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Chapter 5 Notes

by: Kenziej218

Chapter 5 Notes CEP 315

GPA 4.0

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About this Document

These notes are from the powerpoint and cover the important material from Chapter 5 of the textbook
Educational Psychology
Cathy Parisi
Class Notes
Language, development, Education, Psychology
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This 2 page Class Notes was uploaded by Kenziej218 on Saturday July 23, 2016. The Class Notes belongs to CEP 315 at Rhode Island College taught by Cathy Parisi in Spring 2016. Since its upload, it has received 4 views. For similar materials see Educational Psychology in Psychology at Rhode Island College.


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Date Created: 07/23/16
Chapter 5: Language Development, Language Diversity, and Immigrant Education Language Development • Vocabulary:  expressive—spoken language  receptive—language person can understand both written and spoken   By age 5 most children have mastered sounds of native language:  enjoy rhymes and  songs as they learn  Ages 2­3:  use 450 words  Age 6:  use 2600 words understand 20,000  May have difficulty with abstract language Grammar and Syntax • Young children overregularize words by applying rules to everything • Syntax involves the ordering of words within phrases and sentences • Semantics involves the meaning of the sentences • Pragmatics involves appropriate use of language when communicating in social situations • Metalinguistic awareness is the understanding of how language works (develops ~age 5) Emergent Literacy (Whitehurst and Lonigan 1998) • Inside­out skills:  knowledge of letter names, sounds, decoding, syntax, spelling, writing • Outside­in skills:  connecting meaning to words, telling stories, understanding that books  tell stories, concepts of print • Head Start:  growth in receptive language predicted early reading outcomes regardless if  children spoke English or Spanish Diversity • Equally bi­lingual if dual language exposure begins before age 5, occurs across a range of contexts, and is consistent and sustained in the home and community.  There is a sensitive period for optimal bilingual language­­no critical period for  LEARNING the language but a critical period for PRONOUNCING the language (adolescence). • Later bi­lingualism involves more cognitive effort and changes the pattern of the brain’s  organization for language processing, while early bi­lingualism does not. • GOAL SHOULD BE BALANCED BILINGUALISM. Bilingual—Bicultural • Master the knowledge necessary to communicate in two cultures:  bilingualism requires  biculturalism • Academic language includes the range of language used in schools encompassing subject  matter abstract concepts and words. • 2­3 years to learn basic language for conversation (contextualized language skills) • 5­10 years to master academic language skills Teaching English Language Learners • 2008:  21% of school­age children spoke a language other than English at home • U.S. Dept. of Ed. found (2007):  use formative assessment to identify what students need  use small group interventions  target teach essential vocabulary for content and common words  directly teach academic English  use peer­assisted learning Teaching approaches • Immersion:  mix students who are learning a second language with native speakers • Sheltered instruction:  teach content to ELL students by putting concepts into context to  make it understandable (simplify language, use visuals, real­life examples, student discussion)


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