Category: Linguistics

I am a Korean (ethnic) student from China studying in Canada. I speak Mandarin, English and Korean. Went to a Catholic high school and practiced Catholicism during my high school years. I often use internet buzzwords in my daily language. The above is my basic situation please write according to the requirements.

I need a section on the notion of discourse, which is called Defining the Notion of discourse (around 550 words) and a section on courtroom discourse, which is called The Classroom Discourse as a Genre of Spoken Discourse (the rest) . Of course, there should be a logical connection between these two distinct sections. 
I don’t need conclusions at the end of each section and introductions to these sections.
Each use of someone’s work should include references (Surname year: page(s)).

Please discuss how some aspects of our language structure reflect speakers of this language — their physiology, their dispositions, their cultural context. That is, I want you to take our language and tell me how it reflects the entities that speak it. For example, if we said that the creatures are “harsh,” how does the language reflect that harshness in terms of word choices, morphology, inventory, phonotactics, grammar, etc.? Similarly, if the language has a lot of “harsh” sounds in it, what might that say about their physiology, disposition, culture, etc.? This is basically what I asked you to do in the Comprehension Quiz on Phonotactics, but on a much larger scale.
Second, I want you to comment on how successfully we achieved the various goals we had for the language. It may achieve some of its aims better than others. What are some goals that we achieved well (if any) and what are some that we didn’t achieve that well (if any)? It’s fine too if you think we completely succeeded or we completely failed in achieving our goals. No matter what you claim about how well we did, make sure to make your claim clear and explicit, explain why you’re making your claim, and provide concrete evidence in support of your claim. Remember not to just state “I think we did well (or not well)” – you must show and explain how we did well (or not well
No AI, it will be checked

Summary Assingment
Instructions:
You will write 6 summarizing paragraphs having a minimum of 100 words each.
Put the word count just above each individual paragraph. ( We’ll count, too)
Each paragraph must explain the main points of each video
Separate each paragraph with TWO SPACES.
Label each paragraph with the name of the video you are summarizing.

Authoring a Biliteracy Unit: Counter Narratives: 
What is the Grade Level you are targeting? What is the subject? BTPE: 4.4
Refer to Chapter 4 from pg. 89 on.  What is the dominant narrative you will be disrupting about the Latinx Community? (immigration, anti-Blackness, language, colorism, racial hierarchies, celebrations/traditions, land ownership, naming,  etc.) Explain why you are disrupting this dominant narrative. What is the counter narrative that you want to expose/introduce/unveil for students to understand? See pages 102, 108-111 in Chapter 4 of El Communidad and pgs. 114-115 in Chapter 5. Please root your counter narrative in something historical that has both a dominant narrative and a counter story.   BTPE: 3.4, 3.5, 6.7
What are the major themes of this unit? How will these themes help your future students draw out/dismantle conclusions about the dominant/master narrative and empower the counter narrative? 
Choose a minimum of 3 counter narrative texts to help you build and guide your unit. One of those texts can be a piece of art or music (you can use pages 99 and 103-107 in chapter 4 to help find the curriculum)  Tell me what it is about these pieces that help to tell the counter stories. BTPE: 3.5
Using pages 20-22, 27, 50, 79,118,114 in El Communidad choose 5 translanguaging practices that you will incorporate in your unit. Why do you find these 5 translanguaging practices valuable?  BTPE: 3.2, 3.3,  4.2, 
Provide 3 cultural targets for your unit: 3 language learning targets, and 3 content learning targets. (What do you want students to gain from completing this unit? How will it target the 4 + 1 biliteracy language domains. (Reading, Writing, Listening, Speaking, and Metaglinguistic/Metacognitive Awareness). Jose Medina Website (this leads to a lot of articles) BTPE: 1.1, 1.2, 2.5,3.1, 3.5, 4.3, 4.4, 5.1
One example of a lesson- (You can also design the lesson plan as you’d like)  Either way, your lesson must include) 1) Assignment/Activity #1. (Use one of the texts from #4). This text will be used to help students build their understanding of the concepts you want them to understand.  You can make this into a worksheet. This worksheet will be done in one language.  2) Create a 2nd assignment that will be used as a bridge assignment (enter here to watch sample videos of what it looks like to “bridge” across grade levels- if for some reason you can’t log in, use my username and password) . What you create as assignment/activity #1 in target language (Spanish), will help to produce the outcomes in assignment/activity #2 in the other language (English).  Here are video links to make it even easier: Elements of the Bridge, Biliteracy in Middle School, Biliteracy Unit in 2nd Grade-the Bridge, Biliteracy in Action-Kindergarten, Un Puente in Primero BTPE: 3.2, 4.1, 4.4,5.1, 5.2, 
Anchor Chart: Create a document that will represent an anchor chart you will create with your students, which is essentially a chart where words/sentences/phrases/linguistic concepts in both languages are compared so as to help students bridge the two languages.  Anchor charts are a dual language education must.  This is one way to explicitly teach language. Refer to the links entitled bridge assignment, and Teaching For Biliteracy for further details. BTPE: 6.7
Biggest Part of this Assignment: Extension: Create an “extension” unit assignment where students will tell a counter narrative story similar in theme to the pieces of texts you are using in your unit. Then, using any medium they would like, create a BILINGUAL children’s story book, cartoon, comic book, original song, etc.  YOU will then make your own example “to show students”.  (So essentially here, you are keeping with the same counter narrative/new history you would like to retell.  THE MORE CREATIVE YOU ARE WITH IT, THE MORE CREATIVE YOUR STUDENTS WILL BE!!  One example here: Example #1 Pop-Up Book. But you are not limited to do just this.  BTPE: 5.2
Prepare to present the product you made for #9 to the class. You will be turning everything else in paper form or online.. BTPE: 5.2

Criteria for assessment: Written proposal/study 
• Synthesis of literature – relevance, critique, coherence and cohesion
• Approach, design and analytic procedure in relation to aim – clarity, suitability and
quality of justification (proposal & study); feasibility (proposal); appropriateness of
findings and conclusion (study) 
• Appropriate and accurate use of written academic register and citation and
referencing conventions
• Work submitted is your own independent work
Proposal 
The proposal should be feasible in terms of timeline (4-6 months), data collection (e.g.
availability of participants, accessibility of research site) and analysis (e.g. researcher capacity
and resources). The proposal should demonstrate a need for the research in relation to a
thorough literature review. You can include pilot data analysis which demonstrates the
feasibility of the study/method and from which you may be able to project preliminary
findings which justify your research aim.

Proposal 
The proposal should be feasible in terms of timeline (4-6 months), data collection (e.g.
availability of participants, accessibility of research site) and analysis (e.g. researcher capacity
and resources). 
The proposal should demonstrate a need for the research in relation to a
thorough literature review. You can include pilot data analysis which demonstrates the
feasibility of the study/method and from which you may be able to project preliminary
findings which justify your research aim.
APA 6th 
Criteria for assessment: 
Written proposal/study 
• Synthesis of literature – r
elevance, critique, coherence and cohesion 
• Approach, design and analytic procedure in relation to aim – clarity, suitability and
quality of justification (proposal & study); feasibility (proposal); appropriateness of
findings and conclusion (study) 
• Appropriate and accurate use of written academic register and citation and
referencing conventions
• Work submitted is your own independent work
please focus on the methodolgy section .

You do not need to do Part 1, Please focus only on Part 2.
For the question, Please do: Between the ages of 3 and 5, how long can boys and girls sustain
sequences of talk?
CHILDES Database: https://childes.talkbank.org/access/Eng-NA/
Please use the Garvey Database, you might have to make a free account to access it.
On top of citing CHILDES, you will need to cite three pieces of research (journal articles) that have investigated the topic.

This thesis delves into the complicated world of linguistic variety by examining the wide range of sounds in languages worldwide and the subtle differences between English accents. Provide comparison and contrast of vocal traits from different language settings to try to understand the basic rules and unique paths that make up human speech sounds.
Language sounds are very different as they include various consonants, vowels, tones, and prosodic traits. From the complicated tones of Mandarin Chinese to the click sounds of Southern African languages, each language system has its way of showing us how speech is made and understood. Through sound analysis and cross-linguistic comparison, researchers have found patterns of phonetic universals and language-specific limits. These patterns show how biological predispositions and cultural factors shape phonetic systems in a complex way.
Finally, studying phonetic diversity displays the complex web of human language use by including the wide variety of sounds in world languages and the subtle differences between English accents, which will examine the rules and unique paths that make up sound systems and understand how people communicate and the many aspects of language differences.
Please see the attachment, which will provide further details (such as essay formatting).

THE TOPIC: Influence of language barriers on relationships in multicultural settings. 
RESEARCH QUESTION: What strategies will mitigate the negative effects of the language barriers to building and maintenance of relationships in a multicultural setting?
* I have attached the instructions as well as the start of the first page of the research paper and 6 of the 12 resources. If you do not like the 6 that is given you can always change it. You can also change the first page if needed.