EDTL 4410 Week 10.1

Non-standard “like” analysis: Due date is October 29. Students are required to bring data to class. There is no formal presentation required for this task.

Definition: Semantics is the study of how we communicate meaning. It encompasses various aspects that shape our understanding of language and its components.
Types of Semantics:
- Lexical Semantics: Concerns the meanings of individual words. It investigates how words can have different meanings in different contexts and their relationships with each other.
- Phrasal Semantics: Deals with the meaning of syntactic units, which includes phrases and sentences. It focuses on how word combinations create specific meanings.
Semantic Ambiguity: This refers to instances where a word or phrase can have more than one meaning, leading to different interpretations. The phrase “This will make you smart” exemplifies how semantic ambiguity can enrich language comprehension and engagement.
Semantic Violations: These are anomalies that occur in language, often exemplified by metaphors and idioms where the usual meanings of words do not apply directly, creating a figurative sense.

Definition: Pragmatics is the study of how context influences meaning in language. It encompasses how rules of grammar and discourse interact with contextual knowledge to create coherence in communication.
Interactive Activity: Think/Pair/Share regarding the role of pragmatics in specific dialogues. Example sentences include:
- “Could you pass the salt?”
- “Damn, it’s getting late!”
- “We should hang out sometime!”
- “I went to see my angry friend who was quiet but making this crazy face. She was like, 'I hate everyone, including you!'”
- Students are encouraged to provide their own illustrative examples reflecting the disparity between intended meaning and literal interpretation.

Quote: “Ethnic identity is twin skin to linguistic identity – I am my language.” This underscores the deep connection between one’s cultural/ethnic identity and their language.
Pride in Language: Anzaldúa expresses that until she can take pride in her language, she cannot accept her own legitimacy: "Until I am free to write bilingually and to switch codes without having always to translate… my tongue will be illegitimate."
Key Terms:
- Nepantla: A term from Nahuatl meaning “in the middle” or denoting a state of being between two cultures or identities.
- Mestizaje: Refers to the concept of hybridity in racial mixing, stressing the blending of cultures and identities.

Identity Labels: Various terms and their denotations:
- Hispanic: Refers to people with Spanish-speaking ancestry.
- Latino: Pertains to individuals from Latin America; they may be Spanish-speaking or from non-Spanish-speaking Latin American countries (e.g., Brazilians).
- Chicano: Denotes U.S. residents of Mexican ancestry.
Distinction: It is important to distinguish between national identities and linguistic heritage. For instance, while Hispanic individuals can be from any Spanish-speaking country, they do not include those from Latin American countries where Spanish is not the primary language.

Overview: Spanish serves as a heritage language for millions of U.S. citizens, especially in regions formerly part of Mexico (California, Arizona, New Mexico, Nevada, Utah).
Characteristics of SHL Speakers:
- Typically speak Spanish at home and English in educational settings.
- Exhibit varying proficiency in both languages and have unique educational needs that differ from those of traditional second-language (L2) learners.
Translanguaging: A common practice involving the fluid use of both Spanish and English, highlighting the need for flexible educational approaches tailored to heritage speakers.

Definition: Spanglish is a linguistic blend primarily observed in the U.S., representing a fusion of Spanish and English.
Characteristics of Spanglish:
- Loanwords: For example, using “troca” for “truck” instead of the standard Spanish “camión.”
- Morphological Innovation: The term “lonche” or the act of “lonchear” integrates the English word “lunch” but applies Spanish morphology, differing from the traditional terms “almorzar” or “comer.”
- Translanguaging Practices: Combining elements from both languages to create new expressions.
Perspective from Real Academia Española: They recognize that the construction of words in Spanglish can lead to unique and infrequent terms that lack traditional counterparts, advising that while such usage is acceptable, traditional equivalents should not be forgotten.

Context: Discussions with Dual Language Bilingual Education (DLBE) teachers reveal themes of identity and self-perception among bilingual students.
Testimonies:
- Students often undervalue their own bilingual abilities, making comparisons against peers with different levels of language proficiency. For instance, some might claim, “I just know how we talk at my house,” reflecting a personal devaluation of identity.
Definition: The term “no sabo kids” refers to students who perceive their Spanish abilities as inferior, often influenced by the overarching standard language ideologies present in educational contexts and society.
Examples of Verb Usage:
- Quieren: To want (Yo quiero, Tú quieres, Él quiere, Ellos quieren, Nosotros queremos)
- Saber: To know (Yo sé, Tú sabes, Él/Ella sabe, Ellos saben, Nosotros sabemos).

The phrase “If you want to be American, speak American. If you don’t like it, go back to Mexico” raises critical questions about identity and belonging—have you experienced similar sentiments?
Consider the statement regarding language: “In my culture, there are words that are derogatory if applied to women, but I’ve never heard them applied to men.” Reflect on English terms that fit this observation.
Explore the idea presented in the statement, “And because we are complex, heterogeneous people, we speak many languages.” Create a list of the various language varieties you use in your daily communication.

Note: Please remember to take thorough notes during your discussions and share them with Kyoyoung, including the names of everyone in your group.