Summary of Journal Linguistic 3

Journal Linguistic 3 

Reference : Wagner, Laura. Clopper, Cynthia G.  Pate, John K. 2014. Children's perception of dialect variation. Journal of Child Language. Vol 41/05 (2014) pp. 62-84

This article was talking about dialect on children. These results of this article demonstrate five- to six-year-old children’s developing perceptual skill with dialect, and suggest that they have a gradient representation of dialect variation. This strand of research is important for documenting children’s abilities in production, and the extreme rigor with which children’s phonological features have been analyzed makes these data especially compelling. The finding that children first acquire the dialect of their parents is not particularly surprising – it is simply a way of saying that children acquire the features of the language they are primarily exposed to. Of more importance is the fact that children can shift their dialect as their social experience expands beyond the family, and further that their shifting is governed in part by social factors. Children appear to be sensitive to indexical features in their input and have at least some nascent understanding of how to link those features to social categories. However, these naturalistic studies suffer from two problems. First, they rely on children’s spontaneous production. Although speech production is an important data source, it may not be a wholly accurate reflection of children’s knowledge; children may be sensitive to distinctions they do not make themselves in spontaneous free production. Second, these studies have used quite small samples of participants – in some cases, the samples have consisted of fewer than five children. Thus, one might reasonably worry about whether these results will truly generalize to the population more widely.

Summary of Journal linguistic 2

Journal linguistic 2

 

Reference: Sevinj, Mamedzade. 20015. Social and Regional Variations of English Language. Global Journal Of Human Science: Linguistics & Education. Vol15/12 (2015), pp. 12-16.

This article was talking about language social and language variations. This article deals with the social and regional variations of English language. The main purpose of the research paper is to classify all the regional dialects and social variations of English language in different regions. English language is not only the language of 300 million people who live in America, it is also the native language of England, Canada, New Zealand and so on. The main thought of linguists about the variations of English is as following. Despite that the English is the official language of the countries above, there are several ethnic groups who live in these countries. They have their own language and dialects. And such difference forms this or another variation of English language.   When a person talks, his or her dialect firstly depends on the situation or the speech manner. If his or her speech has official character, the speech manner will also carry the official character. Example: When we write an official letter we’ll write “the person to whom I write”. Otherwise, we’ll write “the chap I write to”. On Language varieties also depend on where you  talk or whom you talk with. If you are in official meeting you have to speak in Standard English. When you chat with your friends you may speak in different variations or dialects of English. The main purpose is not to spoil the standard form of pure English Language

Summary of Journal linguistic 1

   

Journal linguistic 1

 

Reference: Vandekerckhove, Reinhild. Britain, David. Dialects in western Europe: a balanced picture of language death, innovation and change. The International Journal of the Sociology of Language addresses. 196/197 (2009), pp. 1–6

This study was talking about dialect in wester europe. It deals with a lanced picture of language death, innovation and change. This study presented in this issue do not cover every country of western Europe, but we hope that both the geographical spread of the selected countries and regions and the diversity they represent with respect to their linguistic, political, and socioeconomic past and present shed light on the similarities and di¤erences in the sociolinguistic evolution of dialect use across this part of the continent. everywhere, and some urban dialects appear to play a prominent role in this leveling. For the younger generations, the dominant variety for informal colloquial speech is no longer the local dialect but it is not Standard Dutch either. The new and dominant code is a regiolectal or so-called intermediate variety — tussentaal. Every region has its own supralocal re-giolectal variety, but the variety of the central Brabant–Antwerp region clearly appears to be dominant. In southern, Romance Belgium, or Wallonia, four regional varieties can be discerned: Walloon, Picard, Lorrain, and Champenois. The first two varieties, and especially Walloon, dominate the regional linguistic scene since the other two have nearly disappeared. Wallonia from the mid-twentieth century onward, not only in public but also in private domains. It is estimated that only 10% of the younger generation still uses one of the regional languages and even then actual performance may be highly variable. But just when even the dominant Walloon variety may reach the point of no return, dialects appear to be undergoing re-evaluation. Across a wide range of cultural activities (such as pop songs, theatre performances, cartoon strips), Walloon dialects have been developing a strong following, and thoughts have now turned toward the possibility of standardizing a written form of the language. So varieties of Walloon have recently gained ground in domains from which they had long been excluded, but, nevertheless, they seem to be losing their main function as a medium of colloquial informal communication in local settings.

Summary of Journal Teaching 3

 

Journal Teaching 3

Reference: Fallon, Lochran C. Whitney, Elrod Anne. 2016. It’s a Two-Way Street: Giving Feedback in a Teacher Writing Group. The Journal of Writing Teacher Education. Vol5/4 (p:61-73)

the study was talking about giving feedback in a teacher writing group. this study focused on benefits to teachers themselves. For example, Dawson’s group formed as a writing group for teachers—not a space focused on instruction or lesson plans, but a space where we can write for our own purposes and audiences and give each other feedback" (Dawson et al., 2013, p. 94). This “breathing space” allows for “discussion” and “talk,” and provide teacher-writers with a place where they may be able to “expand [their] notions of writing and [their] ways of being writers…writ[ing] to make sense, heal, escape, laugh, and play” (p. 97). This study shifted the focus on feedback from the recipient to the provider of feedback, and the effects that providing feedback could have on one's own work. Through analysis of responses gathered by interviews with several teacher writers working together in a writing group, we will argue that providing feedback takes place within a contextual relationship of reciprocity that transforms the writing of all participants involved. This study employed a case study design. A typical meeting includes sharing of writing goals, quiet time for writing, and time for sharing with a partner and/or the whole group. Members also sometimes exchange drafts online for more in-depth feedback. Finally, the members sometimes take up shared writing tasks, including for example a column in the local newspaper, collaborative conference presentations, or producing an anthology of their writing. women and one man, all white; these demographics are proportionate to the population of teachers in the local area and to the membership of this writing group. The women were all experienced teachers in public schools, ranging from elementary to high school and with a range of nine to 20+ years in the teaching profession. The man was a university professor. All of the participants in this study have been given pseudonyms, and details such as grade taught and years in education are withheld to reduce likelihood of identification in our community. the result of the study  are described two categories of benefit to themselves by offering feedback to other teacher-writers. they are benefits to the writer/group and benefits reflected in the written texts themselves.

Summary of Journal teaching 2

Journal teaching 2

Reference: Birch, J.S. Heather. 2016. Feedback in Online Writing Forums: Effects on Adolescent Writers. The Journal of Writing Teacher Education. Vol5/5 (p: 75-89)]

This study was talking about feedback in online writing forums, exactly effects on Adolescent writers. the teenagers are well-represented in blog posts, social media updates, profil pages, comments on YouTube videos, responses to news aricle and websites about their interests, teenagers are writing. in the current research study, the specific kind of adolescent writing under consideration is writing posted in a social media context designed specifically for writers.  this study features an examination of students’ experiences of submitting writing to online communities in order to shed light on how making writing public in a community and how receiving feedback from “writing peers” affects students’  self-conception as writers. one particular writing community called critique circle was chosen for consideration because of its unique combination of features, two of which include a guarantee that writers will receive a definitive number of critiques and that must live up to certain standarts. the participants in this study were requited through the posting of an invitational message in a forum for teenagers within the online writing community. the five teenage participants who volunteered to participate in the research study. the result of the study All critique circle members are interested in seeing writing improve. in fact, the five core participants all expressed the desire to be published aurhors. there is general consensus among the auxiliary participants as well, since seven out of nine who answered the question also expressed the desire to publish their writing. to summarize, the participants like to get feedback serious, honest feedback, but they reserve the right to make their own choices about whether to edit based on the feedback or not. feedback that is repeated by more than one critiquer is more likely to result in revisions as for the specific kinds of feedback that is desired by members of  online writing communities, the following data were collected from all seventeen questionnaire respondents.

Summary of Journal teaching 1

  Journal teaching 1

 

Reference: Zoch, Melody. Myers, Joy. Lambert, Claire. Vetter, Amy. Fairbanks, Colleen. 2016. Reimagining Instructional Practices: Exploring the Identity Work of Teachers of Writing. The Journal of Writing Teacher Education. Vol5/1 (p: 1-24)

·         Background of the research:

In this studies the writers showed a cross-case analysis of three teachers who participated in a two-week professional development (PD) on the teaching of writing. This analysis shows that teachers’ understanding of teaching writing shifted in response to the construction and enactment of writing identities. In other words, when given the opportunity to write with specific kinds of support and instruction, teachers changed their beliefs about writing instruction. While the writers will describe the particulars of the PD in more detail later,

·         Methodology:

All five authors of this article designed and helped lead the PD, collected data, and analyzed the data. At the time of data collection, three of us were university faculty and two of us were doctoral candidates. We drew on qualitative case study methods (Stake, 1995) and collected multiple sources of data across the two weeks of PD. These sources included field notes, interviews (individual and focus group), audio and video recordings of whole and small group interactions, surveys, and artifacts created during the PD that included teachers’ daybooks and writing. Together these data sources helped us examine the question: In what ways did the construction and enactment of writer identities shape three teachers’ understanding of writing instruction?

·         Finding:

On the finding of the analysis the writers will  turn to our three focal cases and describe the ways in which each teacher constructed and enacted her writing identity and how this identity shaped her understanding of writing instruction and personal writing practices. The three focal cases we chose were similar in that each teacher shifted her understanding of herself as a writer and of teaching writing in some way. At the same time, we were interested in these three cases because they all had different backgrounds and teaching experiences. We felt it was important to consider the experiences from different points of view.

·         Discussion:

Findings from this research illustrate how the opportunity to construct and enact writing identities shaped how three teachers understood the teaching of writing. As they engaged in the writing process, collaborated in writing groups, and conversed in writing conferences, these teachers reimagined their practice to include more nuanced writing instruction that focused on the capabilities of students as writers. Below, we discuss the three ways that teachers shifted their understandings of writing instruction that we gathered from the cross-case analysis.

a.       Expanding Discourses as Teacher-writers

b.      Behind the Curtain of Expertise

c.       Forging a Classroom-ready Writing Personal