View Content #19412
Contentid | 19412 |
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Content Type | 4 |
Title | Pragmatic Patterns in Classroom Situations |
Body | by Lindsay Marean, InterCom Editor As a Potawatomi person, I am active in learning and promoting our Potawatomi language. One time an elementary teacher, who was learning Potawatomi as a second language, asked a Potawatomi elder who speaks Potawatomi as a first language for some words and phrases that she could use in classroom management. “How do you say, ‘May I go use the restroom?’” she asked. “Well, you just wouldn’t say that,” the elder answered. “If you need to pee or poop, you don’t need anyone’s permission to do that, regardless of your age. You would just let the teacher know where you were going. But also, you wouldn’t say ‘use the restroom.’ In Potawatomi there’s nothing wrong with talking about body functions, so you’d say either ‘I’m going to go pee’ or ‘I’m going to go poop.’” This experience taught me the importance of documenting the pragmatics of a language and of drawing students’ attention to pragmatic differences between languages. This week’s activity makes use of a situational questionnaire to discover and then teach appropriate responses to different situations in a typical K-12 classroom. Procedure:
From now on, you and your students can manage classroom situations using not only the vocabulary and syntax of your target language, but also its pragmatic norms! |
Source | CASLS Activity of the Week |
Inputdate | 2015-05-02 09:28:19 |
Lastmodifieddate | 2015-05-04 03:18:57 |
Expdate | Not set |
Publishdate | 2015-05-04 02:15:01 |
Displaydate | 2015-05-04 00:00:00 |
Active | 1 |
Emailed | 1 |
Isarchived | 0 |