View Content #28474

by Ellie Collins, CASLS Graduate Intern

The purpose of this activity is to help learners explore language varieties, analyze the differences among said varieties, and consider the value of language varieties in the world. In this activity, learners will explore features of language variety and research a specific language variety in the target language. Additionally, the group will discuss language varieties in general and consider the experience of interacting with someone who uses a different language variety than they do.

This activity was designed for intermediate learners. It can be completed in a face-to-face, hybrid, or remote learning environment.

Learning outcomes:
Learners will be able to:

• Demonstrate understanding of language variety in a group discussion.  
• Identify unique features of a particular language variety. 

Mode(s): Interpersonal, Interpretive, and Presentational

Materials: Language variety video, article on English varieties, computers or tablets and internet for students to research

Procedure:

1. As a group, watch the language variety video.
2. After watching the video, ask learners to brainstorm the language varieties they have encountered and strategies they have used when communicating with someone who speaks a different language variety than they do.
3. Next, direct learners to this Business Insider article about vocabulary variation in American English. Tell learners that there are many variations of English even inside the United States, and vocabulary differences are one indication of this language variation.
4. Then, open a discussion with learners about the value of language varieties using the following discussion questions. This can be done with a think-pair-share (physical environment) or small group discussion (remote environment). Here are some guiding questions:
   1. Why do language varieties exist?
   2. Do you think everyone should speak the same variety? Why or why not?
   3. How do you feel when you speak to someone who uses a different language variety than you do?
   4. What are some of the advantages of talking with someone who speaks a different variety than you?
5. Put learners into groups. Assign each group a language variety that exists in the target language. For example, one group could be assigned Uglish (Ugandan English) in a course for English language learners. Ask the group to research the language variety using the following guiding questions below. Novice learners can do this research in their L1; intermediate and advanced learners can be challenged to conduct the research in the target language. Here are some guiding questions:
   1. Have you heard this variety before?
   2. Where is this variety spoken?
   3. Who uses this variety?
   4. What features make this variety unique? 
6. After researching the language variety, ask each group to present their findings to the other learners.

Notes:

• To the extent that it is helpful, here are some examples of language varieties: English: Appalachian English (US), Uglish (Uganda); Spanish: dialecto paisa (Colombia), dialecto andaluz (Espana); Arabic: San’ani (Yemen), Sa’idi (Egypt)
• Modifications (tech): If resources are not available for learners to complete the research in class, the instructor can provide each group with a “fact sheet” about the language variety for them to present to the other learners. Wikipedia offers a short history and unique features of many language varieties including varieties of English, Spanish, Arabic, and Russian.
• Modification for advanced learners: Prior to conducting their research, the instructor can give each group a video of a language variety and have students write down their observations of the features of the variety. Then, have the learners research the features of their assigned variety online and compare the information that they discovered to their initial observations.