Chapter 5

Question 1

develop words for concepts that matter to them.

Answer 1

Cultures

Question 2

change over time based on cultural needs

Answer 2

Languages

Question 3

Languages change over time based on cultural needs. For example, the Shoshoni language once had a word for “crunching sound on sand” useful for hunting, but now includes modern technology-related terms

Answer 3

Language evolution

Question 4

Is influenced by biological, cultural, and experiential factors

Answer 4

Language Development

Question 5

such as assuming a word refers to a whole object (e.g., “rabbit” means the entire animal) and grouping similar objects under the same label

Answer 5

Built-in language biases

Question 6

most children in this age have mastered the sounds of their native language, although some sounds may still pose challenges. This progression involves understanding the sounds associated with consonants and vowels, as discussed in earlier chapters.

Answer 6

Around the age of five

Question 7

By this age children understand around 450 words

Answer 7

Age 2 and 3

Question 8

By this age children expressive vocabulary grows to about 2,600 words. Their receptive vocabulary can reach approximately 20,000 words

Answer 8

Age 6

Question 9

At this stage children may struggle with complex language concepts, such as understanding the subjunctive mood. Many young children also differentiate between being teased and actual harm, but they typically lack the ability to grasp abstract word meanings and figurative language, such as sarcasm or metaphor.

Answer 9

Elementary years

Question 10

Milestone:

Identifies body parts; calls self “me” instead of name; combines nouns and verbs; has a 450-word vocabulary; uses short sentences; matches 3-4 colors; knows big and little; likes to hear same story repeated; forms some plurals; answers “where” questions.

Answer 10

Between age 2 and 3

Question 11

Milestone:

Can tell a story; sentence length of 4-5 words; vocabulary about 1,000 words; knows last name, name of street, several nursery rhymes

Answer 11

Between 3 and 4

Question 12

Milestone:

Sentence length of 4-5 words; uses past tense; vocabulary of about 1,500 words; identifies colors, shapes; asks many questions like “why?” and “who?”

Answer 12

Between 4 and 5

Question 13

Milestone:

Sentence length of 5-6 words; average 6-years old has vocabulary of about 10,000 words; defines objects by their use; knows spatial relations (like “on top” and “far”) and opposites; knows address; understands same and different; uses all types of sentences

Answer 13

Between 5 and 6

Question 14

In brief, children often use irregular forms of ______________________while learning language. They tend to overgeneralize, such as saying “breaked” instead of “broke.” These mistakes are part of their natural learning process as they strive to understand proper word forms.

Answer 14

grammar and syntax

Question 15

involves how children use language in social situations, such as telling jokes or starting conversations. It also includes understanding how to communicate effectively, like when children refer to pets.

Answer 15

Pragmatics

Question 16

highlighted differences in communication styles between White middle-class families and African American families, noting that questions posed by each group reflect different approaches to discussions and encourage varying levels of talk. African American children often utilize communal, rhythmic storytelling and are encouraged to engage with their peers in these ways

Answer 16

Shirley Brice Health’s

Question 17

Around age 5, children start to develop this and which is their understanding of language and its functions. They become aware of language rules and are ready to study and extend these rules, which they previously understood implicitly.

Answer 17

Metalinguistic awareness

Question 18

This awareness grows as they engage with emergent literacy and continues as they learn to read and write

Answer 18

Metalinguistic Awareness

Question 19

Early skills developed before formal reading and writing. Begins at birth through early childhood. Crucial for future academic success

Answer 19

emergent literacy

Question 20

Letter recognition (uppercase and lowercase). Understanding sounds and recognizing rhymes, syllables (phonological awareness). Connecting letters to sounds (phoneme-grapheme correspondence) and emergent writing (using invented spelling)

Answer 20

Inside-Out Skills (Decoding)

Question 21

Vocabulary development (expressive and receptive). Narrative skills (telling and understanding stories). Print awareness (knowing how print works) and Emergent Reading (pretending to read using pictures and memory)

Answer 21

Outside-In Skills (Comprehension)

Question 22

BUILDING A FOUNDATION FOR EMERGENT LITERACY

Answer 22

Conversations with Adults – Expanding language knowledge.
Joint Book Reading – Building comprehension and
print skills.
Literacy-Rich Environment – Access to books and
print materials

Question 23

the foundation for reading and writing. Early and sustained support promotes literacy success

Answer 23

Emergent literacy

Question 24

are important in learning to read in all languages

Answer 24

inside-out (letter-sound) skills and outside-in (language comprehension/meaning) skills

Question 25

Critical for school readiness, regardless of the Childs language or languages

Answer 25

Emergent Literacy Skills

Question 26

Enhances cognitive flexibility and problem-solving. Improves communication and social skills. Provides academic and career advantages

Answer 26

Benefits of Being A Bilingual

Question 27

Mixing rules from both languages.

Answer 27

Language Interference

Question 28

Switching between languages mid-sentence.

Answer 28

Code-switching

Question 29

Brain effort in managing two language systems.

Answer 29

Cognitive Load

Question 30

People fluent in both a spoken and a signed language or two different signed languages can still be considered as?

Answer 30

bilingual

Question 31

have complex grammars and large vocabularies. Research suggests that the same cognitive mechanisms are used for both spoken, this, and language acquisition milestones.

Answer 31

Signed Languages

Question 32

It involves more than just speaking two languages. It includes understanding, processing, and switching between languages. Proficiency in both languages can vary across different skills (listening, speaking, reading, and writing)

Answer 32

Bilingual

Question 33

a skill that varies across individuals. Switching between languages (code-switching) is natural and beneficial. Cultural identity and emotional connections influence language use.

Answer 33

Bilingualism

Question 34

is used in everyday settings, while academic language pertains to formal knowledge required for subjects like mathematics and science.

Answer 34

Contextualized language

Question 35

Students typically develop this over several years, often needing support to navigate complex vocabulary and structures. Mastering these skills is crucial for students to participate effectively in academic conversations and understand content, as highlighted by various studies.

Answer 35

academic language skills

Question 36

pertains to formal knowledge required for subjects like mathematics and science.

Answer 36

academic language

Question 37

is at the heart of teaching, culture affects this.

Answer 37

Communication

Question 38

is a variation of a language spoken by a particular group, characterized by unique grammar, vocabulary, and pronunciation

Answer 38

Dialect

Question 39

shape group identity, and every speaker has at least one. Examples include Southern, Bostonian, Cajun, and African American Vernacular

Answer 39

Dialects

Question 40

Teachers should be aware of their own biases and avoid negative stereotypes about students who speak different dialects. They can ensure comprehension by rephrasing instructions and encouraging students to paraphrase or provide examples

Answer 40

Embracing Linguistic Diversity

Question 41

The best approach is to validate students’ dialects while also teaching the formal language used in professional and academic settings. Jean Anyon (2012) encouraged students to write in their dialect, appreciating its creativity before discussing differences between informal and formal language. This approach made learning standard English feel natural rather than force

Answer 41

Balancing Acceptance and Teaching Standard English

Question 42

Moving between different speech forms—formal for education/profession and informal for casual conversation—is a skill people naturally develop. Even young children recognize these variations, as seen when a first-grader noticed their teacher speaking differently in a formal setting

Answer 42

Code switching

Question 43

Most children can easily learn alternative language forms with proper modeling, clear instruction, and opportunities of authentic practice.

Answer 43

Learning standard English

Question 44

refer to differences in the way males and females communicate.

Answer 44

Genderlects

Question 45

In some cultures, gender differences in speech styles are less pronounced. For example, while American girls are often seen as more cooperative, African American girls in one study were just as competitive as boys.

Answer 45

Cultural Variations

Question 46

In the U.S., boys interrupt more than girls, but in cultures such as Africa, the Caribbean, and South America, women interrupt men more frequently. In Thailand, Hawaii, Japan, and Antigua, conversation styles are more cooperative, with overlapping speech rather than interruptions

Answer 46

Interrupting patterns

Question 47

During the 1960s and 1970s, some educators blamed immigrant and low- income students' struggles on a __________assuming their home cultures were inferior

Answer 47

Cultural deficit

Question 48

Many ethnic groups now seek to maintain their cultural identity while being part of society, promoting?

Answer 48

multiculturalism over assimilation

Question 49

These students speak, read, and write well both in their first language and in English. They have the academic knowledge needed to continue learning in both languages and the skills and attitudes to do so. These students may not present difficult teaching challenges, but they do need to maintain their skills in both languages and cultures.

Answer 49

Balanced Bilingual

Question 50

These students are literate in their native language (at or above grade level when working in their native language), but speak limited English. The teaching challenge here is to help the students develop English and continue to learn academic subjects

Answer 50

Monolingual/Literate Students

Question 51

These students are not literate. They may not read or write in their native language or they may have very limited literacy skills. Some have never attended school. In addition, they speak limited English. These students require the greatest support in learning both academic subjects and language

Answer 51

Monolingual/Preliterate Students

Question 52

These students can converse well in both languages, but for some reason they have trouble learning academically. They may have underlying challenges such as learning disabilities or emotional problems. Further testing often is helpful to diagnose problems

Answer 52

Limited Bilingual

Question 53

include, for example, using appropriate vocabulary and sentences, asking and answering questions, starting and stopping conversations, listening, and understanding and using idioms.

Answer 53

Conversational skills

Question 54

includes reading and writing fluency; grammar and syntax; knowledge of specialized vocabulary; following written and oral directions; collaborating with other students on assignments; understanding different types of texts and forms of writing such as fiction, poetry, math problems, science charts and graphs, and timelines in history; and study skills such as outlining, summarizing, and reading comprehension

Answer 54

Academic Language

Question 55

Born in another country but immigrated at a young age. Grew up in a new country with influences from both their home culture and the new culture. Often fluent in spoken language but may struggle with academic writing. Have mixed cultural identities. Experience different educational and social challenges compared to first- and second-generation immigrants.

Answer 55

Generation 1.5 students

Question 56

Strong conversational skills but difficulty with academic writing

Answer 56

Language Barriers

Question 57

Struggle with belongin

Answer 57

Cultural Identity

Question 58

Learning in the new country may be different to what they were exposed to before.

Answer 58

Education Differences

Question 59

Balancing cultural traditions at home with fitting in at schools

Answer 59

Family Expectations vs. Peer Pressure

Question 60

Strong communication skills in multiple languages

Answer 60

Multilingual Abilities

Question 61

Awareness of different cultures and perspectives

Answer 61

Cultural Awareness

Question 62

Ability to adjust to different environments and expectations

Answer 62

Adaptability

Question 63

Overcoming challenges strengthens problem-solving and determination

Answer 63

Resilience

Question 64

Several terms are associated with bilingual education. In the United States, students who are just learning English are sometimes described as this. More often, as we have seen, these students are called were called this because their primary or heritage language is not English.

Answer 64

Limited English Proficient (LEP) ELLs

Question 65

is the name given to the classes devoted to teaching these students English.

Answer 65

English as a second language (ESL)

Question 66

Many people prefer this term, because students learning English may be adding it as a third or fourth language. This was the name for Felipe Vargas’s program. Limited proficiency in English often means lower academic achievement and poorer job prospects. So one issue around diversity in language development is how we should teach these students

Answer 66

ESOL (English for speaker of other languages)

Question 67

mix students who are learning a second language with students who are native speakers. The objective is for both groups to become fluent in both languages. If you have a competence in another language, you might want to develop it fully for your teaching. Because there is only one qualified teacher for every 100 ELLs, promoting language learning is a responsibility for most teachers.

Answer 67

Two way immersion

Question 68

enhances comprehension by simplifying content and using clear language, visuals, and real-life examples. It emphasizes active participation while minimizing teacher talk.

Answer 68

Sheltered Instruction for ELL students

Question 69

enhances comprehension by simplifying content and using clear language, visuals, and real-life examples. It emphasizes active participation while minimizing teacher talk.

Answer 69

Sheltered Instruction Observation Protocol (SIOP)

Question 70

Many English language learners (ELLs) face stress and challenges in school, feeling excluded or misunderstood (Yough, 2010). They may struggle to communicate, fearing mistakes or ridicule, which prevents them from practicing the language. To support these students, teachers should create a caring and respectful classroom environment.

Answer 70

Affective and Emotional/Social Considerations

Question 71

inspired by Moll’s research, created a supportive space for immigrant families in a Southwest elementary school where the Latino/a population grew from 12% to 43%

Answer 71

Welcome center project

Question 72

It provided resources like books, computers, and literacy activities while fostering community through student-led homework help and cultural classes. By engaging with families, teachers gained a deeper respect for students’ backgrounds, and the center helped immigrants work toward citizenship and start businesses, strengthening school-family connections

Answer 72

Welcome Center Project

Question 73

give students more responsibility in discussing their learning progress with parents, helping them reflect on successes, challenges, and goals This approach can increase parent engagement and encourage students to take ownership of their education. Teachers can support these conferences by setting clear learning goals, providing self-assessment rubrics, and informing families in advance. Parents can also share their hopes and concerns, while students may translate if needed.

Answer 73

Student-led conferences

Question 74

Practicing with peers helps them gain confidence in leading discussions. However, if a parent cannot attend, a backup adult should step in to support the student. This approach fosters teamwork among teachers, parents, and students. With proper planning, student led conferences can be a powerful tool for motivation and engagement

Answer 74

Student-led conferences

Question 75

Identify several pieces of student work: projects, essays, drawings, quizzes, reports, and so on, that will be the focus of the student-led conference at the end of the grading period. Establish clear assessment criteria and perhaps a rubric for each.

Answer 75

At the beginning of the grading period

Question 76

Have students practice self-assessment using the criteria or rubrics and share their assessments with others in the class.

Answer 76

During the grading period

Question 77

Send a notice to families explaining the student-led conferences and asking for information such as the child's interests, responsibilities at home, likes and dislikes about school, time spent watching TV or gam-ing, number and age of siblings, or hours spent on homework. You might also ask about family favorite activities, parents' interests and funds of knowledge, and their concerns and goals for their child.

Answer 77

A few weeks before the conference

Question 78

Have students make final notes about how they will present their work to their families, and then role-play conferences with each other, taking the role of both parents and students.

Answer 78

A week before the conference

Question 79

Ask students to reflect about what they learned preparing for and leading the conference. How will they use the experience to guide their future learning?

Answer 79

In the week after the conference

Question 80

a student who is learning English as a second language (ELL) and also has a disability that affects their learning, communication, or development.

Answer 80

English Language Learners with Disabilities

Question 81

is a student who is learning English as a second language (ELL) and has exceptional abilities in one or more areas, such as academics, creativity, problem solving skills, and leadership. Because they may be struggling with academic English, even though they are very knowledgeable, bilingual students may be overlooked for gifted and talented programs.

Answer 81

Recognizing Giftedness in Bilingual Students