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Language Development for Educators > Test 1 > Flashcards

Test 1 Flashcards

1
Q

five aspects of language

A 
phonological knowledge
syntactic 
morphemic 
semantic 
pragmatic
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2
Q

morphemic language + specific abilities

A

knowledge of word structure- built off of semantic knowledge

learning grammatical functions, prefixes and word endings can change the meaning of a word & its grammatical use, how to use morphemes

speech is progressing from one-word to two-word stages

understanding of how words are formed is used as they attempt to communicate

language is becoming more precise and meaningful

children acquire morphemic knowledge that is present in their linguistic knowledge

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3
Q

pragmatic language + specific abilities

A

knowledge of the different ways in which language is used in different settings and for different purposes

involves the knowledge or awareness of the overall intent of the communication, and how language is used to achieve that intent

encompasses the intent of the speaker, the specific form of the utterance, and the anticipated effect the utterance will have on the listener

contributes to our awareness of how to talk to others, how to speak in various settings, and how to produce connected discourse

children become aware of rules or expected ways to talk through experience and genderlect

children also acquire this knowledge to tell story narratives and communicate info through their experiences with storybooks

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4
Q

syntactic language + specific abilities

A

knowledge of how words can be combined in meaningful sentences

children begin learning that word order/syntax is important in creating meaning and in comprehending another’s message

children learn that words cannot be haphazardly combined

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5
Q

phonological language + specific abilities

A

knowledge about sound-symbol relations in a language

fostered by their perceptual ability to distinguish sounds and how language is used around them

children gradually learn to discriminate and produce the speech sounds that are in their home language

does NOT develop in isolation of other aspects of language knowledge

phonemic awareness and differences between words start to become meaningful because the words are used to refer to different objects and actions

children begin to pay attention to prosody differences in the language- contributes to both their phonological knowledge and subsequent semantic knowledge

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6
Q

semantic language + specific abilities

A

aspect of language knowledge that involved word meanings and vocabulary

schemata are thought to be cognitive structures in our memory that organize our conceptual knowledge

schemata facilitates new learning and contributes to the reorganization and elaboration of prior conceptual learning

children begin acquiring concepts, and schema develops when they begin to see relations between these concepts

vocabulary development occurs

influenced by their awareness of the grammatical structure in which language is used

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7
Q

two modes of language

A

receptive

expressive

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8
Q

receptive mode of language

A

the language a person is able to comprehend, as in listening or reading

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9
Q

expressive mode of language

A

language that a person is able to produce, as in speaking or writing

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10
Q

verbalization of metalinguistic knowledge

A

level one; highest level- the most conscious and complex level of lang

acquired as children use language through interacting with others

only after oral lang. is well established can a child begin to verbalize their metalinguistic knowledge

ex. when asking a child to explain how the words “cup” and “pup” sound alike, they must be able to verbalize their awareness of the rhyming that is present- requires talking about their knowledge of a specific feature of language

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11
Q

metalinguistic knowledge

A

level two; higher than linguistic

when children become more aware of the 5 aspects of lang. knowledge and can consciously manipulate and reflect on features of language

ex. responding to questions about words and other linguistic concepts such sounds, consonants, vowels, and word parts; wordplay in rhyming games

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12
Q

linguistic knowledge

A

level three; basic level of using language to communicate

documented in children’s development of each of the five aspects of language

ability to articulate and discriminate different sounds and words when using language to communicate represents their linguistic level of phonological knowledge

evident as children are able to express their ideas in a form that is grammatically appropriate to their dialect or language

ex. children can use appropriate plural forms of nouns or use prefixes and suffixes; saying “please” and “thank you” in social situations

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13
Q

“sensitive period” of morphemic knowledge

A

birth to 12

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14
Q

“sensitive period” of pragmatic knowledge

A

forever

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15
Q

“sensitive period” of syntatic knowledge

A

birth to 12

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16
Q

“sensitive period” of phonological knowledge

A

birth to 10

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17
Q

“sensitive period” of semantic knowledge

A

forever

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18
Q

nativist theory of language development

A

nature; Chomsky and Pinker

emphasizes newborn and innate human capabilities as being responsible for language development

encourages teachers to use a curriculum to provide extensive opportunities for children to explore language and engage in hypothesis testing of their developing knowledge of language

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19
Q

cognitive development theory of language development

A

nature; Piaget

emphasizes that language is acquired as maturation occurs and cognitive competencies develop

assumes that cognitive development is a “prerequisite and foundation for language learning”

proposes that a child learns language by using the same mechanisms as for other learning, that there is no unique language mechanism

the close relationship between cognitive development and language is based on the belief that, for lang to develop, specific cognitive growth must occur first

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20
Q

behaviorist theory of language development

A

nurture; Skinner

emphasizes the role of nurture and considers learning to occur based on the stimuli, responses, and reinforcements that occur in the environment

the child is considered to be a “blank slate”

learning occurs due to associations established between stimuli, responses, and events that occur after the response behavior

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21
Q

sociocultural theory of language development

A

nurture; Vygotsky, Bruner, Halliday

focuses on the primary role of sociocultural interaction in children’s development of language knowledge

contends that children acquire language through their attempts to communicate with the world around them

children acquire an awareness of specific communicative functions or intentions before they are able to express themselves linguistically

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22
Q

interactionist theory of language development

A

nature and nurture; Hollich, Tomasello, Bloom

provides a framework for understanding the complex ways that children’s emerging cognitive capabilities process language as they interact with people and objects in their environment

represents a “hybrid” approach recognizing the interaction of nature and nurture in the language acquisition process and focuses on the process of lang learning

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23
Q

where does language live in the brain?

A

comprehending and producing language- cerebral cortex and cerebellum

speech and grammar functions- left hemisphere

pragmatic knowledge of language- both left and right hemispheres

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24
Q

what is the function of the Broca’s area of the brain?

A

lower area of the left frontal lobe of the cerebellum

B’s aphasia: speech production is slowed and grammatical structures are missing, but there is no impairment to the comprehension of speech or in the ability to communicate in written language

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25
Q

what is the function of the Wernicke’s area of the brain?

A

area to the back and top of the temporal love

W aphasia- speech impairment; fluency speech is normal, however, comprehension and ability to construct meaningful sentences are significantly impared

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26
Q

schemata

A

abstract cognitive structures stored in human memory to represent events, concepts, or relationships

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27
Q

English as a Second Language Program (ESL)

A

focuses only on teaching English; 1st languages are not considered

teachers may not have any knowledge of/fluency in other language

involve intensive English instruction for part of the day and placement in regular classrooms for the rest

gradually students transition into English-only classrooms, while receiving assistance from resource room

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28
Q

Transitional Bilingual Education Program (TBE)

A

emphasizes first and second language in differing degrees

goal is the gradual transition from the first language to English

teacher is fluent in both languages

content area instruction is child’s first language, English as a separate subject

english gradually introduced- over a period of 2-3 years the use of English in the classroom increases

29
Q

Submersion Approach

A

when a school does not have ESL or bilingual program

students are placed in regular classroom along with other students who’s first language is English

teacher may not be bilingual or received any special training

rationale is that second language learners will gradually acquire English through participating in an English-only environment

no value or consideration is given to their first language

30
Q

sociolinguistics

A

the study of varied ways in which language is used in different settings and speech communities

31
Q

socioeconomic status (SES)

A

multidimensional construct involving education, occupation, income, resources, neighborhood, and family

32
Q

ESL program critiques

A

contributes to subtractive bilingualism

33
Q

TBE program critiques

A

contributes to addictive bilingualism

34
Q

submersion approach critiques

A

child is never fully able to learn the second language completely

35
Q

how can L1 cause language interference with L2?

A

can be problematic because syntax varies from language to language

36
Q

define/identify oral language. why is it important?

A

provides the basis on which knowledge of written language is acquired

as written lang is acquired, oral lang continues to develop further; it is refined and elaborated with experiences that involve written language

children who are fluent in oral language are more successful than those who are not- can communicate their ideas and questions
culminates in children’s communicative competencies

37
Q

why are language theories important?

A

though none of the theories provide complete and irrefutable explanations of lang. development, they contribute ideas and concepts that have over time clarified our awareness of how language develops

38
Q

WIDA taxonomy

A

advances academic language development and academic achievement for linguistically diverse students through high quality standards, assessments, research, and professional development for educators

39
Q

WIDA levels/order

A
  1. Entering
  2. Beginning
  3. Developing
  4. Expanding
  5. Bridging
40
Q

subtractive bilingualism

A

learning a second language and losing the ability to speak the first language

may have a negative affect on families as communication is disrupted

41
Q

importance of African American English (AAE) in school

A

“a cultural and linguistic transmission of tradition and history” and “an expression of pride in identity and community”

Recognition of AAE as a separate but authentic dialect of English is important in understanding the language background of many African American students

42
Q

importance of FSE in school

A

critically important for second language learners

second language learners must first learn the target language in oral conversational form prior to being able to acquire FSE and the academic register used in educational settings

43
Q

how is language tied to culture and identity?

A

is described as the important role of language in children’s identity and development

refers to the home languages or dialects as “the skin that we speak” and nothing that “our language embraces us long before we are defined by any other medium of identity”

44
Q

Entering level (WIDA)

A

listening:

  • follow modeled, one-step directions
  • identify pictures of every day objects as stated orally
  • mimic gestures or movement associated with statements

speaking:

  • repeat simple words, phrases, and memorized chunks of lang
  • respond to visually supported questions of academic content with one word or phrase
  • identify and name everyday objects
  • participate in group chants and songs
45
Q

Beginning level (WIDA)

A

listening:

  • match oral reading of stories to pictures
  • carry out two- to three-step oral commands
  • locate objects described orally
  • sequence a series of oral statements

speaking:

  • use first language to fill in gaps of oral english
  • repeat facts or statements
  • describe what people do from action pictures
  • compare real life objects (ex. “bigger”, “smaller”)
46
Q

Developing level (WIDA)

A

listening:

  • follow modeled multi-step oral directions
  • sequence pictures of stories read aloud
  • match people with jobs or objects with functions based on oral descriptions

speaking:

  • ask questions of social nature
  • express feelings
  • retell simple stories from picture cues
  • make predictions or hypotheses
47
Q

Expanding level (WIDA)

A

listening:

  • compare/contrast objects according to physical attributes based on oral descriptions
  • find details in illustrated, narrative, or expository text read aloud
  • identify illustrated activities from oral descriptions
  • locate objects, figures, places based on visuals and detailed oral descriptions

speaking:

  • ask questions for social and academic purposes
  • participate in class discussions on familiar social and academic topics
  • retell stories with such details
  • sequence stories with transitions
48
Q

Bridging level (WIDA)

A

listening:

  • use context clues to gain meaning from grade-level text read orally
  • apply ideas from oral discussions to new situations
  • interpret information from oral reading of narrative or expository text
  • identify ideas/concepts expressed with grade-level content-specific language

speaking:

  • use academic vocab in class discussion
  • express and support ideas w examples
  • give oral presentations on oral-based topics
  • initiate convos with peers and teachers
49
Q

four domains of language/language arts

A

listening
speaking
reading
writing

50
Q

language learning

A

conscious rule learning in formal instructional settings with an emphasis on the form of language

51
Q

language acquisition

A

unconscious learning of language in natural settings with a focus on meaning

52
Q

dialect

A

variation of language that is characteristic of a particular social or geographical group

53
Q

vernacular

A

varied forms within a dialect of oral language used by smaller groups of people in casual settings

54
Q

register

A

varied ways language is used for specific purposes or functions

55
Q

Formal Standard English (FSE)

A

written form of English prescribed in books on English usage

56
Q

Informal Standard English (ISE)

A

mainstream informal English used in oral communication

57
Q

genderlect

A

knowledge of how language is used in relation to one’s gender

58
Q

phoneme

A

smallest linguistic unit of sound

59
Q

morpheme

A

smallest unit of meaning in language

60
Q

neurolinguistics

A

the field of research focusing on the study of the relations between brain structure, cognitive processing, and language development

61
Q

schemata

A

abstract cognitive structures stored in human memory to represent events, concepts, or relationships

62
Q

synapse

A

area of interconnection between the axon terminal of one neuron and the dendrites of another neuron

63
Q

zone of proximal development

A

difference between what a child can accomplish alone and what he or she can accomplish with an adult’s meditation or assistance

64
Q

aphasia

A

general loss of language due to brain damage

65
Q

prosody

A

pitch, loudness, tempo, and rhythm of speech

66
Q

additive bilingualism

A

an approach to bilingualism that emphasizes the acquisition of a second language with the continued development of the home language

67
Q

code switching

A

distinguished from code mixing by the speakers apparently conscious and deliberate use of two languages within the same sentence or from one sentence to another

68
Q

code mixing

A

instance where a speaker appears to be mixing two languages

ex. vocab, idiomatic phrases

Language Development for Educators (3 decks)

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