Learning Development and Language Use Anthony Acevedo

Learning Development and
Language Use
Anthony Acevedo
anthonyacevedo@hotmail.com
Last Updated: April 27, 2014
Original Date: January 31, 2011
Anthony Acevedo 2014 Slide 1

Learning Development and Language Use
Learning Development Perspective
Learning development is how we grow cognitively

as a result of the following:
• biological factors - physical growth,

• environmental influences - quantity of input,
• guiding practices - quality of input.
Think of three factors that contribute to learning

development outcomes.

Learning Development
Learning development revolves around technology,

world events, and culture.
• Technology available and implementation affect learning

Example: electronics - digital vs. analog
• World events and developments influence us all

Example: exports - producer vs. consumer
• Culture based learning experiences impact education

Example: sports - soccer vs. football

Language Use Perspective
Language use is how we express our ideas within

and across the following:
• themes,
• constructs (mental processes),
• cultures.
Think of two educators who have influenced the

understanding of language use.

Language Use
Language use revolves around cognitive development
and culture
Jean Piaget (1896 – 1980) - Stages of Development

Language use is primarily determined by cognitive development.
Stage 1: Sensorimotor Period (0-2 years)
Stage 2: Pre-operational stage (2-7 years)
Stage 3: Concrete Operational Stage (7-11 years)
Stage 4: Formal Operational Stage (11 + years)
Lev Vygotsky (1896 – 1934) - Zone of Proximal Development (ZPD)

Language use and cognitive development are influenced by
social interaction and culture.
Piaget = discovery learning (Both are influenced by culture.)

Vygotsky = guided discovery
* Plus Culture *
Whatever our position on Learning Development and
Language Use, we must examine the impact of culture.
Learning development:
Revolves around technology, world events, and culture.
Language use:
Revolves around cognitive development and culture.
And as English teachers what goes hand-in-hand with culture?

* Plus English *
Since we are examining culture, let’s look at the language in
the culture.
In this case let’s look at English.
• How do we teach English?
• Do we teach communicative competence?
• Do we focus on fluency?
How might we define the teaching of English?

World Englishes Theory
Kachru “Circles” Theory Expanding-circle
English
Many varieties of
English are found Outer-circle
English
around the globe.
Kachru (1985)
has classified Inner-
circle
these varieties of English
English as those
used in the ‘inner
circle’, the ‘outer
circle’, and the
‘expanding circle’.
Note: Englishes with “es” recognizing varieties of English around the world.
Anthony Acevedo 2014

Slide 8
Graddol “Circles” Theory
EFL speakers
L2 speakers
L1 speakers
A different classification of the varieties of English in the world

by Graddol (1997) exists. It represents English in terms of
speaker classifications.
Note: Type of English used depends on settings: law, government, business, family, friends.

Slide 9
Modified “Circles” Theory
Foreign language
speakers 100m - 1b
This modified Second language

speakers 150m – 300m
“circles” theory
Native
of World English language
speakers
represents users 380m (120m
outside
by classification countries)
and “authenticity.”
Note: See also McArthur’s model (1987) and Modiano’s model (1999).

Slide 10
Native language English speakers
(380 million, 120 million of them living outside of their countries)
* U.S. * U.K. * Canada * Australia * New Zealand
Second language English speakers (150 million to 300 million)
* Hong Kong * India * Singapore
Foreign language English speakers (100 million to 1 billion)
* Peru * Germany * China

* Hungary * Poland * Japan
Do we work with one of these “Englishes” more than others?

* Plus Culture * * Plus English *
Taking an even closer look at culture, let’s examine English in the

native language cultures.
What kind of cultural English do we study?

What kind of cultural English do we speak?
1. *American English 4. Australian English

2. *British English 5. New Zealand English
3. Canadian English
What kind of cultural English do we teach?
Think of three cultural concepts related to this English.

* Plus Culture * * Plus English *
What is American English?
The United States of America has no official language.
English as the official language in the U.S. might restrict the

government's ability to communicate with all its citizens,
possibly restricting citizen freedoms such as voting. This
could in turn weaken the principle of democracy and the
foundation of the country.
English prevails within the U.S. as part of American culture.

Teaching Culture
Since culture is about human experience and human
experience is messy, how do we go about teaching culture?
Culture Type
1. “BIG C” Culture
a) knowledge b) artifacts
2. “little c” culture
a) behavior b) customs
Teaching Type
1. Teaching culture as “ACL” (Ambient Culture Learning)
a) Integral information in daily learning
b) Numerous viable possibilities for implementation
2. Teaching culture as a “5th skill” (as a skill or sub-skill)
a) Component part of the curriculum
b) Could pose restrictions for implementation

“BIG C” Culture
Understanding “BIG C”
• Art, music, literature, society, politics, economics,
film and symbols
• Objective, permanent part of history
• Cultural knowledge - what people know
• Cultural artifacts - what people make and use
International “BIG C” - East / West cultures are often

categorized by: religion, industry and medicine
• Eastern culture: less industrial, Buddhism, Hinduism,
natural medicine
• Western culture: capitalism, Christianity, scientific
medicine
“BIG C” Culture
International “BIG C” - writers, poets, artists
• American - John Steinbeck, The Grapes of Wrath
• Peruvian - Mario Vargas Llosa, The Time of the Hero
• British - William Shakespeare, Hamlet
• Spanish - Miguel de Cervantes, Don Quixote
• Russian - Leo Tolstoy, War and Peace
National / International “BIG C”

• U.S. - Ernest Hemingway, Tennessee Williams, Harlan Ellison,
Mark Twain, Edgar Allan Poe, William Faulkner,
F. Scott Fitzgerald, Stephen King, J.D. Salinger,
Ralph Waldo Emerson, Emily Dickinson, Stephen Crane,
Booker T. Washington, T.S. Eliot, Robert Frost,
Eudora Welty, James Baldwin, Toni Morrison, Charles Wright
• Peru - Jorge Basadre, Luis Jaime Cisneros, Alonso Cueto,
Mario Vargas Llosa
Who else might we add to the “BIG C” names on a national list?
“little c” culture
Understanding “little c”
• Customs, institutions and everyday life
• Subjective, dynamic part of ever-changing events
• Cultural behavior - what people do
• Cultural values - what people think
(family, hospitality, fairness)
• Patterns of interaction and discourse organization
• Based more directly on basic human motivations
National / International “little c”

• U.S. greetings - handshake
• Peruvian greetings - handshake or kiss on cheek
• Pragmatics of language use
• Body language
National “little c”
Global technology has made several instances of national

“little c” international.
• U.S. - Mickey Mouse, Britney Spears, Elvis Presley,

Michael Jackson, Baseball, Football
• Peru - Jaime Bayly, Magaly, GianMarco, Tongo,

Brad Pizza, Soccer
Who else or what else might we add to “little c” on a

national list?
What about cultural distinctions based on basic human

motivations?
U.S. / Peru Comparisons:
Basic Human Cultural items in the

Cultural items in Peru
Motivations United States
Bread and potatoes Rice and potatoes as
Metabolism as dietary staples dietary staples
(food and
drink) Drinking water from Drinking boiled or
the tap bottled water
Bodily More casual dress Less casual dress
comforts when traveling when traveling
(housing and Wooden houses Concrete houses
clothing)
These instances of “little c” culture are interesting so why not

incorporate them into our classes as background information.

Basic Human Cultural items in the
Motivations United States
Lucky rabbit's foot Red and black beads
Safety and injury (Wayruros)
prevention Guns legal and Bars on windows,
accessible electric fences, dogs
Baseball, football, Soccer
Movement
basketball
The age of Adult and "official"
Growth and
independence (18 or drinking age 18-years
maturity
21) - "drinking age" old
Basic Human Cultural items in the Cultural items in
Motivations United States Peru
Rules for Handshake Kiss once on cheek
interaction Emphasis on Emphasis on
(folkways, morals, punctuality and tardiness and
laws) directness cordiality
Rules about Strict laws about Squatters on
possession and trespassing and private land
privacy private property
(interpersonal Clear windows and Curtains, inner
boundaries and doors which open doors and outer
hierarchy) directly to the outside gates
Basic Human Cultural items in Cultural items in

Motivations the United States Peru
Emphasis on Emphasis on family
Love, independence and group
acceptance, membership
and respect;
the self and Emphasis on Emphasis on
others positive self-image appearance


Basic Human Cultural items in
Motivations the United States
American Peruvian art and literature
(western) arts
American country Peruvian regional music
Self- music, Jazz (marinera, festejo, wayno)
expression
(self- American pop Peruvian modern music
actualization) music (salsa, merengue) and
pop music in English
American rock Peruvian rock and rock
and English rock music in English


Teaching culture as ACL
Ambient Culture Learning (ACL)
Culture in language learning is not an expendable

fifth skill, tacked on, so to speak, to the teaching of
speaking, listening, reading, and writing. It is always
in the background, right from day one, ready to
unsettle the good language learners when they
expect it least, making evident the limitations of
their hard-won communicative competence,
challenging their ability to make sense of the world
around them.
(Kramsch, 1993: 1)

Teaching culture as ACL
Ambient Culture Learning (ACL)
Moreover, we should be cognizant of the fact that

‘[i]f we teach language without teaching at the same
time the culture in which it operates, we are
teaching meaningless symbols or symbols to which
the student attaches the wrong meaning…’
(Politzer, 1959: 100-101).
Moreover, linguistic competence alone is not

enough for learners of a language to be competent
in that language
(Krasner, 1999).
Sharing Knowledge
Sharing Culture
Let’s Talk Potatoes
Aunt Trixye is my mother’s sister, and as I was
preparing for this presentation Aunt Trixye emailed
me a story about potatoes for reading entertainment.
While reading the story I realized it fit nicely

into this presentation and is representative of
ever-present culture in our lives.
The story is somehow a combination of American

and Peruvian culture with an overarching, cultural
touch of the human element.
Sharing Knowledge
Sharing Culture
Let’s Talk Potatoes
My Aunt Trixye is married to Uncle John. They live
in the panhandle of Florida in the U.S.
As we all know, culture can sometimes be

uncomfortably personal because people sometimes
evaluate us on our cultural background, but we
can still satisfactorily address culture just the same.
Before reading the story, let’s first look at some

important facts and vocabulary in preparation for
the story.
Potato Facts
 Originally grown in ¹Peru before any other
place in the rest of the world.
 Started out the size of a ²peanut.
 First cultivated in Peru over 4000 years ago.
 Over 2000 different varieties in Peru.
 4th most important crop in the world.
 Potatoes have been grown in outer space.
 Largest potato on record was 8.34 kilos
(over 18 pounds).
¹ In the area now known as Peru. ² This could be a legend.
Potato Definitions
 eyes – part of a potato where the plant
and roots sprout (to display attraction)
 sweet potato – sweet, orange tubular
root (an attractive person)
 Yam – sweet, orange tubular root of the
potato family (a sweet person)
 half-baked – partially cooked potato
(a crazy idea)
 mashed – boiled potatoes pureed into a
mass (recklessness)
Potato Definitions
 hot potato – freshly cooked potato
(a controversial person)
 tater tots – processed potatoes shaped
into small nougats (little babies)
 spud – synonym for potato (an unusual
but harmless person)
 sack – cloth bag for potatoes (a bed in
reference to romance)
 rotten potato – old potato that cannot be
eaten (a bad person)
Potato Definitions
 couch potato – person who only sits on
the sofa and watches TV
 shoestring – potatoes very thinly cut into
strips and fried (something thin, tenuous,
weak, or strings for tying shoes)
 hard-boiled – potatoes overcooked in
water (a person with a strong personality)
 french fries – potatoes cut and fried
French style

Potato Definitions
 loaded potatoes – potatoes filled with
cheese (a loaded person has had too
much to drink)
 scalloped – thinly sliced potatoes
covered with milk, cheese and butter and
baked (sounds like scalped or to remove
with a knife)
 Yukon Golds – type of yellow potato in
Canada (sounds wealthy: the Yukon is in
Canada with lots of gold)
Potato Definitions
 Frito Lay – potato chip company (the
word Frito sounds Latin)
 Idaho – type of white potato in the U.S.
(refers to a university in Idaho state)
 chips – potatoes very thinly sliced and
fried (to be wealthy or well established)
 kugel – potato dish that is salty or sweet
(a materialistic young woman)
Potato Definitions
 dressed potato – a cooked potato with
special sauce on it and served cold
 common tater – tater is a shortened
name for potato (common tater would be
just a regular, not special, potato and
sounds like the word commentator)

Sharing Knowledge
Sharing Culture
Here’s the story of Mr. and Mrs. Potato.
“Potatoes Make the World Go ‘Round”

Author: anonymous
The story is about two parents who do everything

in the world to ensure their daughter makes the
right decisions in life.

Potatoes Make the World
Go ‘Round
 Once upon a time, a girl

potato and boy potato had
eyes for each other.

Go ‘Round
 Finally, they got married and

had a little sweet potato,
which they called Yam.

Go ‘Round
 Of course, they wanted the

best for Yam, and when it
was time, they told her about
the facts of life.

Go ‘Round
 Mr. and Mrs. Potato

warned Yam about going
out and getting half-baked.

Go ‘Round
 They didn’t want her to get
accidentally mashed, and get a
bad name for herself like
hot potato, or end up with a
bunch of tater tots.

Go ‘Round
 Yam said not to worry; no

spud would get her into
the sack and make a
rotten potato out of her!

Go ‘Round
 But on the other hand she

wouldn't stay home and be
a couch potato either.

Go ‘Round
 She would get plenty of

exercise so as not to be skinny
like her shoestring cousins.

Go ‘Round
 When she went off to Europe

to study, Mr. and Mrs. Potato
told Yam to be careful.

Go ‘Round
 They told her to watch out for
the hard-boiled guys from
Ireland, the greasy guys from
France called the french fries,
and those loaded potatoes that
make vodka in Russia.
Go ‘Round
 When she went out West, she

was told to watch out for the
native Americans so she
wouldn't get scalloped.

Go ‘Round
 Yam said she would stay on

the straight and narrow and
wouldn't associate with those
high class Yukon Golds.

Go ‘Round
 Or the ones from the other side

of the tracks who advertise their
products on all the trucks that
say, Frito Lay.

Go ‘Round
 Mr. and Mrs. Potato sent

Yam to Idaho P.U. (that's
Potato University) so that
when she graduated she'd
really be in the chips.

Go ‘Round
 Yam promised her

parents that after the
university she would never
become a kugel.

Go ‘Round
 But in spite of all they did for

her, one day Yam came home
and announced she was going
to marry *Jaime Bayly.
* The original story referred to Tom Brokaw.

Go ‘Round
 Jaime Bayly!
 Mr. and Mrs. Potato were
shocked!
 He announces the news on TV,
they said.
Go ‘Round
 They were very upset and told
Yam she couldn't possibly
marry Jaime Bayly because he
was nothing special, not even a
very well dressed potato.

Go ‘Round
 In fact, Jaime Bayly is

just, well…

Go ‘Round
 He’s just a…
 common tater (*commentator).
* a news commentator
Go ‘Round
And where did this cultural story begin?
As part of Peruvian culture with the potato.
And as a cultural interpretation in the U.S.
It all began with people.

Sharing Knowledge
Sharing Culture
Now here’s a way to count off or perhaps

choose students using potatoes.
“One Potato, Two Potato.”

Author: anonymous

One Potato, Two Potato
 One potato, two potato,
 Three potato, four,
 Five potato, six potato,
 Seven potato, more.
 One *rotten potato. (See optional ending.)
The person with the *rotten potato puts his/her hand

behind their back. The counting continues…
Optional ending:
My mama told me to keep the very best one.
*A term used to describe a bad person (teasing here).

Slide 58
Sharing Knowledge
Sharing Culture
We can have students choose a potato dish from around the world and
learn about local food and customs. There are over 100 choices!
Ajiaco, Aligot, Aloo pie, Baeckeoffe, Baked potato, Bangers and mash, Batata harra,
Bengal potatoes, Bonda, Boxty, Bramborak, Bryndzové halušky, Brændende kærlighed,
Bubble and squeak, Canarian wrinkly potatoes, Carne asada fries, Cepelinai,
Cheese fries, Chocolate-covered potato chips, Chuño, Clapshot, Coddle, Colcannon,
Cottage pie, Crisp sandwich, Duchess potatoes, freedom/French fries,
French fries accompaniments, Fritter roll, Funeral potatoes, Gamja ongsimi, Gamjajeon,
Gnocchi, Gratin, Hachis Parmentier, Hash browns, Home fries, Hot hamburger plate,
Hutspot, Janssons frestelse, Klöße, Knish, Kouign patatez, Kroppkaka, Kugel, Kugelis,
Lefse, Llapingacho, Loaded potato, Lyonnaise potatoes, Mashed potato, Nikujaga,
Papa a la Huancaina, Papa rellena, Patatas bravas, Patatnik, Péla (Meal), Pickert, Pitepalt,
Pommes Anna, Pommes dauphine, Pommes soufflées, Potato chip, Potato waffle,
Potato babka, Potato bread, Potato cake, Potato doughnut, Potato pancake, Potato salad,
Potato scone, Potato skins, Potato wedges, Potatoes O'Brien, Poutine, Poutine râpée,
Pâté aux pommes de terre, Raclette, Rappie pie, Raspeball, Reibekuchen, Rewena bread,
Rösti, Rumbledethumps, Salchipapas, Salt potatoes, Scalloped potatoes,
Shoestring potatoes, Skomakarlåda, Stamppot, Stegt flæsk, Stoemp, Stovies, Szałot,
Tartiflette, Tater Tots, Tortilla de patatas, Truffade, Tumbet, Vada, Waffle fries, Wrap roti

Sharing Knowledge
Sharing Culture
We can teach language with culture through literature.
Appropriately match the complexity of reading materials with the

language level of learners for positive outcomes.
Combine these two websites with teacher ingenuity for maximum results!
1. Outline of American Literature (literature history)

http://www.america.gov/media/pdf/books/outline_us_lit.pdf#popup
2. Project Gutenberg (online books)
http://www.gutenberg.org/wiki/Main_Page
Perhaps we can combine “BIG C” Culture and “little c” culture through

“ACL” (Ambient Culture Learning).

Sharing Knowledge
Sharing Culture
Experience culture with vocabulary, books, and locations.
Here are three websites we can use to explore word origins, literature,
and the world around us.
Start a guided thread with students and see where it leads!
1. Etymonline (word origins)

http://www.etymonline.com/
2. Bartelby (literature reference)
http://www.bartleby.com/reference/
3. Google Earth (global locations)
http://www.google.com/earth/index.html

Sharing Knowledge
Sharing Culture
How about some down home North American culture?
Here are a few resources that give us a raw look at culture.
If we try out these websites, we should always use caution!
1. Radio Station 107.7 The Bone KSAN-FM (Classic Rock Music)

http://www.1077thebone.com/
• Steven Seaweed Program
• Lamont and Tonelli Show
2. Urban Dictionary (Popular Slang Dictionary)
http://www.urbandictionary.com/
3. LyricsFreak (Song Lyrics)
http://www.lyricsfreak.com/

Sharing Knowledge
Sharing Culture
Let’s take a moment to reflect on culture.
 How has learning and teaching English changed the way we

think?
 The way we compare?
 The way we process data and analyze situations?
 How can we teach culture as Ambient Culture Learning (ACL)?
 We must not fear teaching and integrating culture in our
classrooms.
 We will not lose our identity nor get too personal.
 Teaching culture is like buying a round-trip ticket with many
stops along the way.
 We accompany the students in our classes from place to
place, and we always come back home.
Learning Development and
Language Use
Anthony Acevedo
anthonyacevedo@hotmail.com
Last Updated: April 27, 2014
Original Date: January 31, 2011

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Slide 1 - Not applicable

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Slides 35-55
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from: http://www.thechefscookbook.com/potatoes/
CycleForums. (2007). The Story of Yam. (2011, January 4). Retrieved from:
http://www.cycleforums.com/forums/showthread.php?t=251537
Slides 57-58
Anonymous potato counting activity played as a child in the U.S.
Slide 59
Wikipedia. (2011). Potato Dishes. (2011, January 9). Retrieved from:
http://en.wikipedia.org/wiki/Category:Potato_dishes

Bibliography
Slide 60
VanSpanckeren, K. (2006). Outline of American Literature, Revised Edition.
(2011, January 7). Retrieved from: http://www.america.gov/media/pdf/
books/outline_us_lit.pdf#popup
Project Gutenberg. (2011). Free eBooks by Project Gutenberg. (2011,
January 25). Retrieved from: http://www.gutenberg.org/wiki/Main_Page
Slide 61
Harper, D. (2011). Online Etymology Dictionary. (2011, January 20).
Retrieved from: http://www.etymonline.com/
Bartleby. (2011). Great Books Online. (2011, January 14). Retrieved from:
http://www.bartleby.com/reference/
Google. (2011). Google Earth. (2011, January 15). Retrieved from:
http://www.google.com/earth/index.html

Bibliography
Slide 62
107.7 The Bone (2011). The Bay Area’s Rock Station. (2011, January 7).
Retrieved from: http://www.1077thebone.com/
Urban Dictionary (2011). Definitions Since 1999. (2011, January 10).
Retrieved from: http://www.urbandictionary.com/
LyricsFreak. (2010). Song Lyrics. (2011, January 8). Retrieved from:
http://www.lyricsfreak.com/
Slide 63
Slides 65-73 - Bibliography

Learning Development and Language Use Anthony Acevedo

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Learning Development and Language Use Anthony Acevedo

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Learning Development and

Anthony Acevedo 2014 Slide 1

Learning Development Perspective

Learning development is how we grow cognitively

• biological factors - physical growth,

Think of three factors that contribute to learning

Anthony Acevedo 2014 Slide 2

Learning development revolves around technology,

• Technology available and implementation affect learning

• World events and developments influence us all

• Culture based learning experiences impact education

Anthony Acevedo 2014 Slide 3

Language Use Perspective

Language use is how we express our ideas within

Think of two educators who have influenced the

Anthony Acevedo 2014 Slide 4

Jean Piaget (1896 – 1980) - Stages of Development

Lev Vygotsky (1896 – 1934) - Zone of Proximal Development (ZPD)

Piaget = discovery learning (Both are influenced by culture.)

Revolves around technology, world events, and culture.

Revolves around cognitive development and culture.

And as English teachers what goes hand-in-hand with culture?

Anthony Acevedo 2014 Slide 6

In this case let’s look at English.

• How do we teach English?

• Do we teach communicative competence?

How might we define the teaching of English?

Anthony Acevedo 2014 Slide 7

Anthony Acevedo 2014

A different classification of the varieties of English in the world

Anthony Acevedo 2014

This modified Second language

Anthony Acevedo 2014

* U.S. * U.K. * Canada * Australia * New Zealand

Second language English speakers (150 million to 300 million)

* Hong Kong * India * Singapore

Foreign language English speakers (100 million to 1 billion)

* Peru * Germany * China

Do we work with one of these “Englishes” more than others?

Anthony Acevedo 2014 Slide 11

Taking an even closer look at culture, let’s examine English in the

What kind of cultural English do we study?

1. *American English 4. Australian English

What kind of cultural English do we teach?

Think of three cultural concepts related to this English.

What is American English?

The United States of America has no official language.

English as the official language in the U.S. might restrict the

English prevails within the U.S. as part of American culture.

Anthony Acevedo 2014 Slide 13

Anthony Acevedo 2014 Slide 14

International “BIG C” - East / West cultures are often

National / International “BIG C”

National / International “little c”

Global technology has made several instances of national

• U.S. - Mickey Mouse, Britney Spears, Elvis Presley,

• Peru - Jaime Bayly, Magaly, GianMarco, Tongo,

Who else or what else might we add to “little c” on a

What about cultural distinctions based on basic human

Basic Human Cultural items in the

These instances of “little c” culture are interesting so why not

Anthony Acevedo 2014 Slide 19

Basic Human Cultural items in Cultural items in

These instances of “little c” culture are interesting so why not

Anthony Acevedo 2014 Slide 22

These instances of “little c” culture are interesting so why not

Anthony Acevedo 2014 Slide 23