CLASSROOM DAILY PLANNING , TUESDAY, 14th, May, 2013

TEXTS.c

p.139-140

139
https://docs.google.com/file/d/0Bx8YQfUokAbxZGFtVnJwdVE3cUE/edit?usp=sharing

140
https://docs.google.com/file/d/0Bx8YQfUokAbxTWZrZzg3MFpOQ00/edit?usp=sharing


DIFFERENCES
http://www.youtube.com/watch?v=K0dXBc0Oy_c

ACCENT
Accent is the way different people from various regions speak, in ways such as pronunciation of certain words or phrases, while dialect is the form of language in which people speak, such as different forms of English from around the world.

Different accents vary by pronunciation, while dialects have some unique vocabulary and sometimes even small variations in grammar.. The term accent, derived from the Latin word accentus which means tone, signal or intensity, can be defined as the manner in which a person pronounces a language. It is often associated with a country, area, or social class with an emphasis given to certain syllables, words, or notes. Here, a certain prominence is given to certain syllables in terms of loudness, pitch or the length of a vowel. It can also be a combination of all these factors as well. An accent can denote the carrying of the the rhythms and the cadence of one’s mother language into another language. One can take the example of a French person speaking English with that rhythm and a certain emphasize on certain words.

 

What is dialect?
Derived from the Greek word dialektos which means discourse or the way of speaking, the term dialect can be defined as a form of a language which differs form other varieties of the same language in terms of phonology, grammar, and vocabulary and is peculiar to a specific region or social group that is separated either geographically or socially. It differs from the standard literary language or speech pattern of the culture in which it exists and also, these dialects can be many and can vary greatly as well.

For example, one can take the many dialects of the French Language that exist in France or the Spanish dialects which vary from region to region which deviate from the original language. These dialects can differ to the point of being mutually

DIALECT
CREOLE Creoles"
The English term creole comes from French créole, which is cognate with the Spanish term criollo and Portuguese crioulo, all descending from the verb criar ('to breed' or 'to raise'), all coming from Latin creare ('to produce, create').^[14] The specific sense of the term was coined in the 16th and 17th century, during the great expansion in European maritime power and trade that led to the establishment of European colonies in other continents.

 are general linguistic phenomena (some examples are given below). They arose mostly during European colonial expansion where a ruling minority of some European nation caused a language shift: locals had to use basic words and phrases from the European language to communicate. Thus a "pidgin" language arises, which since learnt by adults is not a true, extensible language in its own right, but a set of words and phrases which are simply slammed together to give minimal communication.

A creole language, or simply a creole, is a stable natural language developed from the mixing of parent languages; creoles differ from pidgins (which are believed by scholars to be necessary precedents of creoles) in that creoles have been nativized by children as their primary language, with the result that they have features of natural languages that are normally missing from pidgins.

Road sign in Guadeloupe Creole meaning Slow down. Children are playing here. The literal translation is "Lift your foot. There are small people playing here".

The vocabulary of a creole language is largely supplied by the parent languages, particularly that of the most dominant group in the social context of the creole's construction, though there are often clear phonetic and semantic shifts. On the other hand, the grammar often has original features that may differ substantially from those of the parent languages.

In the next generation growing up in this environment, a remarkable thing occurred. They were not adults learning a foreign language; their brains were geared to learning language from anything they heard around them. And they took the words and phrases from the European language, mixed with mispronunciations and words from their parents native tongue, and a new language was born, a fully expressive and extensible language; this is what we call a "Creole".

In general then, the term Creole is used to refer to any language which was once a Pidgin and which subsequently became a native language; some scholars have extended the term to any language, ex-Pidgin or not, that has undergone massive structural change due to language contact.

PIDGIN
The word pidgin, formerly also spelled pigion,^[6] originally used to refer to Chinese Pidgin English, was later generalized to refer to any pidgin.
A pidgin (pron.: /ˈpɪdʒɨn/), or pidgin language, is a simplified language that develops as a means of communication between two or more groups that do not have a language in common. It is most commonly employed in situations such as trade, or where both groups speak languages different from the language of the country in which they reside (but where there is no common language between the groups). Fundamentally, a pidgin is a simplified means of linguistic communication, as it is constructed impromptu, or by convention, between individuals or groups of people. A pidgin is not the native language of any speech community, but is instead learned as a second language.^[1][2] A pidgin may be built from words, sounds, or body language from multiple other languages and cultures. Pidgins allow people or a group of people to communicate with each other without having any similarities in language and do not have any rules, as long as both parties are able to understand each other. Pidgins can be changed and do not follow a specific order.^[3] Pidgins usually have low prestige with respect to other languages.

http://www.youtube.com/watch?v=fB8vByraSvM
pg. 142-143-144

142  MULTILINGUAL IDENTITY
https://docs.google.com/file/d/0Bx8YQfUokAbxYWRBZlFVRzhDM1E/edit?usp=sharing

143
https://docs.google.com/file/d/0Bx8YQfUokAbxa0RNdXhvWjBxeFk/edit?usp=sharing

144
https://docs.google.com/file/d/0Bx8YQfUokAbxZkNtRVZHMTFGc3c/edit?usp=sharing

YOUTUBE - VIDEO
http://www.youtube.com/watch?v=RKE9edtHbTE
http://www.youtube.com/watch?v=fezuxjmA8qI
http://www.youtube.com/watch?v=FouOIB_AAfw&list=PL969D1A6AE7C6F80E
http://www.youtube.com/watch?v=gIlpSavAeag&list=PL969D1A6AE7C6F80E
STORY AND EXPERIENCE : I´M A THIRD CULTURE KID
http://www.experienceproject.com/stories/Am-A-Third-Culture-Kid/112069

pg.147-148-149 THE THIRD CULTURE KIDS

COLORS   by  Whitni Thomas (1991)

 

I grew up in a Yellow country

But my parents are Blue

I´m Blue

Or at least, they told me so

But I played with the Yellows.

I went to school with the Yellows.

I spoke the Yellow language

I even dressed and appeared to be Yellow.

Then I moved to the Blue land.

Now I go to school with the Blues.

Now I speak the Blue language.

I even dress and look Blue.

But deep down, inside me, something´s Yellow.

I love the Blue country.

But my ways are tinted with Yellow.

When I´m in the Blue land,

I want to be Yellow

When I´m in the Yellow land,

I want to be Blue

Why can´t be Both?

A place where I can be me.

A place where I can be green

I just want to be green

Pg.147
https://docs.google.com/file/d/0Bx8YQfUokAbxQlhrU1IwblNWSzA/edit?usp=sharing

Pg.148
https://docs.google.com/file/d/0Bx8YQfUokAbxYU5CS1RaLUN0dFk/edit?usp=sharing

149
https://docs.google.com/file/d/0Bx8YQfUokAbxcjEtTzJFSkFmT1E/edit?usp=sharing