Quiz 2 Flashcards
The development of Language
Children learn language as they develop other cognitive abilities by trying to make sense of what they hear and by looking for patterns and making up rules to put together language.
Grammar and Syntax
Overegularization: new rules may be applied too widely. (eg.”broked” instead of “broken”)
Pragmatic
— knowledge about how to use language.
— when, where, how, and whom to speak.
Metalinguistic Awareness
— Explicit understanding of language and how it works.
— around age 5.
5 years
Identifies letters, creates longer sentences.
After adolescence:
— it is almost impossible to learn a new language without speaking with an accent.
— higher degrees of bilingualism are correlated with increased cognitive abilities.
— rather than loosing one language to gain another the goal should be balanced bilingualism.
Dialects
- Variety of a language spoken by a particular group as part of collective identity.
- Includes variation in vocabulary, grammar, and pronunciation.
- Differs by region, even within small distances or communities.
Genderlect
Differences between how males and females speak.
Immigrants
People who voluntarily leave their country to become permanent residents in a new place.
Refugees
People who are unwilling or unable to return to their home country because:
- They fear persecution.
- Returning to their country will result in torture, risk to life, or punishment.
Students in two worlds: Students challenges
- Literacy skills in the language use at home may not be strong because they have not received schooling in that language.
- Also, much of their English knowledge has been picked up on colloquial language or slang (what they hear from friends, TV, or listening to music).
What works best for Bilingual or English Learners
- Works best if students are not forced to abandon their native language.
- The more proficient students are in their first language, the faster they will master the second.
What are two approaches to English Language Learners?
- Structured English immersion (introduce second language as early as possible).
- Native-language maintenance instruction
(Maintain and develop controversial and academic language skills in both language)
Academic Language
The language needed by students to do the work in schools.
Sheltered instruction
- Teachers content to ELLs by putting woods and concepts into context to make the content more understandable.
- Emphasis on student participation an discussion.
Eight key elements of Sheltered Instruction Observation Protocol (SIOP)
- Preparation
- Building background
- Comprehensibility
- Strategies
- Interaction
- Practice
- Application
- Lesson delivery
Emergent literacy
Skills that are important for learning reading:
- understanding sounds and codes
- oral language skips
Emergent literacy and bilingual children
As long as children are progressing in their language development, in either their native language or English, positive early literacy Outcomes will occur.
People of any age can learn a new language?
The best time to learn accurate pronunciation is early childhood.
Critical periods
Critical period for learning accurate language pronunciation. E.g. After about 14 months old, children lose capability of discriminating all the basic sound building blocks of the world’s 6000 languages.
After adolescence
- It is impossible to learn a new language without speaking with an accent.
- higher degrees of bilingualism are correlated with increased cognitive abilities.
Bilingualism
At her than losing one language to gain another, the goal should be balanced bilingualism.
When can you be able to us basic language in conversations?
It takes about 2 to 3 years in a good-quality program for children who are learning a new language to be able to use basic language in conversation.
Dialects
- variety of a language spoken by a particular group as part of a collective identity.
- includes variation in vocabulary, grammar, and pronunciation.
- differs by region, even within small distances or communities.
Genderlect
Differences between how males and females speak.
Challenges that the student can have:
- Literary skills in language used at home may not be strong because they have not received schooling in that language.
- Also, much on their English knowledge has been picked up on colloquial language or slang ( what they hear on the tv , friends, or music).
Two approaches to English Language Learning
- Structured English Immersion: introduce second language as early as possible.
- Native-language maintenance instruction: maintain and develop conversational and academic language skills in both languages.
Affective and emotional/social considerations
ELL students may feel like they do not belong, that others are making fun of them, or that they are being ignored. Teachers can help such as students by creating and maintaining, caring and respectful classroom communities.
Using the tools of the culture (working with families)
-connections with families might be especially important for the success of immigrant students.
-Students-led conferences are student-parent-teacher conferences, which are led by the student.
(Hey student led conferences, foreigners might be more engaged. Students have the opportunity to showcase their best work and take an active role in goal setting)
Socioeconomic Status (SES)
•A term used by sociologists for variations in wealth, power, control over resources, and prestige-section
•Determined by several factors (not just income) and often overpowers other cultural differences
Extreme Poverty: Homeless and Highly Mobile Students
•Students who live in poverty may lack a stable home.
•Homelessness and high mobility contribute to chronic risks and problems in school, problems that are difficult to overcome.
•Even with huge obstacles, many students are resilient.
Poverty and School Achievement
•Children in lone-parent families and children who have parents with low levels of education have a high risk of poverty.
•There is evidence that children who live in poverty suffer developmentally, medically, socially, and academically.
Health, Environment, and Stress
–The negative effects of poverty begin even before birth.
–Over half of adolescent mothers receive no prenatal care.
–Poor mothers and adolescent mothers are more likely to have premature babies. Prematurity is associated with many cognitive and learning problems.
–Children in poverty are more likely to be exposed to legal and illegal drugs (including nicotine and alcohol) before birth.
Infographic on Cortisol and Impact on Children
-Poor children ay have toxic stress in their lives: increased school absences, decreased attention in school, reduced motivation.
–Children in poverty have more or the stress hormone than children in middle-class or wealthy families.
