Week+One+Rowe+and+Levine+Chapters+1,+2,+and+3

1. Nonverbal verbal communication is a way of communicating with someone without the use of one's voice or speech. My text-to-self connection comes from my time spent working in a high needs special education room with nonverbal students. The one boy we worked with had down syndrome and used sign language to communicate his thoughts and feelings. My text-to-world connection would be that people whether they are deaf or not use non-verbal communication everyday with their facial expressions or body language to express their emotions. Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics(Third ed.). Boston: Prentice Hall.
 * Annotations by Nancy Perez**

By: Emily Mikolajewski

2. Synchrony is when a person talks while using their body movement to ,“punctuate what they are saying and sometimes contradict what they are saying”. My text-to-world connection would be how someone might say they are happy and express that by smiling. An example of how your actions might not match what you are saying could be a person saying they are fine while they are noticeably tense and upset. My text-to-self connection would be how I always see talking with her hands. She likes to punctuate what she is saying by moving her hands around. Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics(Third ed.). Boston: Prentice Hall.

By: Emily Mikolajewski

3. Ethnocentrism is to view another group of people or culture by your own cultural standards and values. My text-to-world connection would be how Americans can often judge other cultures as strange by their different religious practices or styles of dress without thinking how other cultures might see their own practices as strange.

My example of ethnocentrism comes from a story I remember reading in my undergrad anthropology class called the Body Ritual Among The Nacirema. [|__http://www.lockportschools.org/cms/lib/NY19000563/Centricity/Domain/256/Unit_1_Introduction.pdf__]

Miner, H. M. (1975). Body ritual among the Nacirema. Bobbs-Merrill, College Division.. Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics(Third ed.). Boston: Prentice Hall.

By Emily Mikolajewski

4. Schwa is a relaxed vowel that is shorter than a normal English vowel. My text-to-self connection comes from recently when I was working with a resource teacher at my job. She spent a lot of time teaching her 3rd-5th graders about schwa and being able to hear the difference between long or short vowels.

[|__https://www.youtube.com/watch?v=MWBNFhBXoyQ__]

Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics(Third ed.). Boston: Prentice Hall. By: Emily Mikolajewski

5. Accent is a different way of pronouncing the same word by another cultural group speaking the same language. My text-to-self connection is from my time living in Ireland for a year. I was fascinated by how small of a country Ireland is but just how many different accents you could come across. Even though they were all speaking English sometimes I had trouble understanding someone because their accent was so strong.

__ [] __

Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics(Third ed.). Boston: Prentice Hall.

By: Emily Mikolajewski

6. Pitch is the frequency of how high or low a sound is being made by the vocal cords. My text-to-world connection would be how pitch is focused on by professional singers and choir members. They need to hit the right high or low note to match the music they are singing along with to create a beautiful sound.

[|__https://www.youtube.com/watch?v=BdVgXMQq2Qg__]

Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics(Third ed.). Boston: Prentice Hall.

By: Emily Mikolajewski

7. Phoneme is a part of language that shows difference in meaning when compared to another phoneme. My text-to-self comparison comes from an expereince I had with my friend who has an Irish accent. He pronounces the number three like tree. I realized while I was in Ireland that Irish people tend to drop the h in th words so that all you here is the t sound. So words like three become tree or thrones becomes trones. That is an example of how changing the phoneme of a letter makes it sound like a completely different word.

[|__https://www.youtube.com/watch?v=P4TiIAO59ec__]

By: Emily Mikolajewski

Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics(Third ed.). Boston: Prentice Hall.

8. Allophone is the phonetic realization of a phoneme. An allophone “is a variation of a phoneme”. My text-to-world connection is that there are allophones people use everyday without realizing it. There are allophones of the same phoneme such as stop or top and allophones of a two different phonemes like top or pop.



Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics(Third ed.). Boston: Prentice Hall.

By: Emily Mikolajewski

9. Duration is the length of time a sound is expressed. My text-to-self connection would come from how I work with my students on spelling. I usually extend the duration of each letter sounds so they can recognize the letters that make up a word. But I wouldn’t normally extent the duration of letter sounds in a conversation. My text-to-world connection would be how the duration of a vowel can change its meaning. Words like kite and kit have two different durations of the letter i.



Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics(Third ed.). Boston: Prentice Hall.

By: Emily Mikolajewski

10. Phone - “a unit of sound that can be mentally distinguished from other sounds in what is actually the continuous flow of sound that makes up speech”. My text-to-world connection would be that we use phones in everyday life while speaking without realizing it. A phone is represented by the letters of our alphabet but not consciously thought of.



Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics(Third ed.). Boston: Prentice Hall.

**By: Emily Mikolajewski** **Chapter 1** **1.**Nonverbal communication – communicating without speaking, signing or writing. I like to think I’m quite an expressive person, and my nonverbal communication has gotten me in some risky situations. I don’t have to say anything, for other people to know how I’m feeling. While it’s a wonderful thing when I’m happy, it’s not so great when I’m upset and would rather not have others know. The following YouTube video, showcases a ted talk by Leyla Tacconi, a brilliant 13-year-old, who explains to us the influence of non-verbal communication. She talks about a variety of different ways to communicate non-verbally and even mentions how emoji’s are part of non-verbal communication! It’s an entertaining video, and it’s very informative. []

**2.**Culture shock – feeling disoriented when you’re in a distinct cultural setting than the one you’re used to. I have experienced cultural shock when I visited Mexico on my own, as an adult. As an adult I observed many differences, that I might’ve not payed attention to when I traveled as a kid. Their life style is much more different than ours. For instance, they have a way of saying “you” formally, and you must speak to those who are older than you, while using that tense. The way in which people drive, with no turning signals is also a significant difference. Lastly, having to pay to use a “public restroom” EVERYWHERE definitely takes some getting used to. The following YouTube video shares 25 culture shocks that people experience when traveling, and I could relate to many of these! []

**3.**The looking glass self – the way in which we perceive ourselves, based on how we believe others perceive us. As someone who feels very passionate about children, I believe that the way in which they see themselves when they’re young, can shape the rest of their lives. In my opinion, if at an early age a child believes they’re dumb, their aspirations in life will mirror only what they think they’re capable of. The following video is a unique and quick explanation of the effects of the looking glass self-theory, enjoy. [] **Chapter 2** **4.**Homophones – words that sound the same, but mean different things, and are spelled differently. Based on what I’ve seen my mother go through while struggling to learn English, homophones can be very tough for ESL learners, because it’s difficult to understand how a variety of words can all sound the same. The following article lists the most confusing words in English, it’s an interesting read even for those whose first language is English. There’s a few words that might surprise you. For instance, there 7 different words that all sound like “raise”! Homophones: the Most Confusing Words in English (a List with Meanings). (2016, July 19). Retrieved May 25, 2017, from []

**5.**Vowel – a speech sound produced without constriction or stoppage (Rowe & Levine, 2015, p.34). One of my clearest memories in my bilingual kindergarten classroom, was memorizing the vowels by singing a short phrase about them in Spanish. Even now as an adult, when talking about vowels, I hear that phrase inside my head. One of the coolest things when you’re bilingual, is when something is the same in English and in Spanish, like vowels! Since I can remember the song that taught me my vowels, I decided to search for the most popular vowel song in YouTube. The following song is the most popular vowel song on YouTube, and I’m sure it’s how this generation will be learning their vowels. I’m glad I’m up to date to what students are listening to nowadays, maybe one day my classroom will listen to this song too! [] Rowe, D. and Levine, P. (2015). //A concise introduction to linguistics// (4th ed.). New York, NY: Pearson.

**6.** Tone – a specific change in pitch that functions in tonal languages to distinguish words that are made up of the same segments (Rowe & Levine, 2015, p.50). From what I’ve observed, the tone in which you say things to others can make all the difference. It can change something from sounding rude to sounding polite, and vice versa. For instance, if you’re with a friend, and the doorbell rings and you noticed they’re not getting up, so you get up instead. Then you proceed to say, “why didn’t you open the door?” that would come off as question. However, if you say, “why didn’t YOU open the door?” that would come off as aggressive. The following video is a great lesson on how your tone of voice can change the way teenagers interpret what you’re saying: [], I highly recommend this, as many of us will have to deal with teenagers/students. Rowe, D. and Levine, P. (2015). //A concise introduction to linguistics// (4th ed.). New York, NY: Pearson.


 * 7.** Accent – a way of pronouncing words that identifies one speaker of a language as speaking differently from another speaker of the same language (Rowe & Levine, 2015, p.46) I find it crazy to think about how harshly accents are judged. They’re a sign that someone knows two languages, and that’s a remarkable thing, it shouldn’t be something to pick on someone about. Unfortunately, whenever I hear someone talking about accents it’s to make fun of them. The following article is very upsetting, especially coming from a hiring website, but it shows the ugly truth on how some people can view accents and even see them as a deal breaker for hiring decisions.

An accent can affect hiring decisions. Learn why the way you speak might matter to an employer. (n.d.). Retrieved May 25, 2017, from [] Rowe, D. and Levine, P. (2015). //A concise introduction to linguistics// (4th ed.). New York, NY: Pearson.

**8.** Consonant – a speech sound that is produced when the airstream is constricted or stopped (Rowe & Levine, 2015, p.34). Something that will forever remind me of consonants, will be the observation hours I did last year in a kindergarten classroom. Every day after class, the teacher I observed would teach the students a new letter in the alphabet and then play a song that would say “_ is a consonant, a letter in the alphabet”. Since my observations started in November, the children were so used to this routine, and they would get very excited to dance and participate while listening to the song. I think these types of fun routines are great ways to get students excited about what they’re learning. Attached below is the song she would’ve played for the letter W: [], enjoy! Rowe, D. and Levine, P. (2015). //A concise introduction to linguistics// (4th ed.). New York, NY: Pearson.

**9.** Orthography – refers to spelling and to the writing system of a language (Rowe & Levine, 2015, p.32). The way a word is spelled vs. how it’s pronounced is sometimes tricky. Words with silent letters like gnarly, lasagna, and Wednesday are spelled differently than how they’re pronounced. The following video explains what orthography means, and what it’s not to be confused with. It’s a quick and easy reference to this term, enjoy! [] Rowe, D. and Levine, P. (2015). //A concise introduction to linguistics// (4th ed.). New York, NY: Pearson. **Chapter 3** **10.** Voice assimilation – occurs when a sound comes to agree with a surrounding sound in its voicing (Rowe & Levine, 2015, p.77) Once you understand voice assimilation, you will begin seeing it everywhere. It wasn’t until I learned the term, that I realized that the pronunciations of words can fluctuate depending on the word that comes after them! Now that I know this, I can pick up on certain words I hear pronounced differently if used in the same context as others. The following video is a great assimilation video, because it shows real life examples! [] Rowe, D. and Levine, P. (2015). //A concise introduction to linguistics// (4th ed.). New York, NY: Pearson.

//**Week One: Chapters 1-3 Silva**// //Clever Hans effect// //Theory of mind// //The looking glass self// Clever Hans effect (Rowe and Levine, Chapter 1) “The Clever Hans effect is the name given to the fact that a nonhuman’s or human’s behavior might be influenced or directed by the subtle and often unintentional cues of others. In terms of experimentation, these cues might reflect a researcher’s expectations of what the results of the experiment should be” (Rowe & Levine, 18). This is a significant concept for educators to be conscious of as it is relates to children and their acquisition of language. Even if we do not agree with the evidence behind this concept, at minimum it is beneficial to be aware of the impact non-verbal cueing can have on a preferred response with regard to education. Video example: WizScience. (2015). Clever Hans: Video learning. Retrieved from [] Theory of mind (Rowe and Levine, Chapter 1) “Theory of mind refers to the ability to characterize and predict the mental states of others” (Rowe & Levine, 21). Video example: Learning Psychology. (2014). 4:8 Lecture 8 Theory of Mind. Retrieved from https://youtu.be/efvd8N162gw The looking glass self (Rowe and Levine, Chapter 1) “The looking glass self is the human characteristic of building a concept of self through interpreting the perceptions we believe that others have of us and their behavioral reactions toward us” (Rowe & Levine, 21). Video example: B. Miller. (2015). Charles Cooley: Looking glass self. Retrieved from https://youtu.be/bU0BQUa11ek //Articulation// //Suprasegmentals or prosodic features// //Tone or tonal language// //Fundamental frequency// Articulation (Rowe and Levine, Chapter 2) “Articulation is the production of speech sounds by the movement of the speech organs…The exact place of articulation for a specific sound will vary from person to person, and even from time to time for an individual…Speakers of other languages may form sounds at articulatory locations not used in English” (Rowe & Levine, 35). Ness, I. (n.d.). //Place of articulation//. Retrieved from https://www.mimicmethod.com/ft101/place-of-articulation/ Suprasegmentals or prosodic features (Rowe and Levine, Chapter 2) “Suprasegmentals or prosodic features are characteristics of speech that can distinguish words, phrases, or sentences that are otherwise identical in their phonetic segments. Suprasegmentals are associated with stretches of speech larger than an individual phonetic segment” (Rowe & Levine, 50) “Superimposed on the syllables there are other features that are known as suprasegmentals…Examples of this include variations in stress (accent) and pitch (tone and intonation). Variations in length are also usually considered to be suprasegmental features, although they can affect single segments as well as whole syllables. All of the suprasegmental features are characterized by the fact that they must be described in relation to other items in the same utterance.” Phonetics. (n.d.). In //Encyclopedia Britannica online//. Retrieved from https://www.britannica.com/science/phonetics/Suprasegmentals Tone or tonal language (Rowe and Levine, Chapter 2) “In a tone language (tonal language), pitch difference in the same string of phones will change the meaning of that string” (Rowe & Levine, 52). “In tone languages, pitch is a property of words, but what is important is not absolute pitch but relative pitch. Tone languages usually make use of a limited number of pitch contrasts. These contrasts are called the tones of the [|language]. The domain of the tones is usually the [|syllable]. There are two main types of tone languages: register-tone, or level-tone, languages and contour-tone languages. [|Register-tone languages] use tones that are level; //i.e.,// they have relatively steady-state pitches, which differ with regard to being relatively higher or lower. This is characteristic of many tone languages in [|West Africa]. In contour-tone languages at least some of the tones must be described in terms of pitch movements, such as rises and falls or more complex movements such as rise–falls. This is characteristic of many tone languages of [|Southeast Asia] .” Tone. (n.d.). In //Encyclopedia Britannica online//. Retrieved from [] I provided a link to an interesting article I came across to help me relate what I learned in this chapter about tone and speech. McWhorter, J. (2015, Nov 13). The world’s most musical languages: Why one syllable spoken at different pitches can have seven meanings. //The// //Atlantic.// Retrieved from https://www.theatlantic.com/international/archive/2015/11/tonal-languages-linguistics-mandarin/415701/ Fundamental frequency (Rowe and Levine, Chapter 2) “Fundamental frequency is the rate at which the vocal folds (cords) vibrate in speech” (Rowe & Levine, 51). Video example: Kuhn, A. (2017, Feb 16). Lecture: Dr. Jenni Cook on Speech Production and the Singing Voice [Web log comment]. Retrieved from [] and-the-singing-voice/ //Etic// //Emic// //Free variation// Etic (Rowe and Levine, Chapter 3) “Etic refers to a study done by a cultural outsider using categories and concepts that might not have meaning to the people being studied.” Video example: StickyPsych. (2016). Etic vs. Emic Perspectives. Retrieved from https://youtu.be/y0gzAHjugTs Emic (Rowe and Levine, Chapter 3) “Emic refers to categories and concepts that have meaning to the people being studied...An emic study attempts to discover what things have meaning to the people being studied.” Chiriboga, M. (2013). //Using examples, explain emic and etic concepts// [Prezi slides]. Retrieved from http://prezi.com/bakkx_cuk0-s/?utm_campaign=share&utm_medium=copy&rc=ex0share Free variation (Rowe and Levine, Chapter 3) In linguistics, a relationship between the members of a pair of phonemes, words, etc., in which either can occur in the same position without causing a change of meaning: the initial vowels /i/ and /ɛ/ are in free variation in the pronunciation of //economics// (‘eek’ or ‘eck-’) as are //up// and //down// in the phrasal verbs //slow up//, //slow down//.

Free variation. (n.d.). In //Concise Oxford Companion to the English Language//. Retrieved from [] Need more clarification? I found additional helpful examples on a blog called, //My World: Free variation in English// written by Les Zsoldos. Zsoldos, L. (2012, September 10). My world: Free variation in english. [Web log comment]. Retrieved from [] in-english.html //**By: Shannon Silva, May 23, 2017**//

__**Sound Spectrograph**__ (Rowe and Levine, Chapter 1) "Instrument used to analyze sound by producing a visual record of the time duration of the sound, its frequency (number of occurrences within a specific unit of time) and its amplitude (degree of loudness). Text-to-world connection: Information gathered from sound spectrographs shows that birds raised in isolation will not sing the same song as wild birds. This suggests partial inheritance of songs/calls. Example: [|Above image retrieved from here.] Rowe, Bruce M.& Levine, D. P. (2012). //A concise introduction to linguistics// (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

=__**Arbitrary**__ (Rowe and Levine, Chapter 1)= "In relationship to language, means that feature language, such as words, have no direct relationship to their meaning." Text-to-text connection: A honey bee's dance is a nonarbitrary (direct) relationship to what it indicates because the direction of the bee's dance is the same direction as the nectar source. A bird's song is arbitrary because the form of song or call has no direct relationship to what these sounds indicate. Non-example: [|Bee Dance] The above video provided a simplified explanation of the honey bee's nonarbitrary dance to communicate locations of food. Interestingly, for every second a "waggle run" lasts, the bee is communicating a 1 km distance of travel. Rowe, Bruce M.& Levine, D. P. (2012). //A concise introduction to linguistics// (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

=__**Articulatory Phonetics**__ (Rowe and Levine, Chapter 2)= "The study of the production of speech sounds." Structures involved include the lungs, trachea, and larynx. Text-to-world/self connection: The respiratory and digestive tracts have been significantly altered throughout evolution allowing for speech. Darwin's theory of natural selection as a means for evolution suggests that variations in these physical traits affected the survival of early human ancestors. Thus, the individuals with the physical variations in respiratory and digestive tracts that allowed for better communication and survival continued to be passed on to offspring. Example: [|The above image retrieved from here.] Rowe, Bruce M.& Levine, D. P. (2012). //A concise introduction to linguistics// (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

=__**Consonant**__ (Rowe and Levine, Chapter 2)= "A speech sound that is produced when the airstream is constricted or stopped (and then released) at some place along its path before it escapes from the body." Text-to-self connection: I remember learning consonants and vowels with the program "Hooked on Phonics" as a kid. This was very popular when I was growing up! Example: [|The above image was retrieved from here.] Rowe, Bruce M.& Levine, D. P. (2012). //A concise introduction to linguistics// (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

=__**Vowel**__ (Rowe and Levine, Chapter 2)= "A speech sound without constriction or stoppage." Text-to-self connection: In addition to the program "Hooked on Phonics," I learned consonants and vowels with the help of the popular kids show sesame street. Example: [|The above image was retrieved from here.] Rowe, Bruce M.& Levine, D. P. (2012). //A concise introduction to linguistics// (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

=__**Articulation**__ (Rowe and Levine, Chapter 2)= "The production of speech sounds by the movement of the speech organs." Text-to-world connection: Some familiar "tongue twisters" are actually articulation exercises:

Where's the peck of pickled peppers Peter Piper picked?"
Example: This [|link] provides some other simple articulation exercises you can do to speak more clearly. These are a form of vocal "warm ups" most often used by singers or public speakers. Rowe, Bruce M.& Levine, D. P. (2012). //A concise introduction to linguistics// (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

=__**Stress**__ (Rowe and Levine, Chapter 2)= "To make emphatic or more prominent. Stress can be accomplished by changing pitch (usually raising it), increasing the length, or increasing the relative loudness of any part of an utterance." Text-to-text connection: Convict as a noun (person found guilty) and convict as a verb (to prove guilty). Example: This [|video] was made by an ESL teacher to help non-native speakers improve their pronunciation of the English language. While watching this video, I learned that some languages (like French) pronounce every syllable with equal emphasis and do not use stress.

_ “Is the application of linguistic competence to actually producing an utterance.” Text-to-self connection: When I was a younger girl, I was in a play where I had to deliver a monologue. I had normally done it perfectly but there was an added pressure due to the large audience. I got nervous, and this caused me to stumble on some of my lines. I misused words, stuttered, and even replaced words I knew with words that made no sense! My knowledge of language (competence) was fine; I knew what every word meant, and how to use it. It was the distraction of the audience that led to my errors in the actual use of the language (performance).
 * __Linguistic Performance__ (Rowe and Levine, Chapter 1)**

Example:

Citations: Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics. Upper Saddle River, NJ: Pearson. [|Annuaire-tout-gratuit.tk]

“Is the disorientation and anxiety that occur when social expectations are not met.” Text-to-text connection: Culture shock sometimes leads to depression, homesickness, and negative attitudes about a foreign culture. Example: The following buzzfeed article shows the trials and tribulations of being immersed into another culture. I chose this as an example, because although the writer seems confused and sometimes angry (the effects of culture shock), the writer also dismisses some stereotypes, and talks about the good of the culture as well. [|https://www.buzzfeed.com/jameskicksa/crushing-moments-of-culture-shock-ive-had-since-moving-to?utm_term=.kro2gwOvJb#.kddElp10qM]
 * __Culture Shock__ (Rowe and Levine, Chapter 1)**

Citations: Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics. Upper Saddle River, NJ: Pearson. Lamon, J. (n.d.). 57 Crushing Moments Of Culture Shock I've Had Since Moving To London. Retrieved May 22, 2017, from [|https://www.buzzfeed.com/jameskicksa/crushing-moments-of-culture-shock-ive-had-since-moving-to?utm_term=.kro2gwOvJb#.kddElp10qM]

“Is the linguistic sense, refers to the ability to communicate about things that are not verifiable, things for which there is no empirical proof.” In other words, prevarication is the ability to tell lies. Text-to-self connection: As a young girl, if I ate a cookie before dinner I would prevaricate to my mother by telling her my little brother ate it. Example: The following video shows a young girl trying to get out of trouble by prevaricating. []
 * __Prevarication__ (Rowe and Levine, Chapter 1) **

Citations:Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics. Upper Saddle River, NJ: Pearson. M. (2014, June 04). My 3 year old tries to get out of trouble by telling stories with Tiffany Sims. Retrieved May 22, 2017, from []

“Refers to spelling and to the writing system of a language.” Text-to-text connection: the way a word is represented by orthography does not always mirror the way it is pronounced.
 * __ Orthography __ (Rowe and Levine, Chapter 2) **

Example: Citations: Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics. Upper Saddle River, NJ: Pearson. (n.d.). Retrieved May 22, 2017, from [] My top 5 “most difficult spelling systems” list. (2013, March 14). Retrieved May 22, 2017, from []

“A way of pronouncing words that identifies one speaker of a language as speaking differently from another speaker of the same language.” Text-to-self connection: After spending my first year of college down south, upon my return my parents told me that I had picked up a southern accent.
 * __ Accent __ (Rowe and Levine, Chapter 2) **

Example: Citations: Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics. Upper Saddle River, NJ: Pearson. Boeree, C. G. (n.d.). Retrieved May 22, 2017, from [] Frye, M. (2015, November 15). 20 Distinct Regional American Accents, Ranked. Retrieved May 22, 2017, from []

“is a continuous sequence of sounds forming utterances or conversations in spoken language. Analysis of connected speech shows sound changes affecting linguistic units traditionally described as phrases, words, lexemes, morphemes, syllables, phonemes or phones.” Text-to-world connection: Some people in other countries may say that English speakers talk very fast; however, speech is a continuous stream of sounds, without clear-cut borderlines between each word. In spoken discourse, we adapt our pronunciation to our audience and articulate with maximal economy of movement rather than maximal clarity. Example
 * __Connected Speech__ (Rowe and Levine, Chapter 2) **

Citations: Connected speech. (2017, April 02). Retrieved May 22, 2017, from [] Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics. Upper Saddle River, NJ: Pearson. Connected speech. (n.d.). Retrieved May 22, 2017, from []

Claudia Cárdenas, Professor at Universidad Tecnológica de Pereira Follow. (2014, February 20). CONNECTED SPEECH. Retrieved May 22, 2017, from []

“Is a perceived unit of language that signals a difference in meaning when contrasted to another phoneme.” Text-to-self connection: In my CSDI class I learned that the distinct unit of sound that is a phoneme, can change a word and its meaning entirely i.e. pad, pat, bad, bat Example:
 * __ Phoneme __ (Rowe and Levine, Chapter 3) **

Citations: Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics. Upper Saddle River, NJ: Pearson. What is a phoneme? (n.d.). Retrieved May 22, 2017, from []

“A stretch of speech between two periods of silence or a potential (perceived) silence.” Text-to-self: When I wake up first thing in the morning, sometimes I will murmur utterances to myself that might make no sense to another person listening. Example: Citations: Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics. Upper Saddle River, NJ: Pearson. (n.d.). Retrieved May 22, 2017, from []
 * __Utterance__ (Rowe and Levine, Chapter 3) **

“Is a condition in which phonetically different sounds (phonemes or allophones) may occur in the same environment without changing meaning.” Text-to-text connection: Sometimes two phonemes may alternate, more or less freely, with each other without changing the meaning of a word. For example, some people pronounce potato differently. Example: Citations: Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics. Upper Saddle River, NJ: Pearson. (n.d.). Retrieved May 22, 2017, from []
 * __Free Variation__ (Rowe and Levine, Chapter 3) **

“Is any trait that distinguishes one phoneme from another.” Text-to-text connection: In English, /p/ can be phonemically distinguished from /b/ by the single feature called voicing: /b/ is voice and /p/ is not. Example:
 * __Distinctive feature__ (Rowe and Levine, Chapter 3) **

Citations: Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics. Upper Saddle River, NJ: Pearson. Similiar Phonetics Distinctive Features Chart Keywords. (n.d.). Retrieved May 22, 2017, from [] __

**Chapter 1 **
====**Linguistics** is the "scientific study of any aspect of language (Rowe & Levine, 2015)." Linguists can study linguistics in any academic field. For example, linguistics can be broken down into different branches like sociolinguistics, neurolinguistics, linguistic anthropology, psycholinguistics, historical linguistics, applied linguistics, and more. Within these branches linguists would study elements of language such as syntax, pragmatics, semantics, morphology, and phonology. Linguistics is a complex area of study. ====

==== If needed, the following website will help you understand more about linguistics in every day life, science, professionally, and in research; https://www.linguisticsociety.org/what-linguistics ====

Chapter 1
====**Linguistic competence** is the ability to encode and decode a message to create understanding and knowledge of language (Rowe & Levine, 2015). For example, when young children first learn language they may say sentences like, " Park, I go". You know that does not sound right because of linguistic competence and you will correct the child by saying "I go to the park."Think about people who speak any other language but English; When these people are learning English, they often have trouble putting sentences together and in proper order which is where a teacher would help the English Language Learner put a sentence together properly. If the two English Language Learners spoke Spanish, they would have an easier time communicating.====

**Chapter 1 **
====**Linguistic performance** is the ability to produce an utterance based on linguistic competence (Rowe & Levine, 2015). Comprehending and producing language allows humans to be able to perform an utterance. Linguistic performance is the practice of language and does not mean that language when uttered is free of errors when heard, spoken, and/or written. After all, we are only human! ====



Rowe, D. and Levine, P. (2015). //A concise introduction to linguistics// (4th ed.)New York, NY: Pearson.
====Bilash, Olinka. (2011). Competency versus Performance. Retrieved from https://sites.educ.ualberta.ca/staff/olenka.bilash/Best%20of%20Bilash/competencyperformance.html ====

**Chapter 2**
====**Phonetics** is the "study of speech sounds; their physical properties, the way they are received and decoded by the brain, and the way they are produced (Rowe & Levine, 2015)." An example of phonetics is the phonetic alphabet which enables anyone who speaks any language to be able to pronounce words in any language properly. Below is a picture of the phonetic alphabet. ====

**Chapter 2**
====**Connected speech** refers to the way we speak when there is continuous sounds to form utterances and the listener is able to decode speech by knowing where words begin and end (Rowe & Levine, 2015). Below is an example from the text; ====

'Whenishecomingtoyourhouse?'
====The way you might actually say the second sentence would be without pause except for at the end and may occur between syllables in a word (Rowe & Levine, 2015)." This is an example of continuity in connected speech. ====

**The Apparatus of Speech** refers to specific organs that function for communication in animals, humans, and more
====(Rowe & Levine, 2015). For example, " a saimang, a small-bodies ape from Asia, has an air sac under the chin; the air sac inflates during vocalization(Rowe & Levine, 2015). " In humans, the tongue and air from the lungs are important to producing speech sounds <span style="font-family: Arial,Helvetica,sans-serif;">(Rowe & Levine, 2015). ====

**Chapter 3**
====**Assimilation** is a phonological process where one sound shares a distinctive sound of a nearby sound (Rowe & Levine, 2015). Assimilation can occur within words or between words. Nasalized vowels in English are an example of assimilation (Rowe & Levine, 2015). A table below is an example ;====

//in// + word ||
 * C cluster across word boundary
 * [mp] || i**n P**aris ||
 * [ɱf] || i**n F**rance ||
 * [n͆ð] || i**n th**e Hague ||
 * [nz] || i**n Z**imbabwe ||
 * [ɳɻ] || i**n R**hode Island ||
 * [ɲʧ] || i**n Ch**ile ||
 * [ŋg] || i**n G**ranada ||

**Chapter 3**
====**Phonemic transcription** is the first stage of a linguistics study done in the field where the linguists write down each utterance in as much detail as possible, using symbols (Rowe & Levine, 2015). As a linguist records language, the transcription includes recording of phonemes that are meaningful to native speakers (Rowe & Levine, 2015). When you look in a dictionary, there are symbols next to the word that help you pronounce phonemes in a word, this is a type phonemic transcription. Below is an example of a type of phonemic transcription as well.====
 * > however ||< haʊˈevəʳ ||
 * > another ||< əˈnʌðəʳ ||
 * > again ||< əˈgen ||
 * > world ||< wɜ:ʳld ||
 * > area ||< ˈeəriə ||
 * > psychology ||< saɪˈkɒlədʒi ||
 * > course ||< kɔ:ʳs ||
 * > company ||< ˈkʌmpəni ||
 * > under ||< ˈʌndəʳ ||
 * > problem ||< ˈprɒbləm ||
 * > never ||< ˈnevəʳ ||
 * > service ||< ˈsɜ:ʳvɪs ||
 * > something ||< ˈsʌmθɪŋ ||
 * > place ||< pleɪs ||
 * > point ||< pɔɪnt ||
 * > provide ||< prəˈvaɪd ||
 * > large ||< lɑ:ʳdʒ ||
 * > general ||< ˈdʒenərəl ||

**Chapter 3**
====**Phonotactics** is "an area of study phonology that studies the combination of phonemes that are allowed in different languages (Rowe & Levine, 2015)." For example, in English, we begin to learn combinations of phonemes starting in Kindergarten like "-at". First we learn the sound of "a" and then "t", then we can form "-at". Later we learn we can combine other phonemes with "-at" to make other words like bat, cat, sat and more.====



**Chapter 3**
====**Minimal Pairs** "is made up of two forms (words, phrases, sentences) that differ in meaning, contain the same number of sound segments, and display only one phonetic difference, which occurs at the same place in the form (Rowe & Levine, 2015)." An example of minimal pairs would be "cat and sat" or "sit and fit". While the concept may be easy to comprehend, Linguists studying English for the first time may not know the above examples are minimal pairs until they look at the meaning of the words.====



**__Communication__ (Rowe and Levine, Chapter 1)**
"Behavior that affects the behavior of others by the transmission of information." Text-to-self connection: As living things, there are many kinds of way to communicate with one another. Personally, when I talk to my friends I tend to be relaxed and feel comfortable in my environment. My speech often consists of slang terms or spanglish. This would be different than the way I communicate with my boss or superior. At that moment I have to be poised and polished. Typically slang terms are not used and I must be carefully listening for instructions. The following video is a short and funny way to see how communication is key when in dilemmas. It is important to have good body language when communicating as well. [|A guide to effective communcation]

<span style="font-family: Arial,Helvetica,sans-serif;">Rowe, D. and Levine, P. (2015). //A concise introduction to linguistics// (4th ed.)New York, NY: Pearson.
<span style="font-family: Arial,Helvetica,sans-serif;">Retrieved from https://www.youtube.com/watch?v=JwjAAgGi-90

By: Lidia Sanchez 05/23/17

"A complex pattern of associations of the units of a communication system. In a language, those units could be sound units; meaningful units, such as words; or meaningful units that are larger than words, such as phrases, clauses, and sentences." An example of this would be how fireflies and humans have different codes. A firefly's code is made up of specific patterns of flashes and distinct signals for mating. Where as a humans code would be language. This definition goes in part with language, encode and decode.
 * Code** **(Rowe and Levine, Chapter 1)**



References: Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.)New York, NY: Pearson. Retrieved from http://financialplanningbodyofknowledge.com/wiki/Types_of_structured_communication

By Lidia Sanchez 05/23/17


 * Chapter 1 **
 * Broca’s Area ** - The area of the brain that controls many parts of the vocal apparatus such as the larynx, lips, tongue, along with other areas of the digestive and respiratory systems that are involved with oral and facial motor skill connected to production of speech.


 * Text-to-world connection ** – In a study conducted by Richard Kunert of the Max Planck Institute for Psycholinguistics in Nijmegen they discovered that a brain region under the left temple, which has been associated with language (Broca’s Area) since the 19th century, can do more than just process language. They discovered that this area of the brain can simultaneously process language and music and that the two tasks can influence one another. The reason this discovery is important is that many people have thought that the brain is composed of specialized areas of the brain but it is becoming more evident that the brain is a composed of interconnected regions that work together to accomplish complex task such as language.

**Media-**


Rowe, Bruce M.& Levine, D. P. (2012). // A concise introduction to linguistics // (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
 * Sources – **

Kunert, Richard, Roel M. Willems, Daniel Casasanto, Aniruddh D. Patel, and Peter Hagoort. (2015). “Music and Language Syntax Interact in Broca’s Area: An fMRI Study.” // PLOS ONE // 10 (11): e0141069. doi: [|10.1371/journal.pone.0141069]

Nicks, J. (2016, August 23). Difference Between Broca's Area and Wernicke's Area in the Brain. Retrieved May 24, 2017, from []

By: Daniel Zmarzlinski 5/24/2017


 * Chapter 1 **
 * Broca’s Aphasia ** – “A condition caused by damage to Broca’s area of the brain and is characterized by problems in the production of speech and loss of some grammatical understanding of language.” (Page 20)


 * Text-to-life connection ** – A family friend was diagnosed with this condition after an incident at work (he is a carpenter) after a metal beam had hit him in the head, badly damaging that area of the brain causing swelling and bleeding. His first language is Polish followed by English and it is interesting to note that his English has been more impacted by this condition than his Polish (it still affects both languages) this may be because his Polish is more engrained in his brain since it is his mother tongue. It is fascinating from a bilingual standpoint to see how having more than one language in the brain can be affected by things such as this and how different languages are stored in possible different part of the brain or how much influence they yield in the brain.


 * Media -**



Rowe, Bruce M.& Levine, D. P. (2012). // A concise introduction to linguistics // (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
 * Sources – **

Canada Drug Center. (2017). A World Between Words: The Science of Aphasia. Retrieved May 24, 2017, from []

By: Daniel Zmarzlinski 5/24/2017


 * Culture Shock ** (Rowe and Levine, Chapter 1)


 * __Definition:__** “The disorientation and anxiety that occur when social expectations are not met” (Rowe and Levine, p. 5).


 * __Text to self:__** I recall experiencing culture shock after arriving in the Czech Republic as part of a study abroad program in college. Prior to this, I had spent one week in England and one week in France. The culture of the Czech Republic was vastly different from the other European countries that I studied in, and I was not prepared for it. I recall feeling homesick (a component of culture shock) at this time.


 * __Example and Citation:__**

Below is a short but interesting video about culture shock. It examines culture shock through numerous discussions with students and faculty members. I wish that I had seen this before studying in the Czech Republic!

http://ed.ted.com/on/OF1bDdbO#watch

Rowe D. & Levine, P. (2012). //A concise introduction to linguistics//. New York, NY: Pearson.

Entry by: Jackie Desmond – May 24, 2017


 * Communication ** (Rowe and Levine, Chapter 1)


 * __Definition__**: “Communication is behavior that affects the behavior of others by the transmission of information” (Rowe & Levine, p. 2).


 * __Text to self__**: While an undergraduate at the University of Southern California, I studied communication and was involved with related research studies. One study examined the communication effect of hyper sexualized media objects on children. We looked at how the presence of these objects affected children’s behavior. This was all related to communication, and how information is transmitted.


 * __Example and Citation__**:

I selected the below website, //What is communication//, because it offered a very comprehensive look at the communication process. Many terms from Rowe and Levine’s Chapter 1 are covered.

https://www.skillsyouneed.com/ips/what-is-communication.html

Rowe D. & Levine, P. (2012). //A concise introduction to linguistics//. New York, NY: Pearson.

Entry by: Jackie Desmond – May 24, 2017


 * Lexicon (Rowe and Levine, Chapter 1) **


 * __Definition of lexicon__**: “Is a mental dictionary, the vocabulary that one has stored in the brain” (Rowe and Levine, p. 2).


 * __Text to Self:__** Studying about lexicon has allowed me to better analyze how teachers select what vocabulary words for student to study. Teachers have to balance this decision on varying levels of vocabulary.


 * __Example and Citation__**:

Below is a link to a good explanation of lexicon, called: //What is lexicon//. It breaks the concept down into meaning, definition, and explanation.

https://www.youtube.com/watch?v=az3QWiQ0w9g

Rowe D. & Levine, P. (2012). //A concise introduction to linguistics.// New York, NY: Pearson.

Entry by: Jackie Desmond, May 24, 2017


 * Phonetics (Rowe and Levine, Chapter 2) **


 * __Definition of Phonetics__**: Is the study of speech sounds; their physical properties, the way they are received and decoded by the brain, and the way they are produced (Rowe and Levine).


 * __Text to practice__**: When providing my students with spelling lists, I always first go over the sounds they will produce for each word. Since my students are very new to the English language, I found that this is an important step in them learning the vocabulary.


 * __Example and Citation__**:

The below link, //Introduction to phonetics//, provides some very good tips in implementing phonetics. For example, teaching the physical aspects needed to pronounce certain sounds.

https://www.youtube.com/watch?v=7mahmMmnSx4

Rowe D. & Levine, P. (2012). //A concise introduction to linguistics//. New York, NY: Pearson.

Entry by: Jackie Desmond, May 24, 2017


 * Articulatory Phonetics (Rowe and Levine, Chapter 2) **


 * __Definition:__** “The study of the production of speech sounds” (Rowe and Levine, p. 31).


 * __Text to practice:__** When reviewing articulatory phonetics, I was reminded of one of my students. This student has difficulty articulating sounds. He almost mumbles when coming across words he is unsure about or are new to him, and generally speaks in a low voice level. I try to spend time helping him better articulate sounds.


 * __Example and Citation:__**

The below link examines articulatory phonetics. Specifically, consonant sounds. It provides a solid examination of what factor affect articulatory phonetics.

https://www.youtube.com/watch?v=dfoRdKuPF9I

Rowe D. & Levine, P. (2012). //A concise introduction to linguistics.// New York, NY: Pearson.

Entry by: Jackie Desmond, May 24, 2017


 * Consonant (Rowe and Levine, Chapter 2) **


 * __Definition of consonant__**: “a speech sound that is produced when the airstream is constricted or stopped (and then released) at some place along its path before it escapes from the body” (Rowe & Levine, p. 35).


 * __Text to practice:__** At work, I help my students learn to differentiate vowels from consonants. So far, this has not been an easy task. The students can memorize the vowels, but have trouble understanding the difference of these types of words.


 * __Example and citation__**:

This video, //what is a consonant,// provides a comprehensive examination as to what makes a consonant. I found this to be a good review, and it will help my in my practice.

https://www.youtube.com/watch?v=5cAqJpLUnrc

Rowe D. & Levine, P. (2012). //A concise introduction to linguistics.// New York, NY: Pearson.

Entry by: Jackie Desmond – May 24, 2017


 * Vowel (Rowe and Levine, Chapter 2) **


 * __Definition of vowel:__** “a speech sounds without constriction or stoppage” (Rowe & Levine, p. 35).


 * __Text to self__**: Since I was little, I always knew the name of the vowels (a, e, i, o, u, and sometimes y). However, I was not aware of the speech sounds that made vowels to be vowels. Since reading this book, I now have a better appreciation for what type of speech sounds go into articulating a vowel.


 * __Example and citation:__** I was really excited to find this link about vowels. The video is called //How to teach vowel sounds to kindergarteners//. I will definitely keep it in my teaching file, especially as I hope to teach kindergarten.

https://www.youtube.com/watch?v=-JPcKieBS_s

Rowe D. & Levine, P. (2012). //A concise introduction to linguistics// New York, NY: Pearson.

Entry by: Jackie Desmond – May 24, 2017


 * Etic (Rowe and Levine, Chapter 3) **


 * Definition of etic**: “Etic refers to a study done by a cultural outsider using categories and concepts that might not have meaning to the people studied” (Rowe & Levine, p. 66).


 * Text to self**: I recall hearing this term in my undergraduate Anthropology class at USC. However, I am glad that we are reviewing it now again – as I had forgotten about its meaning.


 * Example and Citation:**

I found that the below clip well explained etic.

http://study.com/academy/lesson/etic-and-emic-world-views-in-anthropology.html

Rowe D. & Levine, P. (2012). //A concise introduction to linguistics.// New York, NY: Pearson.

Entry by: Jackie Desmond – May 24, 2017


 * Emic (Rowe and Levine, Chapter 3) **


 * Definition of emic**: “Emic refers to categories and concepts that have meaning to the people being studied. An emic study attempts to discover what things have meaning to the people being studied (Rowe & Levine, p. 66).


 * Text to self:** As was the case with etic, I recall studying emic in Anthropology. I wonder if this can apply to the students I currently teach – who are new to the United States. By having emic – centric discussions about things that have meaning to these children – I may be able to better teach them.


 * Example and citation**

I found that the below clip did a good job at explaining emic:

http://study.com/academy/lesson/etic-and-emic-world-views-in-anthropology.html

Rowe D. & Levine, P. (2012). //A concise introduction to linguistics.// New York, NY: Pearson.

Entry by: Jackie Desmond – May 24, 2017


 * (Bird) Songs (Rowe & Levine, Chapter 1) **


 * Definition of songs**: “songs are longer and more complex sequences of sound that, in birds, are usually associated with attracting a mate. Songs are species specific” (Rowe & Levine, p. 8).


 * Video clip to text:** In the clip, the speaker briefly talks about the impact of the environment on bird songs. In our book, the authors state: “[a] bird reared in isolation will not sing the same as a bird reared in its natural environment” (Rowe & Levine, p. 8).

Example and citation

The below clip analyzes vocal communication signals in birds. It does a good job at expanding what is touched upon in our textbook.

https://www.youtube.com/watch?v=m-P4F0_eVw8

Rowe D. & Levine, P. (2012). //A concise introduction to linguistics.// New York, NY: Pearson.

Entry By: Jackie Desmond – May 24, 2017

Nonverbal (Rowe and Levine, Chapter 1) Nonverbal communication is any communication that is not conveyed through speech, writing, or sign language. An example of this are gestures, facial expressions, and touching behaviors. A text-to-self connection is in a previous course, our instructors asked us to talk for a minute to a partner. The listener was instructed to not make any nonverbal communication (head nodding). It was a bit awkward and the minute felt very long. Nonverbal communication can provide cues to the speaker that you are listening. The following youtube video Nonverbal Communication shows the messages gestures and facial expressions portray. The following youtube video Nonverbal Communication shows the messages gestures and facial expressions portray. [] Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. By: Daisy Villalobos, 5/24/17

Openness (Rowe and Levine, Chapter 1) Openness is the ability to add new words, phrases, or other meaningful units to a language. An example of this is adding new words to the dictionary. A text-to-self connection is in my previous CSDI course our professor discussed how children often make up words for things. For example, my nephew calls dogs ‘cachis.’ This word wouldn’t be added to the dictionary because it is not meaningful and there is already a word for dog, but my family does use it with him. This link is an article on the Merriam-Webster page that lists new words and phrases added in 2017. n.d. Retrieved 24 May, 2017. From, [] Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. By: Daisy Villalobos, 5/24/17

Grammar (Rowe and Levine, Chapter 1) Grammar is the rules of one’s language. An example of this in English is the subject-verb agreements. You would not say ‘the girl run’ instead you would say “the girl runs.” A text-to-practice connection is that students who are bilingual may struggle with grammar, since they may be different in both languages. For example, in English you would say “the red house” in Spanish, however, you would say “la casa roja [the house red].” (n.d) Retrieved 24 May 2017. From, http://www.learncbse.in/wp-content/uploads/2015/03/Punctuation-CBSE-Class-10-English-Grammar.png Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. By: Daisy Villalobos, 5/24/17

Orthography (Rowe and Levine, Chapter 2) Orthography refers to the spelling and to the writing system of a language. An example of orthography is spelling a word such as definitely d-e-f-i-n-i-t-e-l-y. A text-to-world connection is that some languages have a deep orthography which means the relationship between graphemes and phonemes are more variable. Shallow orthographies are systems with nearly perfect one-to-one grapheme-phoneme relationships. The following youtube video Introduction to Orthography discusses orthography and provides various examples. [] Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. By: Daisy Villalobos, 5/24/17

Articulation (Rowe and Levine, Chapter 2) Articulation is the production of speech sounds by the movement of speech organs. An example of this is producing the sounds ‘p’ and ‘b.’ A text-to-world connection is that articulation varies from person to person. I work with toddlers who have hearing loss and each child has different articulation, and struggle with different sounds. Although each child receives speech therapy, their progress is different because articulation varies among individuals.

(n.d) Retrieved 24 May 2017. From, http://prakovic.edublogs.org/2016/02/03/articulation-ideas/ Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. By: Daisy Villalobos, 5/24/17

Accent (Rowe and Levine, Chapter 2) Accent is a way of pronouncing words that identifies one speaker of a language as speaking differently from another speaker of the same language. An example of this is regional accents throughout the US, for example in Boston and New York. English speakers from Boston and New York may have a different accent than someone in Chicago. A text-to-self connection is when I was visiting New Orleans, many people pointed out that I had a Chicago accent, something that I hadn’t realized.

Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. By: Daisy Villalobos, 5/24/17

Distinctive feature (Rowe and Levine, Chapter 3) A distinctive feature is any trait that distinguishes one phoneme from another. An example of this (in English) is /p/ can be phonemically distinguished from /b/ by voicing: /b/ is voiced and /p/ is not. A text-to-world connection is that these phonemes can be difficult for people with language disorders. As I mentioned before, I work with children who have hearing loss and one boy in particular struggles with the articulation of /p/ and /b/. The following youtube video Distinctive Feature Theory discusses distinctive features. https://www.youtube.com/watch?v=dbyN7GJcmxM Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. By: Daisy Villalobos, 5/24/17

Phoneme (Rowe and Levine, Chapter 3) A phoneme is a perceived unit of language that signals a difference in meaning when contrasted to another phoneme. An example of this the difference in meaning /p/ and /b/ create in the words pit and bit. A text-to-practice connection is in a kindergarten classroom I was completing field experience in. The children were spelling phonemically which is developmentally appropriate. When the children asked how to spell a word, the teacher instructed them to “brave spell” (spell phonemically). This along with other phonic exercises helps children with phonological awareness. n.d.) Retrieved 24 May 2017. From, http://www.sparklebox.co.uk/thumbs896-900/sb896prev.html#.WSXdkVPyvBI  Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.  By: Daisy Villalobos, 5/24/17

Allophone (Rowe and Levine, Chapter 3) An allophone is a variation of a phoneme. Different allophones of a phoneme occur in different predictable environments. An example of this is are the variations of sounds /p/ makes. For example the /p/ in ‘place’ sounds different than the /p/ in ‘depth.’ A text-to-world connection is why speakers of other languages struggle with English. Sounds /z/ and /s/ are distinct phonemes in English, but allophones of the same phoneme in Spanish. /l/ and /n/ are distinct phonemes in English, but allophones in Italian. The following youtube video IPA for Language Learning goes over allophones, utterances, and prosody. https://youtu.be/iO29J3krsfs Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. By: Daisy Villalobos, 5/24/17

Utterance (Rowe and Levine, Chapter 3) An utterance is a stretch of speech between periods of silence or a potential (perceived silence). An example of this, is transcribing what a person says. A text-to-self connection is from my CSDI course. We learned that children make two-word utterances between 18 and 24 months of age. We also learned to calculate the MLU. The following youtube video IPA for Language Learning goes over allophones, utterances, and prosody. https://youtu.be/iO29J3krsfs Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. By: Daisy Villalobos, 5/24/17

Collative Study Guide Week One

Colleen Dunne

1. **Broca’s aphasia** (Rowe and Levine, Chapter 1)


 * Definition**: a disorder in the brain due to damage which causes problems with speech and grammar knowledge; **Text-to self-** I have a relative who is suffering from aphasia. Her speech has been greatly effected. It is hard watching her not to be able to speak. **Example:** This video explains aphasia: []

2. **Song** (Rowe and Levine, Chapter 1)


 * Definition**: an arrangement of sounds set to be sung ; **Text-to world**- A song can be well known around the world. **Example:** “My Heart Will Go On” from Titanic

3. **Theory of mind** (Rowe and Levine, Chapter 1)


 * Definition**: theory that a person is able to describe or foresee the state of mind of others: **Text-Practice**: My students know at times what I will say before I even say it. **Example**: Here is a video describing theory of mind:

[]

4. **Phonetics:** (Rowe and Levine, Chapter 2)


 * Definition**: study of sounds and matching with letters to produce speech and reading skills: **Text-to practice**: When reading a text or article the students sound out difficult words. **Example**: Here is a video to help beginning readers to learn phonetics

[]

5. **Nasal cavity** (Rowe and Levine, Chapter 2)


 * Definition**: open space above and behind the nose which contains the extension of two nostrils; Text-self: When I have taken biology courses in undergraduate, I studied the nasal cavity. Example: This video describes in detail the nasal cavity.

[]

6. **Vowel** (Rowe and Levine, Chapter 2)


 * Definition**: a speech sound produced without constriction or stoppage (P, 34) **Text-practice**: I am constantly going over the vowel sounds with my students especially during spelling time. **Example**: This video is kid friendly that teaches them to sing the vowels.

[]

7. **Homophones** (Rowe and Levine, Chapter 2)


 * Definition**: words that sound alike but have different meanings and spellings **Text-practice**: There are always lessons in the spelling program on teaching the homophones**. Examples:** hear, here; there, their;

8. **Distinctive feature** (Rowe and Levine, Chapter 3)


 * Definition**: a trait in phonics that separates one phoneme from another; **Text-practice:** When I have given reading assessments to my students I have noticed distinctive features as they read. **Example:** The student may read a passage with the word “day “ but say “bay” instead.

9. **Phonology** (Rowe and Levine, Chapter 3)


 * Definition**: study of the systems of sounds in dealing with a language or languages **Text-self:** In pursuing my masters as a Reading Specialist I have studied this in my courses. **Example:** This video describes phonology in terms of linguistics. []

10. **Binary system** (Rowe and Levine, Chapter 3)


 * Definition:** categorizing distinctive features with a present(+) or absent(-) making (ex. Voice sound (+) or voiceless sound(-) **Text-practice**: When I have administered the BRI-Basic Reading Inventory there is a binary system to allow you to know if the student can pronounce the word. **Example**: If the student says the word “cat” but writes it “kat” the teacher would mark (-).

Reference:

Rowe, D. and Levine, P( 2012). //A concise introduction to linguistics//. New York, NY:

Pearson.

Collaborative Study Guide Week One Chapter 1-3 Karolina Czubernat

1) Utterance ( Rowe and Levine Chapter 1) - Karolina Czubernat

Definition: " An utterance is a stretch of speech between two periods of silence or a potential( perceived) silence. An utterance does not have to be a complete sentence" (Rowe&Levine 2). Text-to-self connection: When working at a daycare, as a teacher's assistant, I helped the teacher identify and record the utterances that the kids in the two-year-old group produced,to help identify how well their speech is growing. Example: The following youtube video shows an example of what a utterance looks like. In this case, it a short two word sentence produced by a little girl. https://www.youtube.com/watch?v=S-qkkQMfWZc References: Rowe D. & Levine, P. (2012). //A concise introduction to linguistics.// New York, NY: Pearson.

//2)// Syntax ( Rowe and Levine Chapter 1) - Karolina Czubernat

Definition: " Syntax is the set of rules a person uses to form units of language larger than words. The term syntax also refers to the study of those rules" (Rowe&Levine 4). Text-to-self connection: In a course where I was taught about the development of language in young children, we were taught different ideas on how we can teach about word order in our classrooms. Word order is a part of syntax. The activity we were provided with was a cut up sentence strip that we could have students put together to formulate a sentence, providing them with that word order practice. Example: The following youtube video shows an example of an activity that practices word order with a sentence scramble. Word order is a big part of syntax. https://www.youtube.com/watch?v=g1hPDSkw2tI Referneces: Rowe D. & Levine, P. (2012). //A concise introduction to linguistics.// New York, NY: Pearson.

3) Culture Shock ( Rowe and Levine Chapter 1) - Karolina Czubernat

Definition: " Culture shock is the disorientation and anxiety that occur when social expectations are not met" (Rowe&Levine 6). Text-to-self connection: When I was in high school, I had an foreign exchange student from Spain in one of my classes, and he was very surprised to learn that when you greet someone in the United States you usually shake hands, whereas, in Spain it is more common to hug ans give a kiss on the cheek when greeting someone. Example: The following youtube video shows an example of the culture shock that Asian students experience in the USA. https://www.youtube.com/watch?v=m4_xM4bSIzk References: Rowe D. & Levine, P. (2012). //A concise introduction to linguistics.// New York, NY: Pearson.

4) Ortography ( Rowe and Levine Chapter 2) - Karolina Czubernat

Definition: " Ortography refers to spelling and to the writing system of a language" (Rowe&Levine 32). Text-to-self connection: When I came to the United States from Poland, I not only attended a Chicago Public School, but also once a week I attended Polish school, so that I can continue studying in English, so that I don't forget my cultural language. When studying ortography in both schools, learning so much rules in both languages sometimes made me confuse and mix up rules between one language and the other. Example: The following youtube video shows an example of some of the basic spelling rules of English. https://www.youtube.com/watch?v=sliyBcvrtVM References: Rowe D. & Levine, P. (2012). //A concise introduction to linguistics.// New York, NY: Pearson.

5) Accent ( Rowe and Levine Chapter 2) - Karolina Czubernat

Definition: " An accent is a way of pronouncing words that identifies one speaker of a language as speaking differently from another speaker of the same language" (Rowe&Levine 46). Text-to-self connection: This connects to me because I moved to the USA when I was 8 years old, and now even though I know how to speak English, people notice an accent that I have since English was not the first language I learned. Example: The following youtube video shows an example of the different types of accents in the English language. https://www.youtube.com/watch?v=v-en-iDeZEE References: Rowe D. & Levine, P. (2012). //A concise introduction to linguistics.// New York, NY: Pearson.

6) Tone ( Rowe and Levine Chapter 2) - Karolina Czubernat

Definition: " Tone is a specific change in pitch that functions in tonal languages to that functions in tonal languages to distinguish words that are made up of the same segments" (Rowe&Levine 50). Text-to-text connection: Mandarin is a classic example of a tonal language, as this example shows- the segmental string [ma] can carry four different tones. Example: The following youtube video shows an explanation if the English language is a tonal language. https://www.youtube.com/watch?v=p5RWzBRg6rU References: Rowe D. & Levine, P. (2012). //A concise introduction to linguistics.// New York, NY: Pearson.

7) Free variation ( Rowe and Levine Chapter 3) - Karolina Czubernat

Definition: " Free variation is a condition in which phonetically different sounds( phonemes or allophones) may occur in the same environment without changing meaning" (Rowe&Levine 66). Text-to-text connection: There is a song that is saying that some people pronounce the word tomato differently. But a tomato is a tomato is a tomato. No matter how you pronounce the word, the meaning remains the same. Example: The following youtube video shows of different words that are pronounced differently, but either way mean the same thing. https://www.youtube.com/watch?v=7JQSjgfP25c References: Rowe D. & Levine, P. (2012). //A concise introduction to linguistics.// New York, NY: Pearson.

8) Redundancy ( Rowe and Levine Chapter 3) - Karolina Czubernat

Definition: " Redundancy occurs when more information than necessary under ideal conditions is present" (Rowe&Levine 79). Text-to-text connection: " When a vowel is nasalized in English, it indicates that it precedes a nasal consonant. If a person doesn't hear the nasal consonant clearly, he or she might be able to predict its presence from hearing the nasalization of the vowel " (Rowe&Levine 79). Example: Phonetic segment marked [-consonant ] will almost always be [+voice]. References: Rowe D. & Levine, P. (2012). //A concise introduction to linguistics.// New York, NY: Pearson.

9) Phonotactics ( Rowe and Levine Chapter 3) - Karolina Czubernat

Definition: " Phonotactics is an area of phonology that studies the combinations of phonemes that are allowed (or conversely restricted) in the formation of syllables, consonant clusters, and sequences of vowels" (Rowe&Levine 75). Text-to-text connection: There is an obligatory phonological process and an optional phonological process that is a part of phonotactics. Example : The following youtube video shows examples of what phonotactics include. https://www.youtube.com/watch?v=1Up5hSm7LYI References: Rowe D. & Levine, P. (2012). //A concise introduction to linguistics.// New York, NY: Pearson.

10) Vowels ( Rowe and Levine Chapter 2) - Karolina Czubernat

Definition: " A vowel is a speech sound produced without constriction or stoppage" (Rowe&Levine 34). Text-to-text connection: " The vowel sound in the word to is produced with the high point of the tongue in the back of the mouth, the oral cavity relatively closed, and the lips rounded " (Rowe&Levine 34). Example: The following youtube video shows an explanation and examples of vowels. https://www.youtube.com/watch?v=u7jQ8FELbIo References: Rowe D. & Levine, P. (2012). //A concise introduction to linguistics.// New York, NY: Pearson.

Yanet Cervera Chapter 1 Phonological system- a language system which identifies grammar (pattern) and ties it to sounds. Example- The sound Ch makes in Spanish differs to the sound Ch makes in English. Text to self- These sounds can make a difference to children that a learning a new language because I personally struggled to pronounce words correctly because my mind was set on the sounds letter make in Spanish language. Ethnocentrism-is judging other cultures by the standards of your culture and believe your culture is better and more important than others cultures. Example- The long battle in which there is belief that there is gender inequality. Text to world- The racism in which we live in today arises from ethnocentrism people which believe they are better than others. Another example could be the existence of the belief of white privilege.

The Clever hands effect- is the name given to the fact that a non-human or human behavior might be influenced or directed by subtle and often unintentional cues of others. Example- There has been some work done to animals where they are condition to perform tasks, For example a horse tapping a foot because that’s his way of responding. Text to self- My dogs know when they see treats or simply hear the dog treat bag noise they tend to sit down because they know they won’t get a treat unless they sit. Chapter 2 Ingressive sounds- speech sounds that are made by sucking air into the mouth. Example- The words "yeah", "yah", "yuh" or "yes" made with inhaled breath which sounds something like a gasp. Diacritics or diacritic marks- notations added to the main phonetic symbol to clarify pronunciation. Example- Text to self- There are more words or letters with diatric marks in spanish than english. Those marks help students understand went to extend sounds a letter makes. Homophones- are words that sound the same but differ in meaning and/or spelling. Example -

Text to self- I remember when I would help my mom with her English homework when we would start practicing with a word that was a homophone, she would often write the homophones pair word. Chapter 3 Minimal set- made of two or more ( phrases, words, sentences) that differ in meaning contain the same number contain the same number of sound segments, and display only one phonetic difference, which occurs at the same place in the form. Example- The words feat, fit, fat, fate, foot. Connection- Artist and rappers tend to make at least one minimal set in a sentence to have a good sentence or lyric. Redundancy- happens when more information than needed is present. It Indicates that it precedes a nasal consonant. Example- Connection – I tend to use redundancy lot in my writing, perhaps because most of my assignments have a specific number of words needed per assignment. Markedness- is a contrast in complexity and rarity of sounds ( and other phenomena) Example- [] Unmarked sounds- markedness refers to the way words are changed or added to give a special meaning. The **unmarked** choice is just the normal meaning. ... Similarly, male things are **unmarked**, while female things are marked with special endings like "ess" and "ette". Example- "For example, //cat// is unmarked, while its plural //cats// is marked by the [|suffix] //-s//. Likewise, //lion// is unmarked, while the female //lioness// is marked by the suffix //-ess//, and //consistent// is unmarked in comparison with its negative //inconsistent//. The [|active] sentence //The police arrested Susie// is unmarked with respect to its [|passive] counterpart //Susie was arrested by the police,// which contains more material." Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson.

-Yanet Cervera.

Week One Rowe and Levine Chapters One,Two & Three By: Mayra Cahue Nonverbal communication ( Chapter 1) > Text-to-self: In one of my field experience observations, I was able to work with a girl that had a learning disability. She didn’t speak to communicate but rather she used sign language to express her emotions and communicate with her classmates and teacher. When I was younger I would do the same and wouldn’t talk instead used sign language to express myself to people. https://s-media-cache-ak0.pinimg.com/600x315/3c/6e/f2/3c6ef2080097a72eadcf542941366049.jpg Below, I attached an example of two babies that can’t speak yet but are able to use sign language which I thought is was cute to share! :) [|__https://youtu.be/Ppzqe9SdD2c__]  By:Mayra Cahue  Phonological System ( Chapter 1) >  Text-to-self: When my baby sister was younger, I would always help her with her homework since my parents didn’t speak English or understand it. I would always helped her especially with reading and spelling. I would compare words and sounds so that she would understand the pattern of both words.  Sources:  [|__https://image.slidesharecdn.com/esol6010ppt-100129170330-phpapp01/95/phonology-the-sound-patterns-of-language-made-easy-52-728.jpg?cb=1264784688__] <span style="background-color: #ffffff; font-family: 'Times New Roman'; font-size: 10pt; vertical-align: baseline;">Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics <span style="background-color: #ffffff; font-family: 'Times New Roman'; font-size: 10pt; vertical-align: baseline;"> (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. <span style="background-color: #ffffff; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">By: Mayra Cahue Lexicon ( Chapter 1) > Text-to-world: Almost everyone in the world has memorized vocabulary in their brain. For example, some people are able to tell you the definition of a word(s) that they have memorized in seconds because they have learned that word and know the meaning. Below, I attached a youtube that gives a great explanation of what lexicon means. [|__https://youtu.be/az3QWiQ0w9g__] Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. <span style="background-color: #ffffff; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">By: Mayra Cahue Delivery system of Language ( Chapter 1 ) > Text-to- World: For example, people who are deaf they use sign language to send a message to their peers. For example, in church there is a 9 year old boy that doesn’t hear or speak and throughout the church the mom is doing sign language to send the message that the priest is giving the us. https://image.slidesharecdn.com/lesson1-151122163607-lva1-app6892/95/lesson-1-linguistics-and-applied-linguistics-2-49-638.jpg?cb=1448210289 Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. By:Mayra Cahue Synchrony ( Chapter 1) > Text-to Self: I’m a kind of person that uses her hands or any type of sign language while I’m speaking so it occurs at the same time.Sometimes I use facial expression to show my emotions. mage.slidesharecdn.com/ant361saussure-13312562743325-phpapp02-120308192613-phpapp02/95/ferdinand-de-saussure-the-father-of-linguistics-24-728.jpg?cb=1331234924 <span style="background-color: #ffffff; font-family: 'Times New Roman'; font-size: 10pt; vertical-align: baseline;">Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics <span style="background-color: #ffffff; font-family: 'Times New Roman'; font-size: 10pt; vertical-align: baseline;"> (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. <span style="background-color: #ffffff; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">By: Mayra Cahue Ethnocentrism (Chapter 1) > Text-to Self: For example, my family is very ethnocentrism when it comes to foods of other cultures. When they don’t like something they criticize them with what ingredients they add. My family believes that they are better cookers than other cultures. .  Below, I attached a video of Dr. Angela Demovic explaining ethnocentrism. [|__https://youtu.be/qlhw_N_dmzs__] [|__http://ethnocentrism.net/wp-content/uploads/2013/09/ethnocentrism.png__] [|__http://25.media.tumblr.com/tumblr_lzz6foDoc41qi8u6wo1_500.jpg__] By: Mayra Cahue Aspiration ( Chapter 2) > Text-to- Self: For example, when I was younger I had the problem pronounce words since english wasn’t my first language. I would alway struggle with my phonics because some words needed more air and a stop and I wouldn't do it. https://lh5.ggpht.com/0fVSM8h61znOYSbu7fwNch5gWLNcr-s192x5rgf8fz2q-TwtufJgQHWekzbg57jXyg=w300 <span style="background-color: #ffffff; font-family: 'Times New Roman'; font-size: 10pt; vertical-align: baseline;">Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics <span style="background-color: #ffffff; font-family: 'Times New Roman'; font-size: 10pt; vertical-align: baseline;"> (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. By:Mayra Cahue Articulation ( Capter 2) > Text-to-World: In elementary my third grade teacher gave us each morning a tongue twisters as a articulation exercise. It’s a great activity for children to exercise articulation. [|__https://cdn.slidesharecdn.com/ss_thumbnails/tonguetwisters-141106102014-conversion-gate01-thumbnail-4.jpg?cb=1415269305__] <span style="background-color: #ffffff; font-family: 'Times New Roman'; font-size: 10pt; vertical-align: baseline;">Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics <span style="background-color: #ffffff; font-family: 'Times New Roman'; font-size: 10pt; vertical-align: baseline;"> (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. <span style="background-color: #ffffff; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">By:Mayra Cahue Distinctive feature ( Chapter 3) > Text-to Text: “In english, /p/ can be phonetically distinguished from /b/ by the single feature called voicing: /b/ is voiced and /p/ is not.” (Rowe,73) <span style="background-color: #ffffff; font-family: 'Times New Roman'; font-size: 10pt; vertical-align: baseline;">Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics <span style="background-color: #ffffff; font-family: 'Times New Roman'; font-size: 10pt; vertical-align: baseline;"> (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. [|__https://msu.edu/course/asc/232/DF/FeatureTables.GIF__] By: Mayra Cahue Assimilation( Chapter 3) > Text-to Text: “ It is easier to say [ hae’m] than to say [haem] is that it takes fewer articulatory movements because the [m] is nasalized,it is easier to move directly to that nasalized configuration of the vocal tract toward the end of the production of the vowel.” ( Rowe,79) Below, I attached a youtube video that explains assimilation and gives example in english and in spanish. [|__https://youtu.be/-H7Y3RI11l8__] <span style="background-color: #ffffff; font-family: 'Times New Roman'; font-size: 10pt; vertical-align: baseline;">Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics <span style="background-color: #ffffff; font-family: 'Times New Roman'; font-size: 10pt; vertical-align: baseline;"> (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. By: Mayra Cahue
 * Nonverbal communication is a way of communicating with people without using language /speech to communicate.
 * Phonological system is a system in which “ language is the grammar of the sounds of that language.” (Rowe, 2)
 * Vocabulary that people have stored in their brain.
 * Is in which people use to send a message using the three ways of conveying a message such as speech, writing and sign language.
 * Is a connection between one than more thing that occurs at the same moment.
 * Thinking that your own culture is better than others. We tend to put standards on other cultures.
 * Air that is created when there is a release of a stop.
 * “ The production of speech sounds by the movement of the speech organs” (Rowe,35)
 * “ Is any trait that distinguishes one phoneme from another.”
 * “ Is the obligatory phonological process that makes it easier to pronounce combinations of sounds by making those sounds share a distinctive feature that in other environments one of the sounds would not have.”