language the great equalizer education neuroscience language development kathleen leos president...

LANGUAGETHE GREAT EQUALIZER

Education Neuroscience Language Development Kathleen Leos

President Global Institute for Language & Literacy Development

EDUCATION NEUROSCIENCE

Education Neuroscience and Language Learning

NEWPATHWAYS

TO HIGH

ACADEMIC ACHIEVEMENT

The Global Institute for Language & Literacy Development, LLC.

EDUCATION NEUROSCIENCE

New Field of Study

KEY DISCOVERY

Brain Science, Education and Language Empirical Science on How the Brain Thinks

How the Brain Learns, Processes Information Acquires Knowledge and Comprehends

Key to Learning is Language


DISCOVERY

Key to Learning is Language


Researchers

Pettito, Laura Ann. (2008). Bilingual Brain Map. Bilingual Brain.

Snow, Catherine. (2010). Language is the KEY to Literacy. Time to Act.

Lyon, Reid. (2012). Language is the KEY to Reading. Brain Health Institute.

Bialystock, Ellen. (2014). Learning multiple Languages Increases Cognitive Capacity and Delays Alzheimers. Bilingual Brain.


Language is the Foundation

Language is essential to society. It forms the foundation of our perceptions, communications, daily interactions. (Stice, Bertrand and Bertrand; 1995).

Language is the foundation for thinking, conceptual knowledge, comprehension and communication. (GILD; 2010).

Without language a society cannot exist. (Otto, Beverly; 2014).


INSIGHT

Without language one cannot think, develop concepts, acquire knowledge or effectively communicate its meaning.

Language is the key to learning! Language is the key to reading! Language is the key to developing cognition,

comprehension and executive function skills!


WHAT IS LANGUAGE

Language is the specific capacity “internal brain neural networking system” (nature) and external intentional interactive development (nurture) for developing, acquiring and using complex systems of communication.

The scope and dimension of language development include linguistic skills in speaking, listening, reading and writing.

Language uses logical structures and real-world references to process, convey and assign meaning to thought and manage and resolve obscurity.


Learning . . . Past, Present & Future

In the past, LEARNING was a means of acquiring knowledge.

WHAT TO THINK

Now, LEARNING must foster cognitive abilities to construct knowledge in meaningful ways in order to develop higher order thinking, executive function and problem-solving skills.

HOW TO THINK


LANGUAGE DEVELOPMENT

Knowledge and comprehension is developed through learners’ interaction with language

• Adults • Peers• The environment• Materials, books, technology, diverse

media • To stimulate cognitive, social, emotional,

physical and behavioral development


EXECUTIVE FUNCTION

How the brain receives, interprets, organizes, delivers and processes information (input) to select, retrieve, choose and deliver accurate information (output) that corresponds to each complex demand involved in a given task.

Executive Function or Higher Order Thinking is the highest form of brain activity required of the human mind. It is this aspect of the brain that produces complex thought. This neurological process, which occurs in the Prefrontal Cortex or upper portion of the brain develops in individuals between the ages of 8-25, is the last neurological area to mature.


Executive Function and Language

Develop thinkers, creative problem-solvers and leaders with strong executive function skills including:

• planning, flexibility, tolerance, • risk assessment, informed decision-

making, • reasoning, analysis, effective

communication• delay of immediate gratification to

achieve long-term goals. The Global Institute for Language & Literacy Development, LLC.

HOW

Students become 21st century’s creative thinkers and problem-solvers by…… developing foundational skills in: critical

analysis, induction, deduction, relational thinking with prior knowledge activation, inference, prediction and communication.

These processes must be explicitly taught first.

TEACH HOW THE BRAIN LEARNS!


The Baby Human

The process begins here ……

http://www.dailymotion.com/video/x77gfp_the-baby-human-3-to-talk-babbling_lifestyle







THE LANGUAGE STORY

Babies are born Universal Linguists Hear every sound in any language regardless of

language or country. Every child is born with the ability to process any

and all languages from birth to 1yr old. Babies begin to discriminate language sounds

beginning 6mos to 1yr. Babies respond to language/s of primary

caregiver early in language process.


Optimal Window of Learning

Children hearing 2-more languages from birth learn both languages equally.

Learning 2-more languages does NOT delay the language development process in either.

There are optimal “windows of time” for language/s learning. Birth to 8 is first window

Children who do not develop ANY language by 12-13yrs window of language learning CLOSES


NATURE v NURTURE

Bilingual Brain Map Children born with inherent ability to hear and

discriminate all sound/s BUT discreet sound articulation/discrimination

must be taught EXPLICTLY. (Pettito) Language must be taught by age 12-14 or lose

ability to develop language. (Indiana University) Dual language Brain Imprint: 2 Sides of Brain


Bilingual Brain Map

Children learning to read in 2 Languages have a ‘Bilingual Brain Map’ with equal development on 2 sides of the brain. 3yrs - 3rd grade.

Students who read in 2 languages outperform ALL other students who read in 1 language.

Students and Adults who learn multiple languages and read in more than 1 delay onset of Alzheimers and aging brain maladies.


Developing the Whole Child

Brain research indicates that physical, social, emotional and cognitive processing are interrelated in developing the whole child.

One of the essential foundational skills in developing and organizing social, emotional and cognitive process is through the ability to develop, organize and manipulate language.

Beverly Otto


MYTH BUSTERS o No right-left brain distinction in learning o No specific time allocated to learn language/s o No silent period in language development o No preferred learning style o Children born with ability to hear all languageo 3-6 months begin discriminating sounds

ALL CHILDREN UNIVERSAL LINGUISTS

ALL LEARNERS PROCESS LANGUAGE THE SAME


MYTH BUSTERS

Learning 2 languages simultaneously or sequentially interferes with either

Hydration matters: no research Lose the ability to acquire 2nd language if not

begin by age 3-5 or in early years. Older learners do need emphasis on sound

differentiation and articulation or ‘ learn the discreet articulation of sound’


New Language Discoveries

There is no ‘silent period’ in language development or acquisition; brain is active

No specific amount of time allocated to language acquisition or development, including complex higher order language skills

There are 3 pathways to language learning: what, where and how


NEW Education Landscape

Whole brain engaged in learning Optimal “windows of learning language” Whole brain is engaged in language development

continual process in 4 domains Children hear all sounds in every language:

discriminate at 6 months hear “mom” Learners process language/s same way

regardless of language/s spoken


3 BRAIN PATHWAYS

WHAT: you hear - discriminate sound WHERE: where sound originates and travels HOW: you hear it - scramble and organize from

sound to visual imagery and concept

What Happens When you don’t effectively and efficiently process language/s.


CHALLENGE

The National Assessment for Educational Progress (NAEP) Report (2012).

91% of ‘language minority students’ or English Language Learners (ELLs) DO NOT read at the proficient level in the 4th grade.

86% of ELLs DO NOT perform at the proficient level in math in the 8th grade.


READING ACHIEVEMENT

Reading Achievement is tied to: Understanding concepts Language: receptive and productive Mastery: well-formed full expression Demonstration of knowledge Integrating language with literacy


LITERACY

Literacy is the ability to use/manipulate language in order to access knowledge and thought. It’s a skill that is learned in order to identify, find, evaluate, contemplate, use and communicate, employing a broad range of resources including text, visual, audio, and video sources to gain knowledge, learn and communicate ideas, thoughts and concepts, and demonstrate understanding.


Language & Literacy . . . . 21st Century

LANGUAGELanguage refers to the specific capacity for acquiring and using complex systems of communication. The scope of language that includes linguistic skills in speaking, listening, reading and writing. Language uses logical structures and real-world references to convey, process, and assign meaning, as well as to manage and resolve obscurity.

LITERACYThe ability to use/manipulate language in order to access knowledge. It’s the ability to identify, find, evaluate, use, and communicate using a broad range of resources including text, visual, audio, and video sources to gain knowledge, learn and communicate ideas, thoughts, knowledge and demonstrate ability.

28The Global Institute for Language & Literacy Development, LLC.

A WALK DOWN MEMORY LANE

o National Reading Panel non-ELLS 2000

o 5 Components o Phonemic Awarenesso Phonicso Fluencyo Vocabulary o Comprehension

• National Literacy Panel ELLS 2007

• 5 Components• Phonemic Awareness• Phonics• Fluency• Vocabulary• Comprehension


WHAT IS MISSING

Same Components

DIFFERENT RESULTS

ADDITIONAL RESEARCH

Same Components

DIFFERENT RESULTS

FOCUS ON LANGUAGE


Power Through Language

Lau v Nichols; 1974 Supreme Court requires each district to provide

equal access to equal educational opportunity by providing language education programs for “language minority students” and ‘immigrant children and youth’.

Language may not be a barrier to grade-level academic content knowledge =‘s equal access!


THE ERA OF STANDARDS

States must establish and implement rigorous academic content standards in math, science, reading/ language arts. ESEA 2002 Title I

States must establish English Language Proficiency Standards that ALIGN to the states high academic content and academic achievement standards and objectives set by the state for all students. ESEA 2002 Title III.


PAST

States attempt to establish English Language Proficiency Standards did not match the level of language demands needed to access grade-level academic content.

(MISMATCH)

ELP standards focused on 4 language domains with a broad range of language knowledge that did not meet or align with the academic concepts within each content area.


PRESENT

2nd generation of ELP standards states attempt to develop language proficiency standards and expectations that MATCH language demands present in academic content standards.

Identify a range of language development and acquisition knowledge and parameters necessary to access specific academic content concepts at each grade-level.

CURRENT STANDARDS

Rigorous Academic Standards are Process Standards: Infer, Predict, Compare, Contrast, Analyze, Evaluate,

English Language Proficiency Standards are Process Standards: how to develop language in 4 domains of reading, writing, speaking and listening aligned to content standards in each content area at grade-level.

However, concern is current language standards do not integrate new information from education neuroscience on required and explicit language processing instruction.

The Global Institute for Language & Literacy Development

Alignment is a KEY to ELL Academic Achievement

English LanguageProficiency Standards

Curriculum

INSTRUCTION(Language Development/Acquisition

& Content) &

Professional Development

Aligned

Aligned

Aligned

AcademicContent Standards

Scientific Based Research

AcademicContent

Assessment

DataDat

a

CurriculumEnglish

LanguageProficiencyAssessment

Aligned Aligned

Annual Measurable

Achievement Objectives

State AcademicContent Objectives

HOW

Comprehensive ALIGNED Education System

STANDARDS/ASSESSMENTSCURRICULUM

ACTIONABLE DATA ANALYSISPROFESSIONAL DEVELOPMENT

CURRENT CLASSROOM RESEARCH EDUCATION NEUROSCIENCE


WHAT IS MISSING?

Basic understanding and utilization of the importance of language in reading

How to teach aligned language and content simultaneously based on STANDARDS

The complexity of language components current evidence-based scientific research neuroscience how the brain learns concepts through language development/acquisition


WHERE TO BEGIN


TALK TALK TALK TALK TALK

PreK- 12th grade!! Establish developmentally appropriate highly

interactive talkative noisy learning environments! Align standards and performance expectations Use actionable data Teach language and grade-level content

simultaneously


TALK TALK TALK TALK TALK

3-year-olds know about 1,000 words and speak in 3-5 word sentences

4-year-olds increase speech intelligibility and sentence length

5-year-olds speak in lengthy, grammatically correct sentences and know anywhere from 6,000-14,000 words (HirshPasek & Golinkoff, 2003)Source: Celebrate Our Rising Stars Summit VI;

“Preparing ELLs to Succeed in the 21st Century.” GILD, 2007


TALK and Keep Talking

300 words per year are added to children’s receptive vocabulary base (Clark, 1995)

High School senior MUST navigate 80,000 words.

Students must expand language use and learn academic language and expectations in 4 domains.

WHYDevelop Ability to Think at Meta-Cognitive

Level


TEACHING LANGUAGE

ALL TEACHERS

Development and AcquisitionForm

ContentUse

Aspects of Language Components of Language


Components of Language

44

FORM: STRUCTURE OF LANGUAGE

CONTENT: WHAT DOES IT MEAN

USE: HOW IS IT USED IN CONTEXT

FORMUSE

CONTENT

USEUSE

CONTENT


ASPECTS OF LANGUAGE

Phonological

Semantic

Syntactic

Morphemic

Pragmatic


9 Language Components

The NINE Language Components Grammar Syntax Morphology Phonological processing Vocabulary Memory Discourse Pragmatics Executive Function


POWER TO ACHIEVE

THE PATHWAY TO POWER IS

THROUGH LANGUAGE & LITERACY


LANGUAGE & LITERACY

YES, we have to teach them together!

All instruction is organized to develop language, reading, literacy, content knowledge, comprehension, deep thinking, demonstration, mastery…….

and

Academic Success


LANGUAGE IS POWER

Increase Income Capacity Enter Diverse Markets Workforce Opportunities Define New Global Institutions: Leadership Enhance Creativity Increase Comprehension and Think Tank Power Deepen Cognition Delay Age Related Challenges: Expand Life

Choices


VISION

TOGETHER . . . . .

LET’S DEVELOP POWERFUL LANGUAGE TO SEND INTO THE WORLD GREAT READERS, SOLID THINKERS, CREATIVE PROBLEM-SOLVERS . . . . .

The NEW 21st Century Leaders

THE TIME TO ACT IS NOW!!!!


language the great equalizer education neuroscience language development kathleen leos president...

Documents

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language development

foundation language

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language empirical science

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behavioral development

brain health institute