An Ethnographic-Sociolinguistic Approach to Language by Charlene Rivera (Editor)

By Charlene Rivera (Editor)

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Extra info for An Ethnographic-Sociolinguistic Approach to Language Assessment (Multilingual Matters 8)

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Samples of tapes were taken from those being elicited by the District through the 1980-81 school year. The procedure was to listen to a large number of tapes at first at each grade level from Grades K-5, then to select a smaller number of 15-20 for more intensive listening and discussion. During these discussions a smaller sample of about five to ten tapes per grade level was selected for detailed comparative description and analysis. The tapes were transcribed and the framework for analysis was used as a guide for academic descriptions.

During the course of the year several modifications were made. For example, the use of Fillmore's (1976) Frame Semantics for analysis of clause-level phenomena did not prove especially pertinent, possibly because of the ages of the children. Even the children at the lowest grade level had full command of the grammar of the clause insofar as their use of predicates and noun roles was consistent with the grammar of the language. Similarly, the researchers originally had no way of considering selection of narrative detail, or content, in the storytelling task, and later improvised a modified Propp-style (1968) analysis of the event-structure of the storybooks so that children's selection of narrative detail could be composed.

1958, Philosophical investigations. New York: Macmillan. < previous page page_26 next page > < previous page page_27 next page > Page 27 Linguistic Repertoires, Communicative Competence And The Hispanic Child Flora Rodriguez-Brown and Lucia Elias-Olivaresn University of Illinois, Chicago Studies dealing with the languages used by bilingual children have generally focused on the individual speaker's capacity to form and comprehend sentences in the standard variety of one of the two languages (González, 1970; Lance, 1975).

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