chapter 10 language and education. mastering language phonology: the sound system morphology:...
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CHAPTER 10CHAPTER 10
LANGUAGE AND EDUCATIONLANGUAGE AND EDUCATION
Mastering LanguageMastering Language
Phonology: The sound systemMorphology: Forming words
from soundsSyntax: Grammar (sentences
from words)Semantics: MeaningPragmatics: Context appropriate
useNonverbal: Face, tone, gestures
Language DevelopmentLanguage Development
Prelinguistic Abilities
◦First sounds and feedback
◦Vocalizations (6-8 weeks)
◦Babbling (4-6 months)
◦Home language sounds (8 months)
◦Comprehension before production
◦Joint attention
First WordsFirst Words
First Year
◦Holophrases: Single words
◦Nonverbal information
◦Intonation: Question, request, demand
◦Nouns first (naming)18 months: Vocabulary spurt of 30-50
words24 months: 186 wordsWide individual differences
First MistakesFirst Mistakes
Two-Year-Olds
◦Overextension: Too broad
◦Underextension: Too narrow
◦Overregularization: Applying rules “Foots” or “goed” Found in other languages Suggests an understanding of
grammatical rules
Two-Year OldsTwo-Year Olds
Telegraphic Speech: Critical content only
◦2+ word utterancesFunctional Grammar
◦Semantic relations expressed
◦Context importantRules inferred from adult speechAge 2-5: Transformational grammar
◦“Billy hit” versus “hit Billy”
Later Language DevelopmentLater Language Development
First grade: 10,000 wordsAbstract terms by adolescenceMetalinguistic awarenessAdulthood
◦Expanded vocabulary
◦Refine pragmatics
How Language DevelopsHow Language Develops
Learning Theory (Skinner)◦Accounts for phonology and semantics◦Cannot account for syntax or novelty
Nativist: (Chomsky) Language Acquisition Device (LAD) ◦Inborn mechanism◦Universality of stages and errors◦Genetic evidence from twin studies
Interactionist perspective
Critical or Sensitive Period?Critical or Sensitive Period?
Critical Period Argument
◦Younger learn more easily: All languages
◦Deaf children: Same timing, sequence
◦Second language learnersSensitive Period
◦Earlier is better
Learning to ReadLearning to Read
Alphabetic Principle
◦Printed words related to sounds
◦Phonological awareness: decodingEmergent Literacy
◦Reading to preschoolers
◦Repetitious reading and rhymes
◦Questions
Skilled vs. Unskilled ReadersSkilled vs. Unskilled Readers
Skilled Readers
◦Understand the phonetic alphabet
◦Eyes hit all the words
◦Rely on phonology, not context to identify words
Unskilled Readers
◦Low levels of phonological awareness
◦Eyes skip words and parts of words
Teaching ReadingTeaching Reading
Phonics (Code Oriented)
◦Analyze words for sounds
◦Sound-letter correspondenceWhole-Word Method (Look-Say)
◦Read for meaningResearch supports phonics
Effective SchoolsEffective Schools
Less Important Factors
◦Increased resources (reasonable)
◦Average class size (18-40)
◦Ability grouping: no advantage foundFactors that Matter
◦Student aptitude
◦Task-oriented classes; discipline enforced
◦Parental involvement
The Adolescent in SchoolThe Adolescent in School
Declining achievement and self-esteemNegative school attitudesCritical juncture: middle schoolRisk factors
◦Minority group, mother’s educational level and mental health
◦Stressful life events, family size, father absence
Why Achievement DropsWhy Achievement Drops
Family characteristicsCognitive growthNegative Feedback
◦Younger are praised for effort alonePeer pressures, which discourage
academic achievement esp. low income minority peers
PubertyPoor person-environment fit
Science and Math EducationScience and Math Education
Cultural Differences: Asian vs. US students
Asian: Higher scoresDifferences in Asian schools
◦More time in school and on task
◦More homework
◦Committed parents
◦Peers: high values and standards
◦Belief in hard work and effort
Work and SchoolWork and School
Students working 20+ hours per week
◦Lower GPA
◦Disengaged and bored attitude
◦Alienation and anxietyOther Findings
◦Lower math and science achievement
◦More likely to use alcohol and drugs
The AdultThe Adult
Achievement Motivation Stable
◦Affected by education, type of work, and family situations
Literacy: 22% at 3rd grade level
◦US has more high level and more low level
◦Related to povertyContinuing Education
◦15 million aged 25+ enrolled in college