SOLIDARITY/DISTANCE and POWER REKATIONSHIP

Solidarity means unity or agreement of feeling or action, especially among individuals with a common
interest; mutual support within a group "factory workers voiced solidarity with the striking students"

2 TYPES OF SOLIDARITY

Power relations are what enable who to do what to whom. rather than \"who does what to whom.\" A more structurally
explicit and useful definition is: Power relations are the matrix of possible actors and their possible.
Understanding the use of language through “Gender”
Gender vs Sex
Sex – refers to the biological differences between males and females. For example, the genitalia and genetic differences
Gender – refers to the role of a male or female in the society, where one’s has the right to choose their own social
preferences. Moreover, gender also refers to the cultural construction of male and female characteristics.

More information about gender

Gender roles - are the ‘social definition’ of women and men. They vary among different societies and cultures, classes, ages
and during different periods in history. Gender-specific roles and responsibilities are often conditioned by household
structure, access to resources, specific impacts of the global economy, and other locally relevant factors such as ecological
conditions (FAO, 1997)
Gender relations - are the ways in which a culture or society defines rights, responsibilities, and the identities of men and
women in relation to one another (Bravo-Baumann, 2000)

Difference in using language by different gender

1 Genderlects
According to Deborah Tannen the term 'Genderlect’ refers to the way that the conversation of men and women are not right
and wrong, superior and inferior -- they are just different
“Men often use socially disfavoured variants of sociolinguistic variable while women tend to avoid these in favour of socially
more favoured variants.”  assumption
This shows that females tend to put more attention and care towards how other people feel or think about them. While for
male, they tend to be more carefree. However, as time pasts by, both gender place/put the same amount of attention and
care towards how other people feel or think about them.

2. Phonological variations
/ing/  female tend to us this format
More formal contexts
/in /  male tend to us this format
Used in informal settings
The /ing/ symbolizes
formality
Associated with compliance and politeness

C. Vocabulary
Adjectives - women like to use many adjective, compared to men
Using more adjectives to describe things and their feelings can show that women are more sensitive to the environment and
more likely to express their emotions with words
Adverbs - Women tend to use such adverbs like awfully, pretty, terribly, vastly, quite, so; men like to use very, utterly, really

D. Intonation
combination of rhythm, volume and pitch overlaying entire utterances
In general women use a wider range of pitches and more rapid shift in volume and velocity
In other words, women talk melodically and faster than men who are more monotone and slower Intonation
Melodically and faster - emotionality and natural impulses
Monotone and slower - control and restrain

Assumption: Women’s frequent changes in pitch and volume may serve the function of attracting and holding the listeners
attention
Gender Bias in English
Order of linguistic terms reflects cognitive importance
Man and Woman
Husband and Wife
Mr. and Mrs.
Father and Mother
In formal polite contexts, or emotional contexts they may be reversed
Bride and Groom
Ladies and Gentlemen

Possible reasons
for such differences
Difference in
Psychology
Before a woman
talks, she usually
thinks the effect her
words will cause,
so she often
appears to be more
polite.
On the contrary,
men appear to be
rash, and they just
say what they want
to say and seldom
care what others
think, so men’s speech is usually blunt and solid.

Difference in Social Status

Women are very conscious about their status, and they long for a better position in society, so they try to improve
themselves, including using standard language.
Women are more conscious of using languages which associate with their “betters” in society, that is, those they regard as
being socially superior. They therefore direct speech towards the models these provide, even to the extent in some cases of
hypercorrection.
On the other hand, men are powerful, including the lower-class men. They are less influenced by others.

Age
Language development begins before birth. Towards the end of pregnancy, a fetus begins to hear sounds and speech
coming from outside the mother's body. Infants are acutely attuned to the human voice and prefer it to other sounds. In
particular they prefer the higher pitch characteristic of female voices. They also are very attentive to the human face,
especially when the face is talking. Although crying is a child's primary means of communication at birth, language
immediately begins to develop via repetition and imitation.

Between birth and three months of age, most infants acquire the following abilities:

seem to recognize their mother's voice

quiet down or smile when spoken to
turn toward familiar voices and sounds
make sounds indicating pleasure
cry differently to express different needs
grunt, chuckle, whimper, and gurgle
begin to coo (repeating the same sounds frequently) in response to voices
make vowel-like sounds such as "ooh" and "ah"
Between three and six months, most infants can do the following:

turn their head toward a speaker

watch a speaker's mouth movements
respond to changes in a tone of voice
make louder sounds including screeches
vocalize excitement, pleasure, and displeasure
cry differently out of pain or hunger
laugh, squeal, and sigh
sputter loudly and blow bubbles
shape their mouths to change sounds
vocalize different sounds for different needs
communicate desires with gestures
babble for attention
mimic sounds, inflections, and gestures
make many new sounds, including "p," "b," and "m," that may sound almost speech-like
The sounds and babblings of this stage of language development are identical in babies throughout the world, even among
those who are profoundly deaf. Thus all babies are born with the capacity to learn any language. Social interaction
determines which language they eventually learn.

Six to 12 months is a crucial age for receptive language development. Between six and nine months babies begin to do the
following:

search for sources of sound

listen intently to speech and other sounds
take an active interest in conversation even if it is not directed at them
recognize "dada," "mama," "bye-bye"
consistently respond to their names
respond appropriately to friendly and angry tones
express their moods by sound and body language
play with sounds
make long, more varied sounds
babble random combinations of consonants and vowels
babble in singsong with as many as 12 different sounds
experiment with pitch, intonation, and volume
use their tongues to change sounds
repeat syllables
imitate intonation and speech sounds
Between nine and 12 months babies may begin to do the following:

listen when spoken to

recognize words for common objects and names of family members
respond to simple requests
understand "no"
understand gestures
associate voices and names with people
know their own names
babble both short and long groups of sounds and two-to-three-syllable repeated sounds (The babble begins to have
characteristic sounds of their native language.)
use sounds other than crying to get attention
use "mama" and "dada" for any person
shout and scream
repeat sounds
use most consonant and vowel sounds
practice inflections
engage in much vocal play
Toddlerhood

During the second year of life language development proceeds at very different rates in different children. By the age of 12
months, most children use "mama/dada" appropriately. They add new words each month and temporarily lose words.
Between 12 and 15 months children begin to do the following:

recognize names
understand and follow one-step directions
laugh appropriately
use four to six intelligible words, usually those starting with "b," "c," "d," and "g," although less than 20 percent of their
language is comprehensible to outsiders
use partial words
gesture and speak "no"
ask for help with gestures and sounds
At 15 to 18 months of age children usually do the following:

understand "up," "down," "hot," "off"

use 10 to 20 intelligible words, mostly nouns
use complete words
put two short words together to form sentences
chatter and imitate, use some echolalia (repetitions of words and phrases)
have 20 to 25 percent of their speech understood by outsiders
At 18 to 24 months of age toddlers come to understand that there are words for everything and their language development
gains momentum. About 50 of a child's first words are universal: names of foods, animals, family members, toys , vehicles,
and clothing. Usually children first learn general nouns, such as "flower" instead of "dandelion," and they may
overgeneralize words, such as calling all toys "balls." Some children learn words for social situations, greetings, and
expressions of love more readily than others. At this age children usually have 20 to 50 intelligible words and can do the
following:

follow two-step directions

point to parts of the body
attempt multi-syllable words
speak three-word sentences
ask two-word questions
enjoy challenge words such as "helicop
encourage the child to ask questions
read books about familiar things, with pictures, rhymes, repetitive lines, and few words
read favorite books repeatedly, allowing the child to join in with familiar words
encourage the child to pretend to read
not interrupt children when they are speaking
Parents of four to six-year-olds should:

not speak until the child is fully attentive

pause after speaking to give the child a chance to respond
acknowledge, encourage, and praise speech
introduce new words
talk about spatial relationships and opposites
introduce limericks, songs, and poems
talk about the television programs that they watch
encourage the child to give directions
give their full attention when the child initiates a conversation
Parents of six to 12-year-olds should talk to the children, not at them, encourage conversation by asking questions that
require more than a yes-or-no answer, and listen attentively as the child recounts the day's activities.

Additional recommendations for parents and care-givers, by the American Academy of Pediatrics and others, include:

talking at eye level with a child and supplementing words with body language, gestures, and facial expressions to enhance
language comprehension
talking in ways that catch a child's attention
using language to comfort a child
using correct pronunciations
using expressive language to discuss objects, actions, and emotions
playing with sounds and words
labeling objects and actions with words
providing objects and experiences to talk about
choosing activities that promote language
listening carefully to children and responding in ways that let them know that they have been understood, as well as
encouraging further communication
using complete sentences and adding detail to expand on what a child has said
knowing when to remain silent
reading to a child by six months of age at the latest
encouraging children to ask questions and seek new information
encouraging children to listen to and ask questions of each other
Television viewing does not promote language development.
When to call the doctor

Parents should call the pediatrician immediately if they suspect that their child may have a language delay or a hearing
problem. Warning signs of language delay in toddlers include:

avoiding eye contact

neither understanding nor speaking words by 18 months of age
difficulty learning nursery rhymes or simple songs
not recognizing or labeling common objects
inability to pay attention to a book or movie
poor articulation, such that a parent cannot understand the child more than 50 percent of the time

SOCIO-ECONOMIS CLASS
Socioeconomic status is typically broken into three levels (high, middle, and low) to describe the three places a family or an
individual may fall into. When placing a family or individual into one of these categories, any or all of the three variables
(income, education, and occupation) can be assessed.

ETHNICITY AND SOCIAL NETWORK

Ethnicity is the fact or state of belonging to a social groups that has a common national or cultural tradition. There
are different ethnic groups in Philipines:
- Tagalog
- Visaya
- Cebuanao
- Ilocano
-Hiligaynon

Social media is a form of connectivity that serves as a means to establish or reinforce their relationship.
• Facebook is the most active social media platform with 26 %, followed by Messenger with 23%, while Twitter and
Instagram also top the list with 13% and 12% .
• Filipino with ages 20-29 years old are active users on facebook.
Reasons why people are engaging on social media :
• To get more information on something they heard on social media or in the news
• To see what’s happening in friend’s lives and what they are talking about.
• To find things that are interesting
• To tell people what’s going on or to share content
• To see what’s trending
Ethnic groups can be recognize or identify in social media by
• The language
• Features or Uniforms
• Beliefs / culture

Language Choice in Multilingual Communities

Language choice in multilingual community means that people living in this situation make speak more than one language.
When interacting with others, they can choose a code or variety which is appropraite with participants, topic and location.

Choosing Variety or Code

1. Linguistic Reportoire
The set of language varieties used in the speaking and writing practices of a speech community.
2. Domain of Language Use
Domain is a sociocultural construct abstracted from topics of communication, relationship between communicators, and
locates of communication, in accord with their stitution of a society and the area of activity of speech community in such a
way that individual behavior and social patterns can be distinguished from each other and yet related to eacn other.
3. Modeling Variety or Code Choice
Speakers model their code choice depending on the different factors (domain, addressee or setting)
4. Other Social Factors Affecting Code Choice
-Social distance
-Status relationship
-Formality
-Function

DIGLOSIA
A situation im which two varieties of the same language are used under different conditions within a community, often by the
same speakers.

3 Crucial Features of Diglosia

1. Two distinct varieties of the same language are used in the community with one regarded as a high (or H) and the other
low (or L) variety.
2. Each variety is used for quite distinct functions: H and L complement each other
3. No one uses the H variety in everyday conversation
H- is not used in daily conversation
L- H and L are used in complementary situation

SCHOOL
The term "school activities" applies to a wide range of skill-based games, strategies and interactive activities that support
students' educational development. ... The goal of all activities is to enhance students' understanding, skill or effectiveness
in a specific area by engaging multiple styles of learning.
Writing and putting on a play.
Creating and exhibiting art works.
Creating and producing a show.
Producing a short film (a variety of subjects are possible).
Participating in writing, painting, ceramics and jewellery-making workshops and exhibiting the resulting creations.
Singing in a choir.

CHURCH
Types of church service
* Regular Sunday services. These are a part of most traditions. ...
* Midweek services. Again, Holy Communion can be part of these, either on every occasion or on a regular basis.
* Holiday services. ...
* Weddings. ...
* Funerals. ...
* Baptisms. ...
* Confirmation. ...
* Ordination of clergy.
CHURCH- are using different languages or Multilingual the reason why those who attend Masses or services they will
clearly understand the Message of the Speaker.
Another reason is they feel they are welcome and comfortable and church is a place of aiding our spiritual drowning.
Multilingual speaker are avoiding secret talks or discrimination. The goal of the speaker is to deliver clearly because Minister
is responsible those words comes from his mouth on how he interpret.
Everything is different there from the way people wash their clothes to the way people drive. You feel overwhelmed by the
new culture and language but you are slowly starting to get the hang zof it.
You are able to find a solid church where the Pastor speaks Hindi slow enough for you to understand. You even begin to
learn some worship songs in Hindi. But what would happen to your heart if you heard their music leader suddenly burst into
Great is Thy Faithfulness, or How Great is Our God in English?
Even if their pronunciation wasn’t that good, wouldn’t you feel relief to be able to sing to God in a language where you don’t
have to think of the whole sentence before you can even begin to say it? Wouldn’t you feel loved by the church that was
stepping out of their comfort zone to allow you to worship in your heart language? If you were that American person would
you say it was worth it for them to learn that song or chorus for you?
What about here in the States? Do you think it’s worth it to learn a chorus in Korean even if there’s only one man there who
speaks it? What if you and Spanish are mortal enemies, but an immigrant family who doesn’t speak much English starts
attending your congregation?
I don’t want you to misunderstand me. I believe that people, when living in a culture outside their own, should make an effort
to learn the language and customs of that place to operate there but not at the expense of losing their own.
It honors God when we consider others more than ourselves.

COMMUNITY
Language can be divided into the domains of listening, speaking, reading, writing, and comprehension. This lesson will
explore strategies to to promote students' social language, academic language, and literacy development.
Community of Action
A community of action is a group of connected individuals that want to change something in the world. This typically
includes most non-profit/fundraising communities. Greenpeace, Acumen, Kiva, and many others.
In a community of action, you need to focus upon goals/milestones. You need to have continued progress updates. You
need to highlight stories of people taking the positive actions that you desire. The community is orientated solely around its
goal of changing the future. You have to experience the highs and lows together.
Community of Practice
A community of practice is a group of people that participate in the same activity.
The most common is a community of profession. However, this can also include people that participate in the same sports,
collect various items, use metal detectors, and even raising chickens. The difference between practice and interest in slim,
practice leans more towards an active interest.
In a community of practice, your goal is to document best practice, encourage members to share their best advice, filter out
the good from the bad, and orientate discussions towards what lies upon the cutting edge of the sector i.e. what changes in
the political, social, economical, or technological environment are impacting upon the sector?

HOME LANGUAGE
A home language is a language (or the variety of a language) that is most commonly spoken by the members of a family
for everyday interactions at home. Also called the family language or the language of the home.
Speaking in your Home Language
It is very important for children to continue to use their first language at home.
First languages help families share values, traditions and cultural identities. If children can speak and write in their first
language, they can make new friends in their community and keep in touch with family and friends in their own country or
region.
Children who can speak another language can also learn English better because they see when words are similar (or have
a similar region). They can also use what they know about grammar and pronunciation in their first language to help them
with English grammar and pronunciation. This is also the same for learning other languages.
Speaking more than one language improves thinking skills, memory and brain health.
Employers value people who are good at languages so there will be more job opportunities.
Ways to help your child maintain their first language
Sing songs, tell stories and share books in your first language
Tell jokes, learn rhymes and have fun with language
Watch television programs or DVDs and talk about what happened
Talk together at meal times. Use your first language.
Stay in contact with family and friends by talking together on Skype or writing messages on WhatsApp, Facebook, etc.
Buy or borrow dual (2) language books from the library for your child to read.
Attend supplementary language classes and social events I the community.
Importance of Home Language Maintenance
Second language development a strong foundation in the home language facilitates the learning of a second language.

Social-emotional development children who see that their home language is valued build a positive and healthy self-identity
and stronger sense of pride in their cultural and linguistic heritage.

Facilitates and deepens relationships professionals who ask families to only speak to their children in English members who
are not fluent in English cannot effectively engage and communicate with their children.

Home-school collaboration when schools communicate with families in the home language.
Cognition Bilingual students are generally flexible thinkers and problem solvers and have an easier time understanding
math concepts and solving word problems.
Future employability There is a growing need for individuals who are proficient in two or more languages in today’s world
economy and socio-political climate.
Listen as Robert Stechuck and Patsy Pierce discuss some of the reasons it is important to maintain a child and family’s
home language.
Childhood and special education professionals can support the maintenance of home languages by collaborating with
families. Some strategies to help families understand the value and benefits of maintaining the home language.