Final Flashcards
Identify the 5 aspects of language knowledge. Provide the definition and an example of each.
- Phonological- Knowledge of sound-symbol relationships (ex. “G” says “Gah”)
- Pragmatic - knowledge of how to use different language in different settings (ex. talking to teacher- formal conversation, talking to friend - casual conversation)
- Semantic - knowledge of vocabulary/word and concept labels (ex. red thing you bite = apple)
- Syntactic - knowledge of sentence structure, how words flow together to make meaningful sentences (ex. being able to say “I ate a cookie” instead of “cookie I ate”)
- Morphemic - knowledge of word structure (ex. “cat” instead of “cta”
What are the key interaction patterns to enhance the language development of infants and toddlers? Provide definitions.
- Eye contact and shared reference - making eye contact after shared attention of object or event
- Communication loop - speaking, listening, and responding to nonverbal behavior, a circular or cycle like sharing and exchanging of the roles of speaker and listener
- Verbal mapping - adult describes an object of action in a level of detail appropriate to the developmental level of the child with whom the interaction is occurring,
- Child-directed speech - the specific language that adults use with young children that is distinctive and serves to enhance language development
What are symbolic gestures? How do they enhance the language development of toddlers? How should they be introduced?
- hand motions that symbolize words and concepts
- reduce frustration
- expands vocabulary
- should be introduced slowly
- use multipurpose gestures
- make sure parents are aware of gestures
How is semantic development impacted by experience (direct and vicarious)? Give an example of each.
Direct: best for developing semantic knowledge, since the child is in direct contact with the object; the connection between the object and the word happens quicker (ex. a child visits a farm and learns new vocabulary words directly)
Vicarious: indirect, not first-hand experience, helps build a child’s semantic knowledge by informing them of a specific object, knowledge of the object (ex. a child reads about a farm and is informed of farm vocabulary)
When does language acquisition begin? Identify the age in which children typically begin to pay more attention to phoneme-sound contrasts that exist in their own language and less attention to phoneme-sound contrasts found in other languages.
- phoneme acquisition begins at birth (even in utero)
- 8 to 10 months is the age at which children begin to pay more attention to the phoneme- sound contrasts that exist in their own language
What are reflexive vocalizations? What is echolalic babbling?
- reflexive vocalization are vocalizations that occur due to a child’s physical state, these uncontrollable vocalizations include coughing, sneezing, and crying
- echolalic babbling is when an infant tries to copy the rhythm and phonation of adult speech
Why is listening considered a critical part of language development?
- receptive language serves as the foundation for expressive language
- comprehension preceeds production
- must understand before expression is possible
What is a morpheme? Explain free and bound morphemes. Define derivational and inflectional morphemes. Provide an example of each.
- morpheme - smallest unit of language with meaning
- free - can stand alone
- bound - must be attached to another word
- derivational - suffixes and prefixes (ex. “pre” and “ing”
- inflectional - goes on the end of a word and changes the meaning (ex. “go” and “goes”)
Explain the guidelines for interacting with ELL in the preschool classroom environment.
- Activate and build on prior knowledge
- interactive book sharing - include books in students’ native languages (s), extend or mediate during group readings (in English)
- use labels in your students’ native language(s) on classroom objects
Identify the key interaction patterns for preschool students. Provide examples of how you would integrate these interaction patterns into your future classroom.
- Verbal mapping - you can use verbal mapping in your classroom by reciting your actions during a weather check” (ex. “I am walking to the window, I am opening it, I am feeling the breeze, I am smelling the rain”)
- Eye contact - you can use eye contact when teaching any lesson in your classroom. For example, if you are teaching about a more advanced concept, you should make eye contact with your students to make sure they aren’t confused or concerned.
- Shared reference - you can use shared reference during book sharing. You can point at pictures and encourage your students to point too. Discuss what you are both pointing at.
- Scaffolding - you can use scaffolding during all activities. For example, if you are teaching about colors, throw shapes in there as well. Say “show me the blue triangle” instead of just “show me the blue shape”
- Linguistic scaffolding - increase sentence complexity, increase reading level
- Questioning - use a variety of questions (ex. preplanned, spontaneous, there and then, etc.)
- Mediation - alter vocabulary in difficult books to suit students language level
- Conflict resolution - use language to resolve disputes in your classroom, encourage children to use their words amidst a fight
What is overgeneralization? Provide an example for preschoolers.
Overgeneralization is when a speaker assumes a morphemic rule applies to all words. Can be used as a means of formative assessment. For example, since the past tense of “walk” is “walked”, aa preschool can assume the past tense of “go” is “goed”
What are assimilation and accommodation? How do both impact the development of semantic language knowledge?
Assimilation is when a new concept is added into an existing schema. Accommodation is when a schema is changed to allow a new concept in. Assimilation is important because it builds on prior knowledge and it allows more detailed sentences to be created. Accommodation is important because it allows new sentences to be created. It also allows for incorrect sentences/ thoughts to be corrected.
Explain the order of phoneme acquisition.
Vowels are the 1st phonemes to be acquired. This is because it requires simpler mouth and lip movements. Consonant and consonant blends are acquired last because it required more difficult mouth and lip movements. All phonemes should be acquired by age 8.
What are overextension and underextension? Provide examples for each.
- Overextension is when a concept label is applied to more things than it should (ex. all vehicles are “trucks”, all four-legged creatures are “cats”)
- Underextension is when a concept label only refers to very specific things (ex. only gummy worms are “candy”, only Sweeties, the child’s cat is a “cat”)
What are characteristics of advancements in a preschoolers language development in the area of syntactic language knowledge?
Passive sentences - preschoolers now understand reverse sentence structure. Instead of just using subject, verb, object, they can now use object, verb, subject sentences. They can say “the cookie was eaten by Fred” instead of just saying, “Fred ate the cookie”. Sentence structure gets more advanced as preschoolers add more words into their sentences. Helping and auxiliary verbs emerge. Interrogatives, contractions, and negatrons also emerge.
