3. Speaker is able to communicate functionally and interactively (demonstrating competence in areas outlined below)

4. What Should Classroom Teachers Know About Language?
What are the basic units of language?
What is regular, and what isn’t? How do forms relate to each other?
How is the lexicon (vocabulary) acquired and structured?
Are vernacular dialects different form “bad English” and if so, how?
What is academic English?
Why has the acquisition of English by non-English speaking children not been more universally successful?
Why is English spelling so complicated?
Why do students have trouble with narrative and expository writing?
How should the quality and correctness of a piece of writing be judge?
What makes a sentence or text difficult to understand?
Conclusion

5. Article: Major Divisions of Sociolinguistics

6. Discourse The bandage was wound around the wound.
The farm was used to produce produce.
The dump was so full that it had to refuse more refuse.
We must polish the Polish furniture.
He could lead if he would get the lead out.
The soldier decided to desert his dessert in the desert.
Since there is no time like the present, he thought it was time to present the present.
A bass was painted on the head of the bass drum.
When shot at, the dove dove into the bushes.
They were too close to the door to close.

7. Cultural Thought Patterns
English
Semitic
Asian
Romance Russian
L-10

8. “Ok” gesture obscene Brazil/Turkey “come here” gesture way to call dog/prostitute in some cultures (Classroom jesters need to be explicitly taught/we need to think about the gestures we use)
Americans are often perceived by others as being superficial because of the amount of smiling they do, even to strangers. In some cultures, smiles are reserved for close friends and family.
Lack of eye contact shows respect in many cultures. In North America this is often interpreted as just the opposite… they aren’t listening/don’t care/are defiant. (Teacher understanding of this is critical—try not making eye contact with someone to see how difficult it is to do the opposite of what feels “right”.)
Differs between cultures i.e. North American (20-24 is comfortable) vs. Latin American (typically closer).
Touching is very personal and intimate in some cultures, while in others in others it is common place. Head patting is very taboo in many cultures. (This can easily cause misunderstandings.)

9. How you talk depends on your audience…i. e
How you talk depends on your audience…i.e. boss, store clerk, students, significant other (Students need to know this – you can be less formal with your classmates than is appropriate with your principal)
There is a variation among speakers of the same language. I’m stuffed (USA =I’m full) vs. (Australia = I’m pregnant!) (Speakers of certain dialects may be viewed differently )i.e. less intelligent/belonging to certain social classes etc.
“Y” all come back now” said by Texan to Japanese business men leaving on a bus. (They immediately got off!) (use less idioms with beginning level ELs and always explain them. Fred Gwynne’s books are a great resource.
Having sociolinguistic competence means that you understand the sociocultural rules of language and of discourse. Students need to develop an understanding of the social rules of American culture as they relate to the classroom. They need to master these factors to achieve full communicative competence. Teachers need to be aware of these factors so as to not make incorrect assumptions and assessments of student learning and behavior. Other students, parents and staff may make the same false assumptions. Some aspects of language need to be explicitly taught i.e. when it is appropriate to speak, how to greet people and say goodbye, how to enter or end a conversation, what gestures and idiomatic expressions mean etc.

11. What is language? – Brain Storm
Communicative Competence
What should Classroom Teachers Know About Language.
What are the classroom implications?
Quick Write