Dear
Writer, Please pretend that you are writing this Linguistic Autobiography about
yourself or someone you know very well.
**Please do not write a summary about what a
resource says
** Here are my professor's
instructions: Over the course of the semester, we will be talking about the
ways we use language to communicate with others and how that can change over
time or between contexts.
This assignment will allow you
to investigate the ways in which you have used language throughout your life.
This assignment will address the Student Learning Objective number two for the
course: Apply understanding of using dual language instruction to develop
bilingualism and biliteracy practices to teaching strategies, with
consideration of second language learning and identity.
Since this is an
exploration of language, you are encouraged to use multiple languages that
represent your linguistic repertoire in your presentation. **Some things to
think about when constructing your linguistic autobiography: **Where are you
from? Where have you lived?
Who have you lived with?
What languages or varieties do
you know and use?
Are there any languages you
have used in the past that you no longer use or you feel that you are
forgetting?
Which social details do you
think may have influenced the way you use language today?
Keep in mind: Geographic variations of
language (https://www.nytimes.com/interactive/2014/upshot/dialect-quiz-map.html?_r=0) Generational
variations of language Cultural and ethnic heritage The ways your family uses
language in particular (e.g., word
play, nicknames, family routines or traditions, etc.) Communities you belong to
(religious communities, clubs, etc.) You can interview family members to
help you remember your early language experiences, you can use writing samples
you may have kept, you can think back to when you were especially aware of
language for one reason or another, you can use any means to create your
linguistic autobiography. You will present your linguistic autobiography to the
class. You can present your work in any format you would like to use. It can be
a powerpoint presentation, a piece of art, a song, or any other format that you
feel suits your linguistic history. You will also turn in a 1-2 page reflection
describing your process of putting together your linguistic autobiography and
how this might help you in your future teaching. For your 1-2 page reflection,
think about the following questions:
How has the process of
creating a linguistic autobiography helped you think about your own language
use?
Was there anything that surprised you? If so,
what was it and why was it surprising?
How has this project helped
you think about the linguistic abilities of your students?
What are some ways that
you could use linguistic autobiographies in your own classroom?
I come from Stokesdale which
is a small town in New York City. My first language is English because that is
what my parents and people close to me used to talk when I was young. I learnt
it slowly with difficulties in some pronunciations especially in words with
many letters. I could stammer when pronouncing words like popcorns. More
interactions with highly lettered words made me comfortable and I became used
to them with time. My mother also confirms that when I was in first grade in
kindergarten I would distort pronunciation of words like bathroom to “bafroom”.
These kinds of errors I had learned from my dad who had a weakness in
pronunciation. My dad would distort some word pronunciations due to the effect
of the country ascent. He would saw “panapple” instead of “pineapple” and when
in a bad mood he would tell me, “Go to your “wum” instead of “room.” I
sometimes find myself making errors in pronunciation especially when talking in
a hurry or mad by putting letter “w” instead of “r” in words such as room.
Being close to my father most of the time made me adopt the linguistic mistakes
until they became part of me.
I was originally a Methodist
but I changed to Protestant Baptist as the age of 12 years. The Protestant
Baptist was strict on its beliefs and I had to go to a Christian school from
k-12 where I interacted with people who had a country ascent. The increased
interactions affected me a lot and I could sometimes find myself imitating them
without knowing. The country ascent was sluggish in nature but I was tamed
before I could permanently adopt it. The interactions I had with my peers after
k-12 helped me to reset my language from ascent to a more advanced style.
When I started learning
Spanish at the age of 16 years I usually got myself confusing the two languages
in one sentence without knowing. At first, it was difficult for me to
differentiate between Spanish and English but as time went by I could
comfortably engage in both languages in the necessary situation and I could not
confuse. I can remember talking to my father in the siting room one evening
after long busy day and found myself talking to them using mixed languages and
they were just staring at me wondering what I was saying. For instance when
they asked where I was I told them, “Conoci a mis amigas and went to play.” The
skills have helped me develop bilingualism since I can easily use both
languages. The diversity in our neighborhood helped me to perfect in English
and Spanish because I always used them to communicate.
I also took from my mother, a
high-pitched voice which is use when am exited or really happy. Although the
tones are similar, my mother`s was not as casual as mine. My sisters and
coworkers complain that the high-pitched voice is annoying thus discourage me
from using it when communicating. However, it has been difficult to change
because I think it was something deeply-rooted in me since the early age and
has become part of my linguistic style. However, I try to control myself
especially when mad to avoid annoying those listening to me.