My Language Story 1

Running Head: My Language Story

My Language Story: An English Teachers Reflection of Literacy and
Language Developent
!livia Dougherty
L"ST #$%1
&niversity of Te'as Arlington
Acadeic Honesty Stateent

" have read and understand the &TA Acadeic Honesty clause as follo(s)
*Acadeic dishonesty is a copletely unaccepta+le ode of conduct and (ill
not +e tolerated in any for at The &niversity of Te'as at Arlington) All
persons involved in acadeic dishonesty (ill +e disciplined in accordance
(ith &niversity regulations and procedures) Discipline ay include
suspension or e'pulsion fro the &niversity) *Acadeic dishonesty includes,
+ut is not liited to, cheating, plagiaris, collusion, the su+ission for
credit of any (or- or aterials that are attri+uta+le in (hole or in part to
another person, ta-ing an e'aination for another person, any act designed
to give unfair advantage to a student or the attept to coit such acts).
/Regents Rules and Regulations, 0art !ne, 1hapter 2", Section $,
Su+section $)3), Su+division $)334).

5urther, " declare that the (or- +eing su+itted for this assignent is y
original (or- /e)g), not copied fro another student or copied fro another
source4 and has not +een su+itted for another class)

Signed: !livia Dougherty Date: 5e+ruary 6
th
, 3718
My Language Story 3
Section ": Tieline
90s
1olu+ine
R(anda
Disney Movies
Harry Potter
The Simpsons
Boy Meets World
1oputer 9aes
/i)e) !regon Trail,
Math :laster,
etc)4
;urt 1o+ain
:ac-street :oys
Early 00s
Septe+er 11
th
;yoto 0rotocol
Survivor
Lost
Discan
1oputers /014
D2D player
:ritney Spears
Eine
Late 00s
0resident !+aa
0hiladelphia
0hillies (ith
<orld Series
=ouTu+e
The Daily Show
and Colbert
Report
3 Ro!"
The #$$i!e
Tivo and D2R
Digital 1aera
1ell phone
10s
Me'ican Drug
1artel
Shootings
9overnent
Shutdo(n
Royal <edding
Brea"in% Bad
i0hone and i0ad
My Language Story $
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Section "": 0eople that Shaped y Language
Parents& 'ather
My dad has al(ays +een the provider for our faily) <or-ing ultiple
@o+s as a (aiter and coputer prograer, he (as not readily availa+le
(hen y sister and " (ere young, +ut the tie he (as around, he provided
us (ith a sense of (or- ethic, originality, and creativity) My dad is a
@o-ester) <henever he is in a roo, there (ill +e laughter e'uding fro
every person in the roo) !ftenties, y dad (ould e'press his huor
through (riting) Suers at the >ersey Shore (hen it (as rainy never
+odes (ell (ith young -ids, +ut (ith y dad and his (it, (e (ould spend
hours (riting a rhying poe a+out y grandfathers love of >ello or in the
point of vie( of y dog, a poe a+out her adoration for y grandother)
<e (ould laugh and laugh, (ithout even realiAing that he (as indirectly
teaching e the po(er of (ords)
My Language Story 8
"n addition to the (ritten (ord, y dad has incredi+le counication
s-ills) ?ot collegeBeducated, he (or-ed his (ay up as a coputer
prograer to a point (here he is anaging those (ho (ent to 0rinceton or
Harvard) A liited education has not stopped y father fro a-ing the
ost of (hat he has in order to provide for our faily) As a teacher, and
disciplinarian in the classroo, " have learned a great deal fro y fathers
style of counicating) 5irst and foreost, " learned to counicate a
clear e'pectation to the group) "f not, then they are certainly not to +lae
(hen things go array) Secondly, " learned that (hen ista-es or errors are
a-e, little oral counication is needed C a loo- can say it all)
!f course, a 0hiladelphiaBnative, y father taught us @argon and
dialect) 9oing *do(n the shore. is soething that ost Te'ans find strange
(hen " tell the that this is ho( " spent y suers) My fathers 0hilly
dialect ranged fro yelling *yous guys. get over here or ordering *hoagies.
at the local convenient store, <a(a) He (ould even pronounce (ater as
wood(er) <hile these ha+its that " learned as a child (ere difficult to +rea-
(hen " got to college to study to +ecoe an English teacher, there is soe
-ind of value to this style of (ords) <hen " hear it, " thin- of hoe, and
there is certainly a sense of counity (hen " hear others spea-ing in a
siilar style)
Parents& Mother
My other (as the ore regular presence in our lives) As a stay at
hoe o until (e reached eleentary school, y o al(ays surrounded
us (ith literature) "t certainly helped that she too has a passion for reading,
+ecause she (anted to allo( this passion to anifest itself in her children)
<hile y dad inspired us that (ords can a-e us laugh, y o inspired
us, though literature, that (ords can not only a-e us laugh, +ut they can
a-e the (orld coe alive)
" suppose it all +egan (hen y other (as pregnant) :efore a +irth
certificate or any true docuentation that " (as living on the earth, y
other signed e up for a card at our local li+rary) 5ro that day for(ard,
(e (ere freDuent visitors to this precinct) !n hot suer days, (e (ould
escape the heat +y sitting in the childrens section of the li+rary and reading
story after story to one another) As y sister and " +oth gre( older, (e
(ould +egin to read to y oE although, this feat (as often a atter of
eoriAation and not so uch a+ility to read) :y the end of the day, (e
(ould choose 8B# +oo-s to chec- out, then follo( y o to the ystery
section as she (ould find her recent crie novel to read) The li+rary (as a
second hoe for our faily)
"n addition to instilling the love of reading in us, y other is also
responsi+le for encouraging us in our education) ?either of y parents is
collegeBeducated, though +oth did graduate high school) My other had
al(ays (anted to +ecoe a teacher herself, +ut due to financial +urdens on
My Language Story #
her faily, she could never attend) Therefore, at an early age, y sister and
" (ere encouraged daily to do (ell in school in order to secure scholarships
to get into college) Despite the (onderful teachers " had gro(ing up, " thin-
it (as y other in the end (ho inspired e to +ecoe a teacher)
Siblin%s& Sister
"f anyone provided e (ith an understanding of inforal language
use, it (ould have to +e y sister) 9ro(ing up, " (anted to +e y sister)
<atching her attend preBschool and -indergarten ade e (ant to +e in
school) <atching her s(itch classes in iddle school, ade e (ant to get
to iddle school) <atching her choose classes for high school and apply for
colleges, ade e (ant to get there too) Ho(ever, y sister al(ays hated
school, so (hile " (anted to reach that year in order to propel and launch
y learning to the ne't level, y sister en@oyed the social aspects of school)
" learned any curse (ord or slangF@argon fro y sister)
&nli-e y dads style of counication, y sister counicated in
different (ays) Siilar to y dad, y sister had a clear understanding of
ho( to counicateE ho(ever, she counicated in a (ay (here she
(ould get (here she (anted) "f she (anted a different seat in class, she
(ould finagle her (ay into it y spea-ing (ith the teacher) "f she (anted
soething fro y parents, she (ould use her +est persuasive s-ills to
a-e it happen) " learned to incredi+ly +onuses to inforal language and
proper counication fro y sister li-e dates to dances and going out
(ith friends, yet " also learned the (orst outcoes fro failed
counication and a+used relationships) Teenage years provided e (ith
the harsh reality that language can +ring)
)randparents
Siilar to y parents, y grandparents instilled a desire for a Duality
education) :oth (or-ed hard to support their large failies, children they
had at a young age) Ho(ever, in addition to this passion for a +etter
education, they also provided e (ith the understanding that (ords have
po(er) As avid ne(spaper readers, y grandparents are al(ays in touch
(ith (hat is happening in the (orld through reading) My love for
international relations and politics in general certainly (as developed +y y
grandparents) " learned fro the that the (ritten (ord is not siply
soething that coes alive in fictional literature, +ut instead, it helps paint a
picture of (hat is happening around the (orld) :etter yet, this clear picture
is soething that " a a+le to for an opinion around) Ho(ever, (hen " (as
younger, (e (ould not tal- uch a+out the politics, +ut instead, (e (ould
play the (ord gaes in the ne(spaper li-e the cross(ord puAAle and the
cryptogra)
Tea!hers
My Language Story %
Lastly, it is difficult to leave teachers out of the -ey people (ho
influence y language use and developent) My teachers taught y foral
language developent) Soe taught y voca+ulary fro a red (or-+oo-
that felt cold and reoved) These sae teachers (ould teach e fro the
teacher edition te't+oo-, a-ing all students coplete the *reading
coprehension. Duestions at the end of the chapter) Ho(ever, others taught
y voca+ulary that (ould change y life) <ords li-e *a+iguous. allo(ed
e to e'plain the une'plaina+le) <ords li-e *aspiration. taught e that "
need to have a drea and follo( it)
My teachers also allo(ed e to e'perient (ith y (riting style) They
encouraged e, (hile soe reprianded e, for y (riting) " do not thin- "
(ould necessarily have developed a passion for (riting if it (as not so
clearly articulated to e fro y teachers that (riting has the po(er to
spea- louder than y (ords) As a shy child up until y iddle or even high
school years, " truly appreciated this -no(ledge) My (riting (as y escape)
Section """: Life Events that Shaped Language
*arly Childhood
>ust li-e any child, y language developent (as shaped in y early
childhood) Ho(ever, unli-e any others, " (as an e'treely shy child) "
(ould often hide +et(een y others legs in an effort to avoid
conversations (ith people) <hen adults tal-ed to e in the superar-et, "
(ould cry) " do not Duite -no( (hat that (as) My sister (as Duite the chatty
little girl, so perhaps " never felt the need to counicate if she (ere to do
it for e)
"nstead, ost of y conversations and language developent
occurred +et(een y o and ") As y sister (ent off to preB;, " (ould
spend countless hours at hoe (ith y o) <e (ould play eory
gaes and color, all (hile conversing) " thin- the tie y other spent (ith
e certainly aided y language developent) "f not, " (ould have +een a
silent -id for ost of y life)
"n addition to y language developent (ith y other, " (atched
television as (ell) " -no( any people say young -ids should not (atch a lot
of television, +ut " thin- that " learned fro these progras) " (ould use
sign language to counicate (ith y sister after (atching episodes of
Sesame Street (ith Linda) Then, " (ould atch up y signs using a
*+eginner reader. +oo- that the producers of Sesame Street ade) " (as
learning, +ut perhaps @ust not in the traditional (ay) Soeties " get
concerned (hen " thin- a+out the adults no(adays and ho( any articles
they read a+out parenting: the dos and donts) <hile a deeper
understanding ay +e +eneficial, " thin- it could at the sae tie lead to
ista-es in the future)
My Language Story G
*lementary S!hool
As stated previously, (hen it cae to early education, " (as al(ays
striving to +e in school and at the ne't grade) At first, it (as e'celling in
hand(riting and reading) During y first grade year, " (as very proud that
y teacher had instructed e that " (ould no longer have to (rite using all
three lines /+ig print4) "nstead, " could (rite in the single lines) This (as a
large feat for e to accoplish, +ecause " (as the only one in class (ho (as
allo(ed to (rite in this *adult. anner) " (as proud of yself, and of course,
+ecause " felt as if " (as different or *special,. " too- advantage of it and
(rote often)
Additionally, " started reading chapter +oo-s at a young age as (ell)
The :ernstein :ears childrens +oo-s (ere all (ell in good, +ut (hen y
second grade teacher handed e a chapter +oo-, " -ne( that " could ta-e
y learning to the ne't level) " read not only the +oo- she gave e, +ut also
(ent to the li+rary to chec- out three others) " ade it a ha+it to return
(ee-ly to the li+rary to chec- out ore and ore chapter +oo-s) This
spiraled into a love of reading that continued throughout y eleentary
school years)
Ho(ever, school (as not al(ays a place (here language ade sense
to e) " struggled greatly (ith graphing in first grade) " could not see to
grasp the critical thin-ing concept in atheatics, and due to y fear to
spea- out, " siply regressed in this su+@ect atter) "t (as not until y
teacher pulled e out to (or- one on one that " finally learned that
counicating y struggles (ould +e the only (ay that " could +etter
yself, especially (hen it cae to ath, and later science classes)

Middle S!hool
Middle schools years are tric-y for anyone, +ut " found that (hen
reflecting on y language developent, " (as certainly confused in ore
(ays than one) " suppose (e all age and ature at different paces, and it
seeed as if the voca+ulary or adolescent @argon and ver+iage did not Duite
a-e sense to e) " (ould hear people tal-ing, then go hoe and as- y
sister (hat (as happening or (hat they eant) My sister, of course as a
teen herself, (ould +e hesitant to ans(er any of y Duestions) " (as
e+arrassing to her, and as a result, " needed to (or- at a Duic-er pace to
understand the language of the adolescent) A tric-y su+@ect atter as
iddle school teachers (ould -no(H
"n addition to learning adolescent English, " also found that y
learning reached a standstill) " (as taught voca+ulary fro (or-+oo-s (here
(e (ould define a list of (ords, coplete fillBinBtheB+lan- sentences, and
ta-e a DuiA) A strong separation (as gro(ing +et(een (hat " loved a+out
learning and (hat " *had to do). "t is unfortunate that education can ta-e
this turn) 0erhaps it is the fault of the teenager for having different concerns
at this age, +ut at the sae tie, " thin- " (as siple placated during y
My Language Story I
iddle schools years) Teachers (ere there not necessarily to old young
inds, +ut to do their @o+)
Hi%h S!hool
High school is (here " started to actively challenge yself in y
education) " signed up for rigorous classes, and " studied nightly in order to
aster the higherBorder thin-ing s-ills needed to counicate and *sound
sart. in y classes) " have never +een the -ind of student (here the
su+@ect coes easy to e, +ut instead, " have al(ays (or-ed hard to
aster soe facet of y education) High school certainly taught e study
s-ills and tie anageent, as " (as stretched thin fro y class schedule
to y (or- schedule at various part tie @o+s to y involveent in the high
school s(i tea)
Additionally, " +egan ta-ing classes that interested e as far as y
future career (as concerned) " had al(ays (anted to +e a teacher, +ut the
grade level seeed to al(ays change, depending on the year " (as in) <hen
" reached ninth grade, " +egan to realiAe y love for reading and (riting
could posit e into +ecoing an English teacher) Therefore, " too- several
huanities classes li-e 5iction into 5il, 1reative <riting, >ournalis,
Science 5iction, aong others to further y understanding of the English
language) " also (or-ed on ta-ing classes in (hich there (as a+stract
voca+ulary, +ecause " li-ed thin-ing a+out concepts that " did not Duite *get.
right a(ay) My psychology and sociology electives in high school (ere
certainly y favorites, and this facet of education continues to interest e
today)
Colle%e
Siilar to y iddle school years, college also positioned e in a
setting (here " (as learning inforal language that (as associated (ith the
soBcalled *college e'perience). Ho(ever, college (as not siilar to iddle
school in ters of y focus) 5or the ost part, " found y college years a
coplete dedication to y studies) " had finally found y passion, and " (as
finding success in it) My freshen year (as full of classes that introduced
e to (hat college (as truly li-e) " did not struggle uch until " reached y
first a@orBspecific class, (hich (as "ntroduction to Literary Studies) This
class (as taught +y a professor (ith a -no(n reputation) He (ould slash
papers and (or-ed to eliinate as any English a@ors as possi+le fro the
progra) "t (as in this professors class that " realiAed y potential as a
student) " too- criticis and critiDue (ith stride and (or-ed to +etter y
(riting and analytical s-ills) The class proved to +e one of y greatest
oents of realiAation (hen it coes to -no(ledge and purpose in
education)
"n addition to tie in class, " also spent a significant tie outside of
class tutoring at the universitys <riting 1enter) "t (as during this tie of
My Language Story 6
y undergraduate studies that " learned that teaching and learning go hand
in hand) " spo-e to students (ho struggled in classes, and " (as a+le to gain
a +etter understanding of the counication gap +et(een college freshen
as (ell as upperclassen and professors) "t (as in this oent (here "
finally oved fro otivating yself to learn and gro( +ut to encourage
others as (ell)
Study +broad& *n%land
My first e'perience ever travelling +y yself and overseas cae y
sophoore to @unior year of college, (hen " studied at the &niversity of
<estinster in London, England) "t (as in this e'perience that " learned
ho( to learn and use @argon in order to navigate) Though " a fro the
0hiladelphia area, " (as al(ays surrounded +y people (ho -ne( the area)
Therefore, " (as never reDuired to -no( (here " (as going) " have a
horri+le sense of direction, and (hen you add ne( terinology li-e *tu+e,.
*line,. or *inding the gap,. there is li-ely to +e confusion) Mastering this
inforal type of language proved essential to surviving overseas, and
(henever it coes do(n to a atter of survival, it is certain that an
individual (ill adapt)
!f course, @argon (as not al(ays a life or death atter) "nstead, it
oftenties ade e realiAe the variety of our English language) " acDuired a
greater understanding of (here our (ords coe fro) "t (as fun to hear our
tour guides and professors ention ta-ing *87 (in-s. for a Duic- *-ip. on
our (ay to the ne't destination) These anneriss allo(ed e to finally
realiAe that " have a distinct style of spea-ing that separates e fro the
rest) " learned this lesson even ore so (hen it +ecae applica+le to the
&nited States itself, (hen " oved to Te'as)
Study +broad& ,reland
The ne't suer, " (ent +ac- overseas in order to continue y
passion for travelling and learning a+road) This tie around, " travelled to
countries (here English is not the first language) My language s-ills (ere
truly put to the test, as " spent little preparation learning the local language)
" a rather e+arrassed to adit that no(, +ecause " feel it is a level of
disrespect to the native language) Students overseas are reDuired to learn
English, and " find that in the &nited States, foreign language study is often
pushed to the +ac- +urner) " can honestly say that an "talian +us driver save
y life along (ith y friends due to soe chaos (ith our flight and hotel) "n
5rance, " found yself afraid to spea- and found out as an outsider, so "
siply listened and reverted to a *erci. after everything) This led to an
older 5rench +ar o(ner a-ing fun of a silly Aericans overuse of the (ord
*erci). "n 9erany, " surprisingly found a plethora of food options that "
too- advantage of) As a vegetarian, " had assued that " (ould struggle the
My Language Story 17
ost in 9erany) Ho(ever, it (as in 5rance (here " starved yself, +ut in
9erany, (e ate li-e -ings and DueensH
All of these travels led e to "reland, y place of student) At the
&niversity of 1ollege 1or- in 1or-, "reland, " too- an "rishB9aelic class)
During y previous trips, " had coe across signs in <ales and Scotland in
traditional 9aelic or <elsh languages) "n "reland, it (as no different)
Ho(ever, it (as during this class that " learned a+out dying languages) "
too- Latin in high school, so " (as a(are soe languages are *dead,. yet "
(as surprised to (atch an entire counity allo( soething so pertinent to
their identities (ash a(ay) All signs are in English and "rishB9aelic, and yet,
there is an entire generation that does not see to grasp the language
itself)
Te-as
&pon graduating fro college, " decided to ta-e an opportunity that
placed e in the Rio 9rande 2alley in Te'as) " never thought " (ould go to a
southern state, and +ased on y -no(ledge of dialects, " assued everyone
(ould say *yall. and (here co(+oy +oo-s) "nstead, " found a far different
dialect in the Rio 9rande 2alley) Ho(ever, it is first iportant to note that
y road trip do(n here certainly ade e realiAe the vast differences and
array of English dialects one can here all across Aerica) " had thought
there (as @ust a southern accent, +ut (hen " (ent fro 2irginia to
Tennessee to Louisiana, " found that " could understand soe, +ut certainly
not others)
!nce in Te'as, " found yself realiAing that " (as an *outsider.
+ecause of y dialect) " -ne( this feeling +efore (hen overseas, +ut feeling
this (ay on y o(n turf, y country of +irth, felt very strange) My students
last year coented to(ards the iddle of the school year that they felt
li-e " spo-e so differently at the start of the year) " cannot tell (hether or
not " adapted to their dialect and @argon, or if y students siply got used
to the (ay " spo-e) "t is an interesting dynaic that often plays out in the
classroo, even this year, y second year in Te'as)
!ne final oent that shaped y language developent (hile living
in Te'as has +een the influence of the Spanish language) <hile " too- four
years of Spanish in high school, " never deeed it e'treely iportant until
travelling overseas and oving to Te'as) <hen " see and hear y +ilingual
students translating for e or one another, " realiAe the po(er -no(ing t(o
languages can have, and (ith that -ind of influence, y students (ill +e
unstoppa+le as adults) My desire to learn the Spanish language has certainly
increased, +ut " al(ays find yself in the position of not -no(ing ho( or
(here to +egin)
Section "2: Reflections and "plications for the 1lassroo
My Language Story 11
This language story has certainly influenced the (ay in (hich " thin-
a+out y students and the developent of their language) <hile in the past,
" (ould give the ost recognition to y other and other people in y life,
" never thought to consider the a@or life events that (or-ed to shape y
language developent) " have a greater appreciation and respect for all of
the oents in y life that have +rought e to this point, (riting this
paper) "t is interesting ho( all of the coponents (or- together to aid
language developent) "t is also reassuring to -no( that it does not coe
do(n to one personE though, " a certain every person that a child coes in
contact (ith in developing language atters) 5reean and 5reean /37784
argue that *huans are social +eings (ho see driven to counicate.
/pg) #14) <hen " +oth reflect on y o(n up+ringing yet also consider the
+ac-grounds of y current students, " +egin to (onder the role
counication had in our language developent) " had any adults in y
life (illing to spea- (ith e and set e up for success, (hile any of y
students ay not have had this sae privilege)
There are several instructional iplications that " can consider (hen
loo-ing at y language story in coparison to English Language Learners)
The ost o+vious siilarity " notice is our desire to learn a ne( language) "t
is a struggle for e to learn another language, in particular Spanish, and
yet, " have given up on that struggle) My English Language Learners are
una+le to give up on this struggle, +ecause they need the language in the
(ay our country is set up today) Additionally, " thin- y feelings of
*outsider. in soe of the countries " travelled to or even in the Rio 9rande
2alley in Te'as siilarly can connect to English Language Learners)
Therefore, y instructional tie ay +e spent in ore sall group (or-, so
that students do not feel all eyes on the (hen they are learning to
navigate the English language)
<hile (e have siilarities in language developent, English Language
Learners and " certainly share differences as (ell) <hile it is un@ust to
assue this idea, " +elieve that y strong faily +ac-ground and value in
education ay situate e differently than English Language Learners) Many
parents value their childs education, and yet, y parents value for English
education helped e to see its iportance) My parents (or- and struggle
allo(ed e to see that upper education is essential) <hile English Language
Learners ay have supportive parents, they ay not +e pushing for the
university level, and instead, they ay +e focused on ore iediate gains)
"n addition, y faily surrounded e (ith literature, as " entioned (ith
the previous trips to the li+rary) " have to (onder (hether English Language
Learners have this sae privilege) This notion (ill ipact y instruction,
+ecause " (ould have to ensure to get a hold of various levels of readers so
that students could +e surrounded y literature, in y classroo) 0erhaps "
could even ta-e the on a fieldtrip to the li+rary, so they (ould +e a(are of
My Language Story 13
(hat they could do to surround theselves (ith +oo-s any(here they are
at)
5inally, it seeed as if " had a -nac- for school procedures) " -ne(
(hat to do and (here to go and (hat (as going ne't) This -no(ledge (as
due in part to y older sister) Many English Language Learners ay have no
idea of (hat is to coe in their education here in the &nited States) <hile
this is a noral feeling for an only child, it is different fro English Language
Learners, +ecause they ay struggle ore) Learning a language and the
Aerican education syste eans that the students ay find theselves
siply lin-s in the syste, and they ay not realiAe ho( their education (ill
unfold) 5reean and 5reean /37784 (rite that *huans -no( ho( to do
other things that they cant e'plain. /pg) 164) <hile " thin- (e all -no( the
typical things, " also thin- (e lac- a lot of inforation (hen it is not ade
apparent to us) At the high school level, not any teachers (ould a-e
these procedures apparent, +ecause it is assued all students -no()
5urtherore, (hen " thin- a+out the choice in electives (hen " reached high
school, " +egin to consider ho( this (ould loo- differently for English
Language Learners) Students (ho do not ta-e English " as a freshen, ust
ta-e it as a sophoore along (ith English "") "t sees as if these students
(ould lac- electives and siply +e dro(ning in core classes)
<hen " consider the iplications of y language story in con@unction
(ith y students, failies, and the counity, " have a larger drive and
otivation to do the -ind of (or- that " a doing) <hile " a not yet
(or-ing (ith English Language Learners, as any other students in this
class are, " a still (or-ing (ith English students) My frustrations as a
teacher, and a ne(er teacher at that, can soeties overcoe e and "
can react) Ho(ever, " ust consider (here y students are coing fro
(hen " teach so that " can a-e their education ore pertinent and valua+le
in their lives) ?o atter (hat, all students need a Duality education, and "
+elieve " a ready to give it to the in the +est (ay " -no( ho()
<or-s 1ited
5reean, D), and =) 5reean /377G4) *ssential Lin%uisti!s& What .ou /eed
to 0now to Tea!h) 0ortsouth: Heineann)