Understanding SemanticsSemantics is the study of meaning in language. Meaning depends on a shared idea of a concept. For example, although we may think of a different type of "dog" when we define the word (big, small, long -haired, short-haired, etc.), most likely the image of a dog would share various characteristics (four legs, wagging tail, panting, etc.) A successful linguistic exchange must have an agreed upon meaning for words. Context is incredibly important when conveying meaning. What is the culture? Where is the setting? Curzan and Adams explore the example of the word dog in a sentence, claiming that a dog can mean an animal or a human friend, depending on how it is used in a sentence (p. 211). Words are not understood in isolation, but rather in relation to one another.This type of hierarchical semantic relationships are called hyponymy. We can categorize dog in a categories of mammals or household pets. We can use the title of dog as a category in itself and explore types of dogs, such as terrier or labrador. Synonymy is a familiar relationship of similarity and antonymy, of course, is the relationship of opposites. When learning new vocabulary it is beneficial to ask students to identify both similar and dissimilar words. Homonymy defines words with different meanings that have the same pronunciation or sounds. Identifying common homophones and homonyms, with words such as their/ they're/ there, can clear up confusion and improve spelling. Intentional word choice is very important, as all words have a different connotation. It is important for ELL students to recognize both obvious and subtle differences when using different words. Words are political. How we use words can both empower and disempower people. For example, there are words to describe immigrants that can be empowering and disempowering. Immigrants are called: aliens, asylum-seekers, refugees, etc. Each word carries a different weight and meaning, some negative and some positive. More advanced students can begin to examine the author or narrator's tone or register in a text or listening activity. |
BICS & CALP |
The term BICS or Basic Interpersonal Communication Skills and CALPS Cognitive Academic Language Proficiency are terms used to define various levels of English vocabulary knowledge. It was founded by Jim Cummins as a way to assist ELLS with langauge development. Cummins noticed that many ELL students, although adept in English, continued to lag behind their classmates, because they had not caught up with the academic vocabulary necessary to succeed in the classroom. Although well-meaning, Cummins definitions often labeled students based on their lack of background knowledge. One of the flaws in labeling students as either BICS or CALP proficient. Those who are proficient in CALP do not only happen to speak English as a first language. They also come from families with higher education and a higher socio-economic levels. All content level teachers should teach the academic language necessary to be successful in his or her classroom. When a student cannot answer questions with specific vocabulary, ask in a different way. Recognize that academic or "exam" language must be explicitly taught and practiced in the classroom.
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Resources |
Pinterest includes various infocharts, graphic organizers, and activities to help students conceptualize homonyms and homophones, synonyms and antonyms.
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