If you cannot access MyHeritage, you may complete the Forum reflections by answering these questions and emailing the answers to Dr. Schmidt.

BLE 523A

Unit I (Phonetics and Phonology)

Teaching Reading:

How might one use theoretical knowledge of phonetics and phonology in teaching reading? What are some exercises, methods, etc., that draw on this theoretical background?

Unit II (Morphology)

Teaching Morphology:

Suggest a classroom exercise which can help build students' morphological skills: how to construct and/or interpret new words. You may use one that you already employ, one you have read about, or make up a new one of your own.

Unit III (Syntax and Semantics)

Teaching Writing:

Oddly enough, most linguists and composition theorists agree that teaching formal grammar does little to improve student writing skills. Why might that be, and what does that suggest about how best to teach writing? (Browse the summary articles from the York Reports posted in the portlets above for ideas.)

Language Acquisition:

All linguists agree that younger children acquire new languages more readily and thoroughly than older children or adults. Our text (Chap. 8) discusses a number of competing theories about language acquisition. Which theory or theories do you find helpful in understanding the reasons for this difference, and how might they help you in the classroom, as a parent, etc.?