato where the plant
and roots sprout (to display attraction)
sweet potato

sweet, orange tubular
root (an attractive person)
Yam

sweet, orange tubular root of the
potato family (a sweet person)
half-baked

partially cooked potato
(a crazy idea)
mashed

boiled potatoes pureed into a
mass (recklessness)
Slide 29
Potato Definitions
hot potato

freshly cooked potato
(a controversial person)
tater tots

processed potatoes shaped
into small nougats (little babies)
spud

synonym for potato (an unusual
but harmless person)
sack

cloth bag for potatoes (a bed in
reference to romance)
rotten potato

old potato that cannot be
eaten (a bad person)
Slide 30
Potato Definitions
couch potato

person who only sits on
the sofa and watches TV
shoestring

potatoes very thinly cut into
strips and fried (something thin, tenuous,
weak, or strings for tying shoes)
hard-boiled

potatoes overcooked in
water (a person with a strong personality)
french

fries

potatoes cut and fried
French style
Slide 31
Potato Definitions
loaded potatoes

potatoes filled with
cheese (a loaded person has had too
much to drink)
scalloped

thinly sliced potatoes
covered with milk, cheese and butter and
baked (sounds like scalped or to remove
with a knife)
Yukon Golds

type of yellow potato in
Canada (sounds wealthy: the Yukon is in
Canada with lots of gold)
Slide 32
Potato Definitions
Frito Lay

potato chip company (the
word Frito sounds Latin)
Idaho

type of white potato in the U.S.
(refers to a university in Idaho state)
chips

potatoes very thinly sliced and
fried (to be wealthy or well established)
kugel

potato dish that is salty or sweet
(a materialistic young woman)
Slide 33
Potato Definitions
dressed potato

a cooked potato with
special sauce on it and served cold
common tater

tater is a shortened
name for potato (common tater would be
just a regular, not special, potato and
sounds like the word commentator)
Slide 34
Sharing Knowledge
Sharing Culture
Heres the story of Mr. and Mrs. Potato.
Potatoes Make the World Go Round
Author: anonymous
Slide 35
The story is about two parents who do everything
in the world to ensure their daughter makes the
right decisions in life.
Potatoes Make the World
Go Round
Once upon a time, a girl
potato and boy potato had
eyes

for each other.
Slide 36
Go Round
Finally, they got married and
had a little sweet potato,

which they called Yam.
Slide 37
Go Round
Of course, they wanted the
best for Yam,

and when it
was time, they told her about
the facts of life.
Slide 38
Go Round
Mr. and Mrs. Potato
warned Yam

about going
out and getting half-baked.
Slide 39
Go Round
They didnt want her to get
accidentally mashed,

and get a
bad name for herself like
hot potato,

or end up with a
bunch of tater tots.
Slide 40
Go Round
Yam said not to worry; no
spud

would get her into
the sack

and make a
rotten potato

out of her!
Slide 41
Go Round
But on the other hand she
wouldn't stay home and be
a couch potato

either.
Slide 42
Go Round
She would get plenty of
exercise so as not to be skinny
like her shoestring

cousins.
Slide 43
Go Round
When she went off to Europe
to study, Mr. and Mrs. Potato
told Yam

to be careful.
Slide 44
Go Round
They told her to watch out for
the hard-boiled

guys from
Ireland, the greasy guys from
France called the french

fries,

and those loaded potatoes

that
make vodka in Russia.
Slide 45
Go Round
When she went out West, she
was told to watch out for the
native Americans so she
wouldn't get scalloped.
Slide 46
Go Round
Yam said she would stay on
the straight and narrow and
wouldn't associate with those
high class Yukon Golds.
Slide 47
Go Round
Or the ones from the other side
of the tracks who advertise their
products on all the trucks that
say, Frito Lay.
Slide 48
Go Round
Mr. and Mrs. Potato sent
Yam

to Idaho

P.U. (that's
Potato University) so that
when she graduated she'd
really be in the chips.
Slide 49
Go Round
Yam

promised her
parents that after the
university she would never
become a kugel.
Slide 50
Go Round
But in spite of all they did for
her, one day Yam

came home
and announced she was going
to marry *J aime Bayly.
Slide 51
* The original story referred to Tom Brokaw.
Go Round
J aime Bayly!
Mr. and Mrs. Potato were
shocked!
He announces the news on TV,
they said.
Slide 52
Go Round
They were very upset and told
Yam

she couldn't possibly
marry J aime Bayly because he
was nothing special, not even a
very well dressed potato.
Slide 53
Go Round
In fact, J aime Bayly is
just, well
Slide 54
Go Round
Hes just a
common

tater

(*commentator).
Slide 55
* a news commentator
Go Round
And where did this cultural story begin?
As part of Peruvian culture with the potato.
And as a cultural interpretation in the U.S.
It all began with people.
Slide 56
Now heres a way to count off or perhaps
choose students using potatoes.
One Potato, Two Potato.
Author: anonymous
Slide 57
Sharing Knowledge
Sharing Culture
One Potato, Two Potato

One potato, two potato,

Three potato, four,

Five potato, six potato,

Seven potato, more.

One *rotten potato. (See optional ending.)
The person with the *rotten potato puts his/her hand
behind their back. The counting continues
*A term used to describe a bad person (teasing here).
Slide 58
Optional ending:
My mama told me to keep the very best one.
Ajiaco, Aligot, Aloo

pie, Baeckeoffe, Baked potato, Bangers and mash, Batata

harra,
Bengal potatoes, Bonda, Boxty, Bramborak, Bryndzov

haluky, Brndende

krlighed,
Bubble and squeak, Canarian

wrinkly potatoes, Carne asada

fries, Cepelinai,
Cheese fries, Chocolate-covered potato chips, Chuo, Clapshot, Coddle, Colcannon,
Cottage pie, Crisp sandwich, Duchess potatoes, freedom/French fries,
French fries accompaniments, Fritter roll, Funeral potatoes, Gamja

ongsimi, Gamjajeon,
Gnocchi, Gratin, Hachis

Parmentier, Hash browns, Home fries, Hot hamburger plate,
Hutspot, Janssons

frestelse, Kle, Knish, Kouign

patatez, Kroppkaka, Kugel, Kugelis,
Lefse, Llapingacho, Loaded potato, Lyonnaise

potatoes, Mashed potato, Nikujaga,
Papa a la Huancaina, Papa rellena, Patatas

bravas, Patatnik, Pla

(Meal), Pickert, Pitepalt,
Pommes

Anna, Pommes

dauphine, Pommes

souffles, Potato chip, Potato waffle,
Potato babka, Potato bread, Potato cake, Potato doughnut, Potato pancake, Potato salad,
Potato scone, Potato skins, Potato wedges, Potatoes O'Brien, Poutine, Poutine

rpe,
Pt

aux pommes

de terre, Raclette, Rappie

pie, Raspeball, Reibekuchen, Rewena

bread,
Rsti, Rumbledethumps, Salchipapas, Salt potatoes, Scalloped potatoes,
Shoestring potatoes, Skomakarlda, Stamppot, Stegt

flsk, Stoemp, Stovies, Szaot,
Tartiflette, Tater Tots, Tortilla de patatas, Truffade, Tumbet, Vada, Waffle fries, Wrap roti
Slide 59
Sharing Knowledge
Sharing Culture
We can have students choose a potato dish from around the world and
learn about local food and customs. There are over 100 choices!
Appropriately match the complexity of reading materials with the
language level of learners for positive outcomes.
Combine these two websites with teacher ingenuity for maximum results!
1. Outline of American Literature (literature history)
http://www.america.gov/media/pdf/books/outline_us_lit.pdf#popup
2. Project Gutenberg (online books)
http://www.gutenberg.org/wiki/Main_Page
Perhaps we can combine BIG C

Culture and little c

culture through
ACL

(Ambient Culture Learning).
Slide 60
Sharing Knowledge
Sharing Culture
We can teach language with culture through literature.
Here are three websites we can use to explore word origins, literature,
and the world around us.
Start a guided thread with students and see where it leads!
1. Etymonline

(word origins)
http://www.etymonline.com/
2. Bartelby

(literature reference)
http://www.bartleby.com/reference/
3. Google Earth (global locations)
http://www.google.com/earth/index.html


culture through
ACL

Slide 61
Sharing Knowledge
Sharing Culture
Experience culture with vocabulary, books, and locations.
Here are a few resources that give us a raw look at culture.
If we try out these websites, we should always use caution!
1. Radio Station 107.7 The Bone KSAN-FM (Classic Rock Music)
http://www.1077thebone.com/
Steven Seaweed Program
Lamont and Tonelli

Show
2. Urban Dictionary (Popular Slang Dictionary)
http://www.urbandictionary.com/
3. LyricsFreak

(Song Lyrics)
http://www.lyricsfreak.com/


culture through
ACL

Slide 62
Sharing Knowledge
Sharing Culture
How about some down home North American culture?

How has learning and teaching English changed the way we
think?

The way we compare?

The way we process data and analyze situations?

How can we teach culture as Ambient Culture Learning (ACL)?

We must not fear teaching and integrating culture in our
classrooms.

We will not lose our identity nor get too personal.

Teaching culture is like buying a round-trip ticket with many
stops along the way.

We accompany the students in our classes from place to
place, and we always come back home.
Slide 63
Sharing Knowledge
Sharing Culture
Lets take a moment to reflect on culture.
Learning Development and
Language Use
Slide 64
Anthony Acevedo
anthonyacevedo@hotmail.com
Last Updated: April 27, 2014
Original Date: J anuary 31, 2011
Bibliography
Slide 65
Slide 1 - Not applicable
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Slide 66
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Slide 13
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Slide 67
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Slide 68
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Slide 73

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