Quiz 2 Flashcards
(87 cards)
1
Q
The development of Language
A
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.
2
Q
Grammar and Syntax
A
Overegularization: new rules may be applied too widely. (eg.”broked” instead of “broken”)
3
Q
Pragmatic
A
— knowledge about how to use language.
— when, where, how, and whom to speak.
4
Q
Metalinguistic Awareness
A
— Explicit understanding of language and how it works.
— around age 5.
5
Q
5 years
A
Identifies letters, creates longer sentences.
6
Q
After adolescence:
A
— 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.
7
Q
Dialects
A
- 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.
8
Q
Genderlect
A
Differences between how males and females speak.
9
Q
Immigrants
A
People who voluntarily leave their country to become permanent residents in a new place.
10
Q
Refugees
A
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.
11
Q
Students in two worlds: Students challenges
A
- 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).
12
Q
What works best for Bilingual or English Learners
A
- 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.
13
Q
What are two approaches to English Language Learners?
A
- 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)
14
Q
Academic Language
A
The language needed by students to do the work in schools.
15
Q
Sheltered instruction
A
- Teachers content to ELLs by putting woods and concepts into context to make the content more understandable.
- Emphasis on student participation an discussion.
16
Q
Eight key elements of Sheltered Instruction Observation Protocol (SIOP)
A
- Preparation
- Building background
- Comprehensibility
- Strategies
- Interaction
- Practice
- Application
- Lesson delivery
17
Q
Emergent literacy
A
Skills that are important for learning reading:
- understanding sounds and codes
- oral language skips
18
Q
Emergent literacy and bilingual children
A
As long as children are progressing in their language development, in either their native language or English, positive early literacy Outcomes will occur.
19
Q
People of any age can learn a new language?
A
The best time to learn accurate pronunciation is early childhood.
20
Q
Critical periods
A
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.
21
Q
After adolescence
A
- It is impossible to learn a new language without speaking with an accent.
- higher degrees of bilingualism are correlated with increased cognitive abilities.
22
Q
Bilingualism
A
At her than losing one language to gain another, the goal should be balanced bilingualism.
23
Q
When can you be able to us basic language in conversations?
A
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.
24
Q
Dialects
A
- 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.
25
Genderlect
Differences between how males and females speak.
26
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).
27
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.
28
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.
29
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)
30
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
31
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.
32
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.
33
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.
34
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.
35
Stress affects your brain?
Yes and it could be chronic
36
Low self-esteem
leads to feelings of incompetence, worthlessness, and a lack of confidence'
in a person
37
Low-SES students may
become part of a resistance culture: This means they may act “middle class” to maintain their identity. They may reject school-related habits that might impact their future.
38
The Legacy of Discrimination
The Truth and Reconciliation process in Canada seeks to inspire new relationships between Indigenous peoples and others in Canada.
39
Prejudice
–A rigid and irrational generalization about an entire category of people
40
Discrimination
–Unequal treatment of, or actions toward particular categories of people
41
Stereotype Threat
The extra emotional and cognitive burden that your performance in an academic situation might confirm a stereotype that others hold about you
•Fear that you might confirm a negative stereotype can induce test anxiety and undermine performance.
•May lead to disidentification with schooling and academic achievement
42
Short-term Effects: Test Performance
Stereotype threat may impact test anxiety among females.
43
Five Dimensions of Multicultural Education (James Banks)
–Integrating content
–Helping students understand how knowledge is influenced by beliefs
–Reducing prejudice
–Creating social structures in schools that support learning and development for all students
–Using teaching methods that reach all students
44
Pillars of Culturally Relevant Pedagogy (Ladson-Billings)
Students must:
–experience academic success
–develop/maintain their cultural competence
–develop a critical consciousness to challenge the status quo
45
Fostering Resilience
•Academic self-efficacy
•Behavior self-control
•Academic self-determination
•Caring relationships
•Effective peer relationships
•Effective home-school relationships
46
Diversity in Learning
- Social organization
- Cultural values and learning preferences
- Sociolinguistics
47
Social organization:
how people interact to achieve a goal
48
Sociolinguistics:
the study of the formal and informal rules for how, when, about what, to whom, and how long to speak in conversations within cultural group
49
Contiguity
- Whenever two or more sensations occur together often enough, they will become associated.
–Later, when one sensation occurs, the other will be remembered as well and is related to classical conditioning.
50
Behavioural theories of learning emphasize
Observable behaviour
51
Ms. Cardot wants her students to enjoy math. In order to help students associate math with pleasant thoughts, she introduces new manipulatives at the math centre each week for students to use in solving math problems. Often the manipulatives involve edible snacks. Ms. Cardot’s approach is an example of
classical conditioning.
52
Lily does not like conflict. When her parents argue and raise their voices, Lily feels frightened. At school, Mr. Nash raises his voice and Lily begins to tremble. Lily’s trembling is
a conditioned response.
53
Operant conditioning differs from classical conditioning by
focusing on the consequences of voluntary behaviour.
54
Ms. Castello has tried several configurations for students to practice the Spanish conversations they memorize in the book. Students seem to enjoy the task most when they work in pairs around the classroom, and they dread the task when they are required to perform in front of the class. How might Ms. Castello use this information to provide negative reinforcement
Remove the requirement to perform in front of the class if students focus and perform well in pairs.
55
Shaping is an appropriate method for developing new behaviour when
performance is otherwise too poor to gain reinforcement.
56
Pavlov !!!!!!!! Classical Conditioning
- Focuses on the learning of involuntary emotional or physiological responses such as fear, increased muscle tension, salivation, or sweating
–Neutral stimulus is paired with a stimulus that evokes an emotional or physiological response.
–Eventually, neutral stimulus becomes a conditioned stimulus leading to a conditioned response.
57
Operant Conditioning
We learn to behave in certain ways as we operate on the environment.
•Behaviours are preceded by antecedents and followed by consequences.
•Operant behaviour can be altered (learned) by changes in the antecedents, consequences, or both.
58
Types of Consequences in operant conditioning
•Reinforcement: Any consequence that strengthens the behaviour it follows.
•Punishment: Decreasing or suppressing behaviour.
59
Operant conditioning
Reinforcement schedules
-ratio schedules
-variable schedules
60
Ratio schedules
–Based on number of responses
–Encourage higher rates of responses
61
Variable schedules
-Based on varying numbers of responses or varying time intervals
–Encourage persistence of responses
62
B.F Skinner
•Applied behaviour analysis is the application of behavioural learning principles to change behaviour.
–Effective ABA requires: clear behavioural goals, careful measurement and analysis of behaviour (e.g., antecedents and reiforcers that may be encouraging undesirable behaviour) and interventions
•The term behaviour modification may have a negative connotation for many people. It refers to a systematic application of antecedents and consequences to change behaviour.
63
Methods for Encouraging Behaviours
•Reinforcing with teacher attention: accentuate the positive.
•Praise should be sincere recognition of a well-defined behaviour.
64
Shaping
–Involves reinforcing progress instead of waiting for perfection
–Useful for building complex skills, working toward difficult goals, and increasing persistence, endurance, accuracy, or speed
–Task analysis
65
Premack Principle
High-frequency behaviour (a preferred activity) can be an effective reinforcer for a low-frequency behaviour (a less-preferred activity. (“grandma’s rule pp. 245)
66
Pavlov
Classical conditioning
67
Skinner
Operant conditioning
68
Bandura
Observational learning
69
In what age students start having knowledge of rules of language?
At 5 years old they have basic knowledge.
70
Subtractive bilingualism
When individuals learn a second language at the expense of the first language meaning that individuals often lose skills and fluency in their primary language, especially if the primary language is not being reinforced.
71
Additive bilingualism
When a student’s first language continuous to develop while learning a second language.
72
Receptive vocabulary
Refers to all the words that can be understood by a person, including, spoken, written, or manually signal words.
73
Expressive vocabulary
Refers to words that a person can express or produce, for examples, by speaking and writing.
74
Observable learning (Bandura)
Is the process of learning by watching the behaviors of others. The targeted behavior is watched, memorized, and then mimicked. Also known as shaping and modeling, observational learning is most common in children as they imitate behaviors of adults.
75
Reinforcement
Any consequence that strengthens the behaviour it follows.
76
Punishment
Decreasing or suppressing behaviour.
77
Response to Intervention (RTI)
is an educational strategy used in schools to: Provide effective and high-quality instruction, Monitor all students' progress to make sure they are progressing as expected, and. Provide additional support (intervention) to students who are struggling.
78
Somatics
is a form of body-oriented therapy that uses techniques and holistic approaches to help alleviate a patient’s mental and physical issues.
79
What kind of reinforcement schedule is a pop-quiz?
Variable interval
80
Generation 1.5
Refers to children and youth who were not born in Canada but came here with their firs-generation parents.
81
Five Dimensions of Multicultural Education (James Banks)
- Content integration
- The knowledge construction process
- Prejudice reduction
- An empowering school culture and Social structure
- An equity pedagogy
82
Content Integration
Using examples and content from a variety of cultures and groups to illustrate key concepts, principles, generalizations, and theories in
their subject area or discipline.
83
The Knowledge Construction Process
Helping students to understand how the implicit cultural assumptions within a discipline influence the ways that knowledge is constructed within it.
84
Prejudice Reduction
Identifying the characteristics of students' racial attitudes and determining how they can be
modified by teaching.
85
An Empowering School Culture and Social Structure
Examining group and labelling practices, sports participation, and the interaction of the staff and the students across ethnic and racial lines to create a school culture that empowers students from all groups.
86
An Equity Pedagogy
Matching teaching styles to students' learning styles in order to facilitate the academic achievement of students from diverse racial, cultural, and social
class groups
87
Tips for Teaching Students who are Deaf or Hard of Hearing
- assist the student with a interpreter who knows sign language.
- speak slowly an clearly but do not exaggerate because you can make the student feel bad.
- allow them to understand the material throughout captions.
- give them visuals to have a better comprehension.
