Chapter 5- Language Development, Language Diversity Flashcards
joint attention
occurs when a child and caregiver, or teacher, attend to the same object or event at the same time, supports early language development
child-directed speech
refers to a form of language characterized by short sentences with simple constructions and delivered in higher pitched, more prosodic, and exaggerated tones, supports early language development
expressive vocabulary
the words a person can speak
receptive vocabulary
the words a person can understand in spoken or written words
overregularize
to apply a rule of syntax or grammar in situations where the rule does not apply, eg “the bike was broked”
pragmatics
the rules for when and how to use language to be an effective communicator in a particular culture, actual meaning of language (not literal), different situations have different pragmatics
metalinguistic awareness
understanding about one’s own use of language
emergent literacy
the skills and knowledge, usually developed in the preschool years, that are the foundation for the development of reading and writing, two broad categories of skills: skills related to understanding sounds and codes (knowing letters have names, sounds are associated with letters, and that words are made up of sounds), and oral language skills including knowledge of syntax, both are important but decoding usually develops before language comprehension
heritage language
the language spoken in the student’s home or by members of the family
cultural deficit model
a model that explains the school achievement problems of ethnic minority students by assuming that their culture is inadequate and does not prepare them to succeed in school
generation 1.5
children and youth who were not born in canada but came here with their first-generation parents, typically before adolescence
additive bilingualism
mastered own first language, then added a second or third language
subtractive bilingualism
lost your first language when you added a second one
critical periods
if learning does not happen during these periods, it never will- there is a critical period for language pronunciation
sensitive periods
times when a person is especially ready for or responsive to certain experiences
balanced bilingualism
equally fluent in two or more languages, heritage language connects to extended family and important cultural traditions, whereas english connects them to academic, social, and economic opportunities
monolingual/literate
literate in their native language, but speak limited English
monolingual/preliterate
not literate, they may not read or write in their native language, or they may have very limited literacy skills
limited bilingual
can converse well in both languages, but they have trouble learning academically, may be underlying challenges such as learning disabilities or emotional problems
perceptual narrowing
by 12 months, focus on caregivers’ language and become less sensitive to distinction between sounds in other languages, occurs more quickly in monolingual environments
grammar
the rules for the forms of language, sentence building rules
syntax
the word order in a sentence statement
semantics
the meaning of words and sentences
phonemic awareness
ability to identify and manipulate individual sounds (phonemes) in spoken words. We know that a student’s skill in phonological awareness is a good predictor of later reading success or difficulty, one of the categories in emergent literacy
