LCRT 5810 ORAL LANGUAGE ANALYSIS WORKSHOP SLIDES

1. LCRT 5810
ORAL LANGUAGE ANALYSIS
WORKSHOP

2. Today’s Work
— Overview of the Case Study Progress
— Overview of the Oral Language Analysis
assignment & rubric
— Analyze the oral language data using the
transcript & looking for the learner’s use
of language functions and the language
systems

3. Case Study Progress
8 sections
1) Abstract
2) Learner Background Done!
3) Analysis of Oral Language In progress!
4) Analysis of Reading
5) Analysis of Writing
6) Discussion of Findings and Conclusion
7) Works Cited
8) Appendices
– Learner Interview and Profile Done!
– Coded Transcript Analysis In progress!
– Reading and Writing Samples In progress!

4. Case Study
Purpose:
— To examine language and literacy development
as these apply to literacy instruction relevant
to your teaching context, you will identify a
learner whose language and literacy you will
analyze in social and academic contexts.
— Select a learner who is average or struggling
with language or literacy and collect samples
of oral language, reading, and writing.
— Use concepts and frameworks addressed in the
course readings to analyze the language and
literacy samples.

5. Language Data & Literacy Data
— Record several samples of your learner’s oral
language in academic and social settings.
— Select representative segments of the oral
language sample & transcribe WHAT & HOW
the learner communicates.
— Collect several reading and writing samples
(e.g., running records, DRAs, essays, dictated stories,
etc.)
— Analyze the oral language, reading, and writing
data & make connections between the
learner’s language and literacy use.

6. Oral Language Analysis
Grading Points
— Transcript of selected segments of oral language sample,
color-coded to reveal patterns of the learner’s language
with attention to language functions & language systems.
— Complete the data tables with reference to the transcript
as you identify patterns of the language learner’s language
characteristics, strengths, and needs.
— Include a well-written analysis that describes and
analyzes the language development and patterns of
language use by the learner including language functions
and language systems: (a) phonetics/phonology; (b)
syntax/grammar; (c) semantics; (d) morphology; (e)
pragmatics.
— Grounded in professional literature including LCRT
5810 course readings with a minimum of 5 in-text citations
(included on the reference list).

7. How to start
— Breathe!
— In today’s class, you will get resources to
support your analysis of the oral
language.
— For now, set aside your pen & screen and
just listen.
— The power point is in CANVAS for your
use today and in the future when you
continue the analysis on your own.

8. Analyzing oral language:
What are we going to do?
— Look for patterns in the
learner’s language (Today &
on your own)
— Analyze & color-code the
transcript for language
functions & language
systems using resources
provided (Today & on your
own)
— Record examples of
“strengths,”
“approximations,” and
“strategies” (used by the
learner or to support
instruction) on the tables
provided (Today & on your
own)
— Use the resources provided
to identify the learner’s
stage & characteristics of
oral language development
(Today & on your own)
— Write your oral language
analysis to include: a
summary of the analysis
information anchored in
course readings to
articulate your
understanding of the
research; Use APA writing
style (On your own).

9. Ready, set, go!
— We will work on this together
today!
— This power point - along with a
folder of resources – will guide
our work and your analysis.
— Your colleagues will help too as
you will need to discuss your
thinking.
— Let’s preview the slides now so
you can work here on your own
afterward.

10. Starting the Analysis: Language Functions
1) Create a key on your transcript for the language
functions.
Language Functions
Instrumental Ins
Regulatory Reg
Interactional Int
Personal Per
Heuristic Heu
Imaginative Ima
Informative Inf
Divertive Div
2) Now use the following slides to help you find examples
in the transcript of the language functions used by the
learner.
NOTE: Not all transcript lines will be coded for functions. The Yellin
reading is a good resource for this work.

11. Looking for Language Functions
— Instrumental: I want; language as a
means of getting things, of satisfying
needs
Transcript Example:
1) S-Tonight we will have pizza. I always
ask Mom for pizza on Mondays. (Ins)
(Instrumental)
— Look in your transcript for Instrumental
language. Check with your table group.
Code the transcript as shown above.

12. Language Functions
— Regulatory: Do as I say; controlling the
behavior, feelings or attitudes of others
Transcript Example:
1) S-And..and I told her no!, we weren’t
gonna do that way. (Reg) (Regulatory)
— Look in your transcript for Regulatory
language. Check with your table group.
Code the transcript as shown above.

13. Language Functions
— Interactional: Me and you; social
interaction, getting along with others
Transcript Example:
1) S-You should read that book, Holes. It’s
good. We could read it together. (Int)
(Interactional)
— Look in your transcript for Interactional
language. Check with your table group.
Code the transcript as shown above.

14. Language Functions
— Personal: Here I come; pride and
awareness of self, expressions of
individuality
Transcript Example:
1) S-I’z gotta strike at boling. I’z the onny
one of ma broders. (Per) Personal
— Look in your transcript for Personal
language. Check with your table group.
Code the transcript as shown above.

15. Language Functions
— Heuristic: Tell me why; seeking and
testing knowledge
Transcript Example:
1) S- How come the boy in Holes don’t
speak? Do you think he don’t know
English? (Heu) Heuristic
— Look in your transcript for Heuristic
language. Check with your table group.
Code the transcript as shown above.

16. Language Functions
— Imaginative: Let’s pretend; making up
stories and poems, creating new worlds
Transcript Example:
1) S-We build a tent in my room and play
dragons are coming to get us. (Ima)
— Look in your transcript for Imaginative
language. Check with your table group.
Code the transcript as shown above.

17. Language Functions
— Informative: I’ve got something to tell you;
communicating information, descriptions,
ideas
Transcript Example:
1) S-They were poisonous yellow spotted
lizards that would kill you if they bite. (Inf)
— Look in your transcript for Informative
language. Check with your table group.
Code the transcript as shown above.

18. Language Functions
— Divertive: Enjoy this; jokes, riddles,
puns, language play
Transcript Example:
1) S-I am poet..I just don’t know it! (Div)
— Look in your transcript for Divertive
language. Check with your table group.
Code the transcript as shown above.

19. Transferring Findings to the Table
— Take a look at excerpt of the table below:
Analyzing the Functions of Language
— You can download this table from CANVAS files or
the module titled, Course Readings & Documents.
— Analyzing the Functions of Language
Function Example Cited in
Transcript
Example Cited by
Line Number
Instrumental
I want; language as a
means of getting things,
of satisfying needs
“Tonight we will have
pizza. I always ask Mom
for pizza on Mondays.”
#1, 22, 28, 47, 69
(List lines of transcript
where you observe
other examples of this
function).

20. Moving on to Language
Systems
Language System Color-Code
Phonology
Syntax
Lexicon
Morphology
Semantics
Pragmatics

21. Starting the Analysis: Language Systems
— Create a key on your transcript for the
language system.
Language System
Phonology
Syntax
Lexicon
Morphology
Semantics
Pragmatics

22. YOU Know Your Learner
Use what you know!
— As you analyze your learner’s language, you will use what
you know about your learner to determine strengths and
approximations (errors) in their language.
— Sometimes a phonological, syntactic or morphological error
is really just your learner’s use of pragmatics.
— Not all ‘errors’ are really errors, some are strengths.
— For example: “Whaz up?” Is this a morphological error? Or
is it a pragmatic strength indicative of an informal slang
register?
— And, remember, sometimes one language system can be
influenced by another language system, so it may be
relevant to talk about both systems. Remember how
morphology can be influenced by phonology?

23. Knowing what to ‘Look For’
— You will analyze the degree to which the
learner demonstrates patterns of strength or
patterns of approximations with each
language structure.
— You will look for both strengths and
approximations (errors) in the transcript.
— You will use the ‘Look Fors’ document to
help guide your analysis (handout).

24. Language System
Phonology
— Development of phonemic awareness
— Ability to make/not make sounds in English
— Omission of sounds/phonemes/morphemes (sit for slit)
— Inclusion of extra sounds/phonemes/morphemes (slit for sit)
— Transposition of sounds (shing slot vs. sling slot, trypical topical vs
typical tropical vs. triple tropical)
— Substitution of sounds (there vs dere)
Example from a transcript:
1) S- The magnet is tick and makes tings move.
Can you find a strength or error of a phonological
type in your transcript?

25. Language System
Syntax
— Complexity of grammatical structures
— Fragmentation of sentences
— Use of prepositions (on, in, under, around, through, above,
etc.)
— Use of plurals
— Subject-Verb agreement – AND/OR - Pronoun agreement
— Conjugation of verbs –AND/OR - Tense of verbs (regular and
irregular)
Example from a transcript:
1) S- He was talking to the teacher but he forgetted
about the most important part.
Can you find a strength or error of syntax in your
transcript?

26. Language System
Lexicon
— Use of precise/vague words
— Use of filler words and phrases because learner does not
have a precise word, but not meant as place holders (like,
you know, okay?)
Examples from a transcript:
1) S- You have to connect the wire to the D-cell, then wrap
it around the iron nail, and then flip the…
the….the….switch to make a temporary magnet.
2) S- You have to move the thing and then the stuff makes
it work.
Can you find a strength or error of lexicon in your transcript?

27. Language System
Morphology
— Complexity of word choice
— Appropriate contractions (don’t vs. ya’know)
— Use/misuse of words or morphemes (irregardless,
bemused, My nose is crying. Stop giggling me.
— They have six childrens. Yesterday somebody take
(vs. took) my shoe off.
Examples from a transcript:
1) S- I’z gotta strike.
1) S- The colonists couldn’t have freedom of religion
in England and didn’t want to live there anymore.
Can you find a strength or error of a morphological
type in your transcript?

28. Language System
Semantics
— Correct use of words for the context & to carry
meaning; Stays on topic;
— Corrects self to clarify meaning.
Example from a transcript:
1) S- The magnetic force was flowing from the
compass to the battery….wait, no, the magnetic
force was flowing from the battery to the
compass…yeah, that’s it.
Can you find a strength or error of a semantic type in
your transcript?

29. Language System
Pragmatics
— Appropriate discourse use for conversation partner/Ability to
switch register
— Gricean maxims (relation, quality, quantity, manner)
— Use of slang/idioms/sarcasm (That’s sick. airhead, pig out, A little
bird told me…, Whatever. Nice one!)
— Repetition of words as place-holders
— Verbal (Ummm…, be….be..because) & Non Verbal (…) pauses
used as place holder
Example from a transcript:
1) S-The magnets are really, really, really strong and like
they, ummm….they pulled, ahh…...like pulled a lot of
magnetic things across the…ahhh…. across the table.
Can you find a strength or error of a pragmatic type in
your transcript?

30. Transferring Findings to the Table
— Take a look at the the table titled:
Language Systems
Language
Systems
Strengths
Examples cited in
the transcript
Line #s and type
Approximations
(Errors)
Examples cited
in the transcript
Line #s and type
Strategies Used: Either
by the learner or
potential strategies to
be used by Tr.
for Instruction
Phonology S is able to make
most sounds in
English. One
exception is the
/th/ sound.
1) The magnet is
tick and makes
tings move.-
Omits /th/
sounds and
subs /t/.
#8. 22, 47, 84
Lr: Lr sometimes
pauses before /th/
seeming to attend to
making that sound.
Instruction: teach the /
th/ sound more
explicitly with new
vocabulary.

31. Take a look at the
resource folder
— Power point slides
— “Look fors” handout
— Data Tables
— Oral Language Development
Milestones
— Second Language Acquisition Stages
— WIDA Standards
LOOK FOR THESE RESOURCES ON
CANVAS FOR YOUR EASY ACCESS!

32. Get Started Now!
Analyzing Oral Language
— Look for patterns in the learner’s language
(Today & on your own)
— Analyze & color-code the transcript for language
functions & language systems using resources
provided (Today & on your own)
— Record examples of “strengths,”
“approximations,” and “strategies” (used by the
learner or to support instruction) on the tables
provided (Today & on your own)
— Use the resources provided in the resource
folder to identify the learner’s stage &
characteristics of oral language development
(Today & on your own)