Test 1 Flashcards
five aspects of language
phonological knowledge syntactic morphemic semantic pragmatic
morphemic language + specific abilities
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
pragmatic language + specific abilities
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
syntactic language + specific abilities
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
phonological language + specific abilities
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
semantic language + specific abilities
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
two modes of language
receptive
expressive
receptive mode of language
the language a person is able to comprehend, as in listening or reading
expressive mode of language
language that a person is able to produce, as in speaking or writing
verbalization of metalinguistic knowledge
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
metalinguistic knowledge
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
linguistic knowledge
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
“sensitive period” of morphemic knowledge
birth to 12
“sensitive period” of pragmatic knowledge
forever
“sensitive period” of syntatic knowledge
birth to 12
“sensitive period” of phonological knowledge
birth to 10
“sensitive period” of semantic knowledge
forever
nativist theory of language development
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
cognitive development theory of language development
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
behaviorist theory of language development
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
sociocultural theory of language development
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
interactionist theory of language development
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
where does language live in the brain?
comprehending and producing language- cerebral cortex and cerebellum
speech and grammar functions- left hemisphere
pragmatic knowledge of language- both left and right hemispheres
what is the function of the Broca’s area of the brain?
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
what is the function of the Wernicke’s area of the brain?
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
schemata
abstract cognitive structures stored in human memory to represent events, concepts, or relationships
English as a Second Language Program (ESL)
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
Transitional Bilingual Education Program (TBE)
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
Submersion Approach
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
sociolinguistics
the study of varied ways in which language is used in different settings and speech communities
socioeconomic status (SES)
multidimensional construct involving education, occupation, income, resources, neighborhood, and family
ESL program critiques
contributes to subtractive bilingualism
TBE program critiques
contributes to addictive bilingualism
submersion approach critiques
child is never fully able to learn the second language completely
how can L1 cause language interference with L2?
can be problematic because syntax varies from language to language
define/identify oral language. why is it important?
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
why are language theories important?
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
WIDA taxonomy
advances academic language development and academic achievement for linguistically diverse students through high quality standards, assessments, research, and professional development for educators
WIDA levels/order
- Entering
- Beginning
- Developing
- Expanding
- Bridging
subtractive bilingualism
learning a second language and losing the ability to speak the first language
may have a negative affect on families as communication is disrupted
importance of African American English (AAE) in school
“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
importance of FSE in school
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
how is language tied to culture and identity?
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”
Entering level (WIDA)
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
Beginning level (WIDA)
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”)
Developing level (WIDA)
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
Expanding level (WIDA)
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
Bridging level (WIDA)
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
four domains of language/language arts
listening
speaking
reading
writing
language learning
conscious rule learning in formal instructional settings with an emphasis on the form of language
language acquisition
unconscious learning of language in natural settings with a focus on meaning
dialect
variation of language that is characteristic of a particular social or geographical group
vernacular
varied forms within a dialect of oral language used by smaller groups of people in casual settings
register
varied ways language is used for specific purposes or functions
Formal Standard English (FSE)
written form of English prescribed in books on English usage
Informal Standard English (ISE)
mainstream informal English used in oral communication
genderlect
knowledge of how language is used in relation to one’s gender
phoneme
smallest linguistic unit of sound
morpheme
smallest unit of meaning in language
neurolinguistics
the field of research focusing on the study of the relations between brain structure, cognitive processing, and language development
schemata
abstract cognitive structures stored in human memory to represent events, concepts, or relationships
synapse
area of interconnection between the axon terminal of one neuron and the dendrites of another neuron
zone of proximal development
difference between what a child can accomplish alone and what he or she can accomplish with an adult’s meditation or assistance
aphasia
general loss of language due to brain damage
prosody
pitch, loudness, tempo, and rhythm of speech
additive bilingualism
an approach to bilingualism that emphasizes the acquisition of a second language with the continued development of the home language
code switching
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
code mixing
instance where a speaker appears to be mixing two languages
ex. vocab, idiomatic phrases
