Academic LiteracyAcademic LiteracyThe Challenges from Oral LanguageThe Challenges from Oral Language

UC Davis Institute for Adolescent Literacy, February 6, 2008UC Davis Institute for Adolescent Literacy, February 6, 2008

Shirley Brice HeathShirley Brice HeathStanford UniversityStanford University

……verbal interactions ground “enactments of verbal interactions ground “enactments of preferred and expected sentiments, aesthetics, preferred and expected sentiments, aesthetics, moralities, ideas, orientation to attend to and moralities, ideas, orientation to attend to and

engage people and objects, activities, roles, and engage people and objects, activities, roles, and paths to knowledge and maturity as broadly paths to knowledge and maturity as broadly

conceived and evaluation by families and other conceived and evaluation by families and other institutions within a community” (Ochs & institutions within a community” (Ochs &

Schieffelin, 2008:5).Schieffelin, 2008:5).

►enactments through roles for enactments through roles for performanceperformance

►orientation to attendorientation to attend►orientation to engage…people and orientation to engage…people and

objects, activities, roles, and paths to objects, activities, roles, and paths to knowledgeknowledge

AdolescentsAdolescentsand language in everyday lifeand language in everyday life

Young people as leaders in language changeYoung people as leaders in language change

► --Intense peer (small-range but age-graded) --Intense peer (small-range but age-graded) influence as role models and socializing agentsinfluence as role models and socializing agents

► --Strong promotion of layered symbol systems--Strong promotion of layered symbol systems► --Intense usage of language reception as --Intense usage of language reception as

identity marker identity marker ► --Framers of newly layered symbol systems, --Framers of newly layered symbol systems,

including gestural systems, spoken language, including gestural systems, spoken language, costume, body decorationcostume, body decoration

Specific oral language change Specific oral language change

► --layered collaborative narratives based on --layered collaborative narratives based on shared experiencesshared experiences

► --shift in some causal conjunctions to --shift in some causal conjunctions to coordinating roles (e.g. coordinating roles (e.g. soso))

► --lexical “rare” words centred on current --lexical “rare” words centred on current youth-shared interestsyouth-shared interests

► --redundant usage of “shallow” syntactic --redundant usage of “shallow” syntactic ► constructionsconstructions

Language change (con’t)Language change (con’t)

► --dominance of present tense and small-range --dominance of present tense and small-range of past- or future-tense formsof past- or future-tense forms

► --role structures operate within narrow time --role structures operate within narrow time frames; rarely linked with academic or frames; rarely linked with academic or vocational references projected into the futurevocational references projected into the future

► --dominance of hypotheticals used as threats --dominance of hypotheticals used as threats or recast references to past events rather than or recast references to past events rather than future-oriented projectionsfuture-oriented projections

► --talking more with more of the same--talking more with more of the same

LanguageLanguagesocialization contextssocialization contexts

► --significant drop in dedicated play, planning, or --significant drop in dedicated play, planning, or project time between young and adult or expertproject time between young and adult or expert

► --significant replacement by peer socialization --significant replacement by peer socialization focused on here and now, commercial, given, high-focused on here and now, commercial, given, high-risk, and occasional adult-coached rule-governed risk, and occasional adult-coached rule-governed leisure leisure

► --friendship norms close up; identity norms distant --friendship norms close up; identity norms distant and commercialized, largely mediated through and commercialized, largely mediated through images of popular-media figures and other images of popular-media figures and other commercially-oriented sourcescommercially-oriented sources

► --social activities peer-governed and peer-assessed--social activities peer-governed and peer-assessed

Academic language Academic language demands:demands:

►Hypotheticals of possibility and Hypotheticals of possibility and probabilityprobability

►““If we do this part first, then that other If we do this part first, then that other thing we have to do, and use that thing we have to do, and use that microscope, could we get the kind of microscope, could we get the kind of detail we need? And if we got that detail we need? And if we got that better than we did before, who should better than we did before, who should be the one to draw it? I’ll talk about it, be the one to draw it? I’ll talk about it, but I can’t draw it.”but I can’t draw it.”

Comparative or analytical Comparative or analytical critiquescritiques

►““This new way looks to me like it This new way looks to me like it would take the other background. Did would take the other background. Did you think about that change, or have you think about that change, or have you tried it and thought it didn’t work? you tried it and thought it didn’t work? I just think that the plain background I just think that the plain background behind that diagram makes all that behind that diagram makes all that work we did on the drawing stand out work we did on the drawing stand out better.”better.”

Step-by-step run-through of accumulated data Step-by-step run-through of accumulated data or accomplished steps in a processor accomplished steps in a process

►““As we go from 1 to 4 in what you’ve As we go from 1 to 4 in what you’ve just said, where will we get? How are just said, where will we get? How are we gonna get to that final thing we we gonna get to that final thing we said we would do? Where do we want said we would do? Where do we want to end up on this stuff anyway?” to end up on this stuff anyway?”

Future scenario narrativesFuture scenario narratives

►““When we move those chairs to a line-When we move those chairs to a line-up of four, then we’ve got to think up of four, then we’ve got to think ahead to when those have to be on ahead to when those have to be on the four corners of the stage. And is the four corners of the stage. And is that space we’ll be working in going to that space we’ll be working in going to take all that with the full dance take all that with the full dance troupe?” troupe?”

Extended explicationExtended explication

►““We had to decide that because that We had to decide that because that other program wasn’t working the way other program wasn’t working the way we thought it would, and when we we thought it would, and when we tried the other way, that didn’t work tried the other way, that didn’t work either. So we went ahead to decide either. So we went ahead to decide this, and so far, it’s working.”this, and so far, it’s working.”

Evidence of Later Language Development-- Classroom and Project

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10

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ir realisconditionals

realisconditionals

causalconnectives

yes-noquestions

open questions

Pec

enta

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usa

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Samples draw n betw een 1996-2004 fromdatabase of classroom logs collected in theUS(56%)- UK(44%) from approx. 980classrooms K-12 across subject areas relatedto English, Mathematics, and Science.*

Samples draw n from project-based learningsituations w ith adult professional(s) from“creative field” present in UK (2003-2004),infant school- year 11.

*Special needs, advanced courses, and special project sessions not classroom-dependent omitted from corpus. Selections within talley include only utterances over ten morphemes; identifiable read-aloud text materials omitted. Totals will no equal 100% because some utterances count in more than one category. Totals include talk drawn from both teachers and students.

Oral academic language (esp.Oral academic language (esp.sciences and mathematics)sciences and mathematics)

►rare (or specialized) vocabulary (e.g., rare (or specialized) vocabulary (e.g., vocabulary specific to domains of vocabulary specific to domains of activity)activity)

►phonetic reduction of high-frequency phonetic reduction of high-frequency words and phraseswords and phrases

►conventions of opening and closing of conventions of opening and closing of genres and transitions genres and transitions

Oral academic language in sciences and Oral academic language in sciences and mathematics (con’t)mathematics (con’t)

►schematic conventionalized sequences schematic conventionalized sequences of morphemes that carry direct of morphemes that carry direct semantic representation semantic representation

►syntactic representation of a syntactic representation of a hypothesized consequence-filled world hypothesized consequence-filled world of of if-thenif-then or or what-if what-if possibilities possibilities

Flip the switch:Flip the switch:

►Not problem-solving but problem-Not problem-solving but problem-identifyingidentifying

►Plus follow-through to accountabilityPlus follow-through to accountability

Inquiry creative projects are linked Inquiry creative projects are linked to:to:

►Spaces and times untied to predictable Spaces and times untied to predictable or fixed boundaries (e.g., studios, or fixed boundaries (e.g., studios, laboratories, and rehearsal zones)laboratories, and rehearsal zones)

►Deliberative discourse around Deliberative discourse around alternatives in alternatives in identifyingidentifying problems, problems, laying out possible (and probable) laying out possible (and probable) future scenarios, and examining future scenarios, and examining alternativealternative resolutions, approaches, resolutions, approaches, or solutionsor solutions

Science laboratory (students with lab assistant in and out of Science laboratory (students with lab assistant in and out of room; takes place during break hour after class has ended; room; takes place during break hour after class has ended;

teacher is in adjoining room; students are setting up the teacher is in adjoining room; students are setting up the demonstration for the next day going in and out onto the demonstration for the next day going in and out onto the

schoolyard to collect materialsschoolyard to collect materials► S1: it’s like multiplying, doing it all over again=S1: it’s like multiplying, doing it all over again=► S2: =yeh, just do it (laughter)S2: =yeh, just do it (laughter)► S3: but how many kinds are there out there/S3: but how many kinds are there out there/► S4:S4: /in the world? /in the world?► S2: well, roots S2: well, roots propagate=propagate=► S3: =S3: =and what’s the stuff called and what’s the stuff called duff?duff?► S5: (turns to SBH) S5: (turns to SBH) isn’t California burning from this stuff?isn’t California burning from this stuff?► SBH: not the whole state, but it is true that SBH: not the whole state, but it is true that duff duff is is

underground and carries fire unseen sometimes for milesunderground and carries fire unseen sometimes for miles► S6: so what’s good is also bad?S6: so what’s good is also bad?► S1: huh? What’d you mean?S1: huh? What’d you mean?

About 20 minutes later, as students are About 20 minutes later, as students are assessing their demonstration and thinking assessing their demonstration and thinking

about how to run the class the next day:about how to run the class the next day:S2: if we get going with the video, do you think it goes too long?S2: if we get going with the video, do you think it goes too long?

==S1: =or could we have some stuff for them to look at, like at a S1: =or could we have some stuff for them to look at, like at a

Halloween show or something=Halloween show or something=S2: =in paper bags, that’s stupid!S2: =in paper bags, that’s stupid!S4: but if we take it to some tables and get them to talk about S4: but if we take it to some tables and get them to talk about

what it does or is, that will work, and maybe=what it does or is, that will work, and maybe=S3: =the tape could be going in the backgroundS3: =the tape could be going in the backgroundS4: does anybody have some good music like this?S4: does anybody have some good music like this?S5: that will just get ‘em into party mood, and then they won’t S5: that will just get ‘em into party mood, and then they won’t

listen and stuff; you know what they do to Ms. R=listen and stuff; you know what they do to Ms. R=S4: =what do you mean “they?” you’re the big comic that tries S4: =what do you mean “they?” you’re the big comic that tries

to make everybody laugh=to make everybody laugh=S5: but it’s different when you’re up there trying to help the S5: but it’s different when you’re up there trying to help the

others learnothers learn

These situations:These situations:

► View youth as resources for: View youth as resources for: ► --classroom, learner, and often community --classroom, learner, and often community

developmentdevelopment

--intergenerational communication and --intergenerational communication and bondingbonding

--critically approved performances and --critically approved performances and exhibitionsexhibitions

--provision of ongoing learning environments --provision of ongoing learning environments ► Insist on turn-over learning: more expert Insist on turn-over learning: more expert

learners enable learning of less expert.learners enable learning of less expert.

► Recognize the interdependence of inquiry in Recognize the interdependence of inquiry in arts with skills, concepts, and practices of arts with skills, concepts, and practices of the sciences and mathematicsthe sciences and mathematics

► Find ways to embrace green development, Find ways to embrace green development, promote nutritional health, and dispense promote nutritional health, and dispense and illustrate medical informationand illustrate medical information

► Do their work through social Do their work through social entrepreneurship and strong community entrepreneurship and strong community connectionsconnections

Types of Learning Types of Learning EnvironmentsEnvironments

► Youth-led arts enterprises (street Youth-led arts enterprises (street educational theatre, visual arts galleries, educational theatre, visual arts galleries, conference centres, musical groups)conference centres, musical groups)

► Youth-led economic and ecological Youth-led economic and ecological enterprises (sustainable agriculture enterprises (sustainable agriculture programs, green architecture, community programs, green architecture, community gardening)gardening)

► Youth-led journalistic/educational Youth-led journalistic/educational enterprises (youth newspapers, community enterprises (youth newspapers, community newspapers)newspapers)

Processes of Learning in Processes of Learning in Scientific StudiesScientific Studies

► Search out information Search out information ► Collect, examine, and compare Collect, examine, and compare ► Consider context(s) of performanceConsider context(s) of performance► Hypothesize possibilities in process that Hypothesize possibilities in process that

could affect performancecould affect performance► Assess the probabilitiesAssess the probabilities► Work with precisionWork with precision

► Develop technical vocabularyDevelop technical vocabulary► Create joint image of experimentCreate joint image of experiment► Learn the properties of elements of Learn the properties of elements of

operationoperation► Test out properties of tools, props, and Test out properties of tools, props, and

environmentenvironment► Determine limits on interactional Determine limits on interactional

interferencesinterferences

► Discover properties Discover properties ► Compare concrete with abstract conceptsCompare concrete with abstract concepts► Chart, model, and sketch mental images; Chart, model, and sketch mental images;

delineate proportionsdelineate proportions► Understand combinatorial possibilitiesUnderstand combinatorial possibilities► Undertake geometric progression (as well as Undertake geometric progression (as well as

raising the power of current element)raising the power of current element)► Learn to work with probabilitiesLearn to work with probabilities

Learning in mathematics asks that we:

Planful

Sustainable partnering Sustainable partnering calls for:calls for:

► Learning communities that engage in Learning communities that engage in deliberative discoursedeliberative discourse

► Meaning-based engagementMeaning-based engagement► Mutual respect for diverse bases and Mutual respect for diverse bases and

types of knowledge and skills reflected types of knowledge and skills reflected within the communitywithin the community

► Dense networks of audiences, clients, Dense networks of audiences, clients, and resourcesand resources

► Sustaining work on learning through Sustaining work on learning through observation and translating visual observation and translating visual knowledge into verbal explicationknowledge into verbal explication

► Advancing current ways of including Advancing current ways of including different languages and scripts by different languages and scripts by multilinguals into new community art formsmultilinguals into new community art forms

► call for time and space devoted to reflection call for time and space devoted to reflection and imaginationand imagination

► Are enriched through comparative Are enriched through comparative perception and experienceperception and experience

► become activated only through practice in become activated only through practice in moving from beginning to completion in moving from beginning to completion in projects carried out with or by professionalsprojects carried out with or by professionals—and for meaningful purpose—and for meaningful purpose

Project-based learning works the same way in both the arts and sciences:

Types of language usedTypes of language used

► Negotiated directives (“Negotiated directives (“let’s, could you, should we)let’s, could you, should we)► Narratives of action and scenario projectionsNarratives of action and scenario projections► Event-scripted demonstrations with gestures and Event-scripted demonstrations with gestures and

propsprops► Cross-referencing of first-person action or reflection, Cross-referencing of first-person action or reflection,

second-person recast, third-person verifiable second-person recast, third-person verifiable retrievable source; “swarms” of overlaps across retrievable source; “swarms” of overlaps across speakersspeakers

► Strategic insertions of humor for “step-backs”Strategic insertions of humor for “step-backs”► Metaphorical comparatives with interweaving from Metaphorical comparatives with interweaving from

real-world or past-shared events/objects to current real-world or past-shared events/objects to current challenges in layered forms of representation challenges in layered forms of representation (gestural, visual, sociodramatic)(gestural, visual, sociodramatic)

Overlaps in language—sciences Overlaps in language—sciences and arts in project development:and arts in project development:► 86% overlap of 10-morpheme stretches in 86% overlap of 10-morpheme stretches in

grammatical structures and “rare” lexical grammatical structures and “rare” lexical terminologyterminology

► Grammatical structures in (rough) order of Grammatical structures in (rough) order of frequency: frequency: ir realisir realis conditionals (if-then conditionals (if-then propositions with multiple variables on propositions with multiple variables on either side); either side); what if (about)? what if (about)? queries; queries; modals; declaratives with causal and modals; declaratives with causal and temporal connectors; contrastive temporal connectors; contrastive connectors; switch-reference pronounsconnectors; switch-reference pronouns

Types of language usedTypes of language used

► Negotiated directives (“Negotiated directives (“let’s, could you, should we)let’s, could you, should we)► Narratives of action and scenario projectionsNarratives of action and scenario projections► Event-scripted demonstrations with gestures and Event-scripted demonstrations with gestures and

propsprops► Cross-referencing of first-person action or reflection, Cross-referencing of first-person action or reflection,

second-person recast, third-person verifiable second-person recast, third-person verifiable retrievable source; “swarms” of overlaps across retrievable source; “swarms” of overlaps across speakersspeakers

► Strategic insertions of humor for “step-backs”Strategic insertions of humor for “step-backs”► Metaphorical comparatives with interweaving from Metaphorical comparatives with interweaving from

real-world or past-shared events/objects to current real-world or past-shared events/objects to current challenges in layered forms of representation challenges in layered forms of representation (gestural, visual, sociodramatic)(gestural, visual, sociodramatic)

Reference-source reliance (in relative order of Reference-source reliance (in relative order of frequency during practice/critique/reflection):frequency during practice/critique/reflection):

► External verifiable retrievable sources (such External verifiable retrievable sources (such as performances/exhibitions/experiments as performances/exhibitions/experiments jointly viewed, or published sources known jointly viewed, or published sources known to all). etc. to all). etc.

► Secondary oral reports (from sources known Secondary oral reports (from sources known to present company) or recasts of jointly to present company) or recasts of jointly shared learning experiences by the present shared learning experiences by the present group (group (we…)we…)

► First-person accounts without possible First-person accounts without possible source retrievalsource retrieval

►Go to Go to www.creative-partnerships.com to to download:download:

►Heath, S. B., Boehncke-Paul, E., & Wolf, Heath, S. B., Boehncke-Paul, E., & Wolf, S. 2007. S. 2007. Made for each other: Creative Made for each other: Creative sciences and arts in the secondary sciences and arts in the secondary schoolschool. London: Creative Partnerships.. London: Creative Partnerships.

►Email Email sbheath@stanford.edu for for manuscripts to fill out points paid in this manuscripts to fill out points paid in this presentation. Reference UC Davis 2/08 presentation. Reference UC Davis 2/08 talk.talk.