- Oct 2017
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languagedev.wikispaces.com languagedev.wikispaces.com
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Language Development Among Children of Linguistic Diversity * 61 Among these families, Hart and Risley (1995) identified five quality features in parents' language interactions with their children: 1. Language diversity. This is the variation and number of nouns and modifiers used by the parents. 2. Feedback tone. This is the positive feedback given to children's participation in an interaction. 3. Symbolic emphasis. This is the emphasis placed on focusing on names and associated relations of the concepts and the recall of those symbols. 4. Guidance style. This is parental interaction that uses asking rather than demanding in eliciting specific behavior from the child. 5. Responsiveness. This is parental responsiveness to requests or questions initiated by children.
Five qualities of language interactions are language diversity, feedback tone, symbolic emphasis, guidance style, and responsiveness.
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Ono of the perspectives rosearche<l I.hen was tho verbal-deficit perspective. This perspective contended that anyone who did not use standard English did not have a valid language and thus was verbally deficient.
Anyone who could not use standard English had language problems.
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i is important to 1111cl<Jrsla11d lm-;ic roncopts of linguistic divorsily and second language
I agree with this statement. Right now, I am somewhat fluent in speaking German along with being fully fluent in English. I hope to be able to improve my German speaking abilities and also become fluent in Spanish.
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- Sep 2017
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languagedev.wikispaces.com languagedev.wikispaces.comOtto Ch3.pdf71
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Since the story was supported by detailed illustrations. Ms. Harper was able to engage Maria in a conversation (in English) about the story events. When the other Spanish-speaking children in the room heard their teacher reading in Spanish, they came over to join in the story sharing.
I think that this was a really interesting way for the teacher to handle the situation. As a future educator, I hope to be able to incorporate this in my classroom someday.
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Children may develop the ability to use multiple dialects as they interact at home, in the larger community, and informally with peers. Children who are more linguistically flexible and can use more than one dialect will be able lo communicate effectively in a wide variety of settings and interactions.
Very interesting, I agree! I can see how children who have multiple dialects will be able to communicate with much flexibility and in different settings as well.
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When a child whose first language isn't English is learning English it can be very challenging. It is very hard for the learner to learn the new features of the new language and distinguish them from their own. I impinge this very hard and frustrating at times. I think that as a teacher we need to keep this in mind so when we have a foreign child in the classroom struggling, we can think of how hard it must be to learn English with all of the complicated rules. As a teacher I would try and make learning the English language as easy as possible for the student by helping them after school if needed.
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For example, when they are pretending to be a clerk in a grocery store, or a doctor, or a teacher, they will use language in a way that reflects that role.
Its interesting to see this happening! When my daughter plays, the way she talks changes and changes even more so when playing by herself and trying to be many different characters.
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In immersion programs, children are grouped according lo their first language. Teachers in immersion classrooms must have fluency in both languages.
It's great how the teachers are fluent in both languages in order to best assist the student and show the equal importance of both languages.
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Successful ESL programs provide frequent opportunities for peer interactions (Fassler, 2003).
Interaction is important for language acquisition.
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Currn11l ap(HOiH hPi, lo liili11 1~11.1lhJ11 ('lll(llta·;i;,.(• th<' a< q11i•;ilio11 nl a •;n1 011d (lmgnll l,111g11ag(). wilh 11w c 1J11ti1111od d1•\ Ploplll<'III ol lhP ht>llll' la11g11rtg(1
It is important to continue developing the home language for students who are bilingual in order to preserve their culture. The home language and the second language are equally important and being bilingual is beneficial.
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Create a Positive Classroom Environment --------------~
I think one of the most important parts of creating a positive environment is teaching students to be respectful. As long as everyone is respectful, these will all be great strategies.
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Learning basic greetings and expressions in a variety of languages and dialects. Ask speakers of those languages in your classroom to help you with the articulation and inflection.
This is a very easy and efficient way to incorporate other languages into the classroom without making it the main focus.
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This approach acknowledges and emphasizes the value and need for fluency and com· potency in using both the first language and English
This is awesome, but it's very hard to implement in that teachers you hire have to be bilingual and develop lesson plans that incorporate two languages. It's difficult.
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Ono of tho major ways that you cnn focilitalo lhe dovolopment of linguistic diver-sily is hy creating a classroom onvironmenl that acknowledges, vnluos, and crnhancos lhat divorsily.
Having diverse classroom can bring different perspectives and enhanced learning. It is important to have multiple perspectives in the classroom!
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<;ognilivc academic language prolicicncy (CAL
It's good that they split up conversation proficiency with academic proficiency; someone can speak english very well but have a hard time writing it and vise versa.
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The rationale for this approach relies on the assumption that second language learners will gradually acquire English through participating in an English-only environment
This sounds like it could be very frustrating for students.
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A second language learner must· consider this difference when using English because English morphology has a dif-ferent system for indicating subject-verb agreement
When an ESL student is in your classroom and makes mistakes in this way, how do you correct it? Do you take off points even though clearly it's stemming from a cultural background difference rather than inability to study grammar?
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These children develop bidinlectism,
This is SO important.... and is why diversity in schools is crucial. When exposed to different dialects, you are more well rounded linguistically and this can help you in so many aspects
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Slandard American English (SAE) is often referred lo as the "most correct" form of language used in I he Unilecl Stales and is the form of l,mguage considered appropriate in corporate, business. government, and formal educalional settings.
I'm not sure we can say this is the correct way.... Who determines which way is the right way?
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Transitional bilingual education/I'BE has as its goal the gradual transition from tho student's first language to English. This approach is used in self-contained classrooms where children are taught by a teacher who is fluent in both languages.
This seems unrealistic to cater to every possible first language. What if they can't find a teacher who speaks the student's first language?
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Gullah began as a pidgin language used among the slaves, who were brought to that coastal area from many different tribes along the western coast of Africa, and the plantation owners.
Does this exist today? Or does this along with other pidgin languages have slight influence but aren't as potent as they used to be
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Some programs focus only on students' acquisition of English to enhance and facilitate their success in educational settings;
It might be hard to do anything else because it would be impossible to have a teacher that speaks every language. There are so many possibilities for the languages that students could speak.
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Thus, when these children experience recitational questions in a school setting, they may be confused as to the purpose of the ques· tioning and the expected response.
It could be easy for a teacher to accidentally confuse this with not caring/listening. Tricky
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In contrast, the language used in teaching a science lesson at school on the structure of plants may describe the same infor-mation out of context and be focused on learning lesson-specific facts from an oral lecture. In addition, the role of questioner will differ.
environment influences our word choice
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Research on past programs has docu· mcmtcd lhc critical impact of such programs on family culture and communication.
I've never thought about how learning another language can affect family dynamics. I guess learning something other than what you speak at home could cause issues.
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The social setting In which English language leamers Interact with speakers of the target (new) language Is an important factor in second language acquisition.
Full emerson would probably make a big difference as well as academic vs. casual context.
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Ago is a significnnt factor in second ln11guagn acquisi-1 ion.
I thought this wasn't true?
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Codeswitching is distinguished from code mixing and language interference by the speaker's apparently conscious and deliberate use of two languages within the same sentence or from one sentence to another
Spanglish?
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Children acquiring two languages prior lo age 3 is termed simultaneous bilin-gualism (Baker, 1996; Goodz, 1994).
Even though our brains are always plastic and we are supposed to be able to learn language the same later in life, it seems like it would be easier learning from the get go than once you have already learned all the rules of another language.
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In some settings, "no problem" has replaced the use of "you're welcome"-
I know several adults who HATE this phrase.
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It is also important for teachers and parents to acknowl-edge the importance for children to develop the linguistic flexibility to be able to comprehend and use not only the dialect used at home and in their immediate com-munities but to also understand the form of English used in other social settings (Delpit, 1995).
I think this is very important for students to become good writers. There are many ways to speak, but not many ways to write that are considered acceptable.
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Slandard American English (SAE) is often referred lo as the "most correct" form of language used in I he Unilecl Stales and is the form of l,mguage considered appropriate in corporate, business. government, and formal educalional settings.
This line makes me wonder. The United States does not have an official language so why is it okay for English to be considered correct in most contexts? Is it okay?
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She found differences in communication in working-class black and white families as well as among middle-class townspeople of both ethnic groups
This might go back to adult interaction. Kids whose parents work all the time won't get to interact with adults as often as those whose parents are home a lot and will in turn have different language skills.
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The U.S. educational community is now more aware of the benefits of bilingualism. In the past, especially prior to 1960, bilingualism was thought to be an educational handicap. It was believed that children could not learn a second language while still maintaining and refining their first language. Thus, children were strongly discouraged from speaking their first language and in many instances were made to feel ashamed of speaking a different language than English {Cummins, 1995).
I think that it's a good thing that children may be able to speak multiple languages, however, I think it is equally important that they are able to distinguish between the multiple languages.
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Differences are simply clifferoncos. not deficiencies of language.
Language, like literacy, is relative. A person not knowing something does not make them dumb, they may be an expert in another subject, language, or context.
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Classroom teachers play a critical role in encouraging students to acquire academic English (Wong Fillmore, 1999). Throughout the early childhood years, developmentally appropriate language activities can gradually foster children's awareness of the lan-guage forms used in school settings.
I think that it is important for the teacher to make sure students are speaking "formal/academic" english, because children who are being cared for by people who do not speak that way may not understand that there is anything incorrect or wrong with the way that they speak.
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hey are not encouraged to initiate conversa-tions with adults or to join spontaneously in ongoing adult conversations.
Isn't this detrimental to their development? Students need to interact with adults in order to learn language. They need adults to support them by correcting and guiding conversations.
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Children's language competencies influence their educational opportunities and achievements. Educational activities involve specific types of communication and interaction. To be successful in aca-demic settings, children must learn how to communicate effectively in those set-tings.
I think that it is important for children to speak competently, because I think that it could effect other aspects of their education, such as how other people may perceive them, their own self-esteem, and also the way that they understand assignments.
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In many classrooms. teachers will not ho multilingual or roprosont diverse c.ulturns, nor will thoy have rccoived any special professional preparation lo work with linguislic diversily
I wish this were not true. I wish that teachers could have training in teaching different children with different home languages English. No matter what kind of teacher one becomes they will have to deal with a student who knows very little English.
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The recognition of tho validity and authenticity of language variations within different cultures and communicative interactions came as the result of linguistic; research in the 1910s and 1980s. Ono of the perspectives rosearche<l I.hen was tho verbal-deficit perspective. This perspective contended that anyone who did not use standard English did not have a valid language and thus was verbally deficient. Researchers explored how language was usod in different social settings and doc-umented the varied ways in which language differed with respect to vocabulary, phonological features, grammar, morphemic features, and pragmatic use (Bereiter & Englemann, 1966; Bernstein. 1971; Labov, 1979: Tough. 1977; Winch, 1990). This research provided a basis for recognizing that different ways of communicating and varied use of dialects do not indicate that a person is deficient in language.
In today's social climate it seems absurd that at one time members of society actually argued that all non-English languages were invalid, solely because they were different. I think it's really interesting that formal studies were performed essentially to determine whether or not other languages were inferior to the English language. No matter how developed a language may be in terms of its systematic specialization, I think all languages have the right to be perceived as valuable and legitimate.
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In some cultural settings, children are not asked recitational questions. Instead, they are asked only questions of clari-fication or for new information. Thus, when these children experience recitational questions in a school setting, they may be confused as to the purpose of the ques· tioning and the expected response. Further cultural differences in how language is used in educational settings have been documented by Tharp (1994). These differ-ences include variations in how stories are told, the wait time given by teachers to students during questioning sequences, the rhythmic patterns of the verbal interac-tions, and the patterns of conversational turn taking.
I found this thought provoking, because I've never really considered the degree to which various cultures differ in their approach to something as specific and basic as the style of questioning. Now that I think about it, I think a country's political climate and values probably dictates the manner in which authoritative figures (including teachers) teach and how they expect their students to respond.
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For example, a child mighl use the vocabulary or syntac-tic structure of one language when attempting to communicate in the olher language.
Another example showing how switching from one language to another could be difficult, even if someone grew up hearing both.
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As a result, their stories might be assumed to be indicative of lower academic ability and language competency, when, in fact, a complex process of dis-tinguishing between the various aspects of each language is occurring.
As future educators we must closely look at instances like this. Just because a child's story/work seems incomplete does not mean that they are not comprehending. It might take a lot to switch from one language to another.
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In some locales in the United States, a drinking fountain is referred to as a bubbler.
Much like how some people refer to soda as pop or vice versa.
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ii is also important for you lo acknowledge the value of their other language compotoncies that will contribute lo their effective communication in fam-ily and community settings
acknowledging different cultures and language will help students relate and open up to you more.
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Children may be expected, and thus taught, to speak only when an adult addresses them. They are not encouraged to initiate conversa-tions with adults or to join spontaneously in ongoing adult conversations. In addi-tion, in some cultures, children who enthusiastically volunteer answers at school are considered show-offs
It is so important not to discourage children from speaking and sharing their thoughts. Children who speak and express themselves freely tend to be more advanced compared to children who are scared or taught not to share what they think.
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when children speak or write in their home/community dialect or a specific register, they are not mak-ing "errors" in English but are simply using a different form of language. Similarly, second language learners may transfer a grammatical pattern of their home language when speaking or writing English. This does not mean that children must unlearn their home language, dialect, or register, and use only academic English; instead, it means teachers must provide opportunities for children to develop linguistic flexibil-ity, "choosing the language variety appropriate to the specific time, place, audience, and communicative purpose"
it is important to remember as teachers that while English is the most common language in schools, students who speak another language at home must learn how to speak and use both languages by linguistic flexibility, meaning they'd choose the language appropriate for the situation they are in
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Students who have a home language (L1) other than English are faced with the chal-lenge of learning a new or target language (L2) that has different features from their home language. The syntactic, semantic, morphemic, phonetic, and pragmatic aspects of the two languages may be significantly different
Important for future teachers to recognize and understand that many children will come from different language back-rounds, and learning a new target language can and most likely will be a struggle
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Children may be expected, and thus taught, to speak only when an adult addresses them. They are not encouraged to initiate conversa-tions with adults or to join spontaneously in ongoing adult conversations. In addi-tion, in some cultures, children who enthusiastically volunteer answers at school are considered show-offs
shows the variation in cultures, different cultures handle language development differently. These variations in tactics can also connect to social-emotional growth in different children from different cultures
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Tho Sapir-Whorf hypothesis staled that lho way wn think and viow tho world is dotorminnd by our languago (Anderson & Lightfoot. 2002; Crystal. HlD7; flayes, Omstnin, & Gago, HlB7). fnslances of c:ul-llll'al difforoncns in la11guagu uso am oviclont in languages having specific words for concopls and othm languagos using several words lo roprosont those concepts.
Different cultures obviously have unique languages. Therefore, according to one's culture, the way her or she thinks and learns is specific to the culture they were raised in/are familiar with.
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The teacher may not be bilingual and may not have received any special training.
This is not okay!!! Teachers need more training because it is not fair to the teacher or the student!
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From these teachers' attitudes, further negative assump-tions developed into low achievement expectations for BE speakers, which then became a self-fulfilling prophecy
No one but especially not teachers, should judge others on their cultures because we are supposed to be the people giving equal opportunity not making it worse
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Findings from their longitudinal study docu· monl the significance of "talkativeness" in families in influencing languago development rather than the family's socioeconomic status or ethnic group iden-tity. Differences in language use were attributed to the complex family culture-not simply to socioeconomic status or ethnic group identity.
This makes sense to me because if children were taught at a young age at home not to speak unles spoken to, they do not have the same aount of opportunities to practice their language development.
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Differences are simply clifferoncos. not deficiencies of language.
It should be important for educators to understand this and not judge a student based on their cultrual way of speaking.
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wait time given by teachers to students during questioning sequences,
Wait time for students to respond can be important. If it is too easy for them to get the answer to a question, they are not using critical thinking skills.
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socialization mismatch hypothesis. This hypoth-esis "predicts that children are more likely to succeed in school when the home language and literacy socialization patterns are similar to those that are used and valued in school"
It is important to have a working relationship with your student's families to be able to know what type of language to use in your classroom
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At home, the child is often the questioner: at school, the teacher often serves as the primary questioner.
This needs to change!!! Learning happens when you ask questions not just listen
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Instead, teachers should acknowledge and value the linguistic diversity that children bring to the classroom.
This concept does not just apply to language but to all subjects. You are teaching students therefore you should know your students and adjust your lesson plans to accommodate them and what they bring to the classroom always.
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Students' first languages are not a consideration, nor are their languages used in any aspect of classroom instruction. Teachers in ESL programs may not have any knowledge of, or fluency in, students' respective first languages.
This approach goes against the "considering what the child brings to the classroom" approach which I strongly believe in. I can't see myself supporting this approach.
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Children who experience this approach to bilingual education develop authentic bilingualism. They are equally able to use both languages for purposes of learning and in their social environments. Thus, developmontal bilingual education is an example of "additive bilingualism."
Perfect! This approach considers what the child brings to the classroom without making them feel that their language is inferior to another language. I'm happy with this. It aligns with my beliefs.
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This approach does not consider the value of children's first language to their family culture or to the larger society's culture. In this way, transitional bilingual education may actuaJly result in "subtractive bilingualism."
My thoughts while reading it. I think it's good to incorporate both in school, but don't phase one out like it's a terrible part of the child that needs to be removed. That's horrible for the child to think their home language or any part of them is inferior to English.
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1. Embedding lhe tmgot lnnguago in context through piclurns, realin. and movomont 2. Modifying their spooch to students by using a slower rule and loss complex language :1. Organizing o curriculum not basod on grammatical strnctmo but based on language-rich uctivitios, such ns games, problem solving, nnd experiments 4. Encouraging but not forcing children to spook 5. Postponing tho explicit, formal study of a language's grummar until much lator thun usual (high school)
Great advice for teachers. I believe I could have learned a language if I was taught using these methods instead of jumping straight into memorizing how to conjugating verbs.
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ol only do children learn language with morn oa.se than adults,
I thought we already established in class that this was false and adults have the same capacity to learn a second language as children do? How do I know what to trust?
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he acquisition of a second language will follow the same sequence as development of the first language, with receptive and expressive knowledge of the oral language developing first, followed by knowledge of the written language:
This makes complete sense. Even in college Spanish classes, I was not taught the language orally before written. Maybe I would remember something in Spanish if it was taught this way.
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This is very well said. More teachers need to build on children's knowledge instead of simply telling them that the way they say something and their family says something is wrong.
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Children learn how to use language for specific purposes in specific settings as they experience different situations in their preschool and elementary school years. This is part of their pragmatic knowledge of language
how registers are created
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ll dialects are characterized by distinct system· alic features wilh respect lo the five aspects of language knowledge: phonological, semantic, synlnctic, morphemic, and pragmatic
How dialects differ
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two common goals for all children: success at school and propnralion for successful living.
Yes! I was trying to say this in a comment earlier and they said it better here!
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throe distinct types of linguistic diversity: differences in dialect, differences in registers, and differences in language.
The three types of language of diversity
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provided a basis for recognizing that different ways of communicating and varied use of dialects do not indicate that a person is deficient in language.
It's sad to think that this was discovered in the 70's. Only 50 years ago, we started making progress toward accepting and accommodating different languages and cultures when our country was founded by those of different languages and cultures over 200 years ago.
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Differences are simply clifferoncos. not deficiencies of language.
100% agree
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Further cultural differences in how language is used in educational settings have been documented by Tharp (1994). These differ-ences include variations in how stories are told, the wait time given by teachers to students during questioning sequences, the rhythmic patterns of the verbal interac-tions, and the patterns of conversational turn taking
The ways in which language can vary in school settings due to cultural differences
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language to rollect rnltmo
important link between language and culture
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Pidgin language use decreases and may even disappear when one group learns the language of the other or if the original reason for communicating, such as trading or selling goods, has ceased. In some situations, the pidgin develops into a creole language. This occurs when a pidgin language has been used across two generations, so that the children of the initial speakers of the pidgin learn or acquire the new language as their "mother tongue."
Is Gullah an example of a Pidgin Language? What about words that differ from south to north due to settlement?
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languagedev.wikispaces.com languagedev.wikispaces.com
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When adult responses to children were contingent and focused on tho meaningful content of the interaction, there was a positive relationship with infants' use of vocabulary as toddlers
If toddlers get the opportunity to speak and express themselves, they are able to enhance their vocabulary.
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An important factor in early social interac-tions is the responsiveness of adults lo an infant's behaviors (nonverbal and verbal)
As a future preschool teacher, I understand it is key to look for an infant's level of interaction with me and take ques from their behaviors.
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Telegraphic speech is defined as the child's use of two or three content words in an utterance, with no function words, such as conjunctions, articles, prepositions, and inflections
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This is further evi-dence of mothers' sensitivity to their children's linguistic competencies and zones of proximal development.
ZPD
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Research suggests that children's sensitivity lo the way in which words are ordered in language (i.e., syntax) also affects semantic development (Gleitman & Gilelte, 1999). For example, verbs occupy a systematic or set place in English phrases and sentences. Children appear to perceive this "special place" as indicating that words used in this manner indicate actions and not o
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Al times, children appear to learn some words quickly with only a few expo-sures and without specific feedback reinforcement. This is known as fast map-ping
quick learning of words
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ccording to Reich (1986), idiomorphs develop from four different sources: (a) straining sounds that accom-pany gestures of need; (b) imitation of environmental sounds such as those made by keys, motors, and animals; (c) self-imitation sounds that occur naturally and then are repeated when a certain outcome is desired, such as "Achoo" meaning "I need a handkerchief"; and (d) imitation of adult speech.
invented words
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Somnntic development, then, first occurs in an infant's understanding of others' words and actions and object associations.
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This pairing between a word and its referent has also been described as a mapping of the language onto the object or specific meaning
words and referent
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Direct experiences occur from birth on, as infants experience objects and events in their world as a direct participant-touching, tasting, smelling, seeing, and hearing.
direct
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Early childhood teachers and caregivers need to be aware of the characteristics and significance of this illness so that they may assist parents in safeguarding the health and development of young children.
infections
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Early picture book experiences appear to stimulate a child's awareness of the sounds of language and to develop an association between the sounds of language and illustrations in books. This association is the beginning of a child's emergent literacy,
emergent
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peech requires coordination of the vocal tracl, including the larynx, glottis, hard and soft palate, jaw. lips, and tongue.
biological parts
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As early as 4 days after birth, infants seem "to prefer to listen to their mother tongue over certain other languages," though they do not respond differently to other unfamiliar languages (Karmiloff & Karmiloff-Smith, 2001, p. 44). This indicates a biological readiness to perceive and process the sounds of language
After birth
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lfocoptivc> language knowledge of tho sounds of a language begins to develop as lho infant hoars lho :;pooch of others around him (
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For phonological knowl-edge, the time from birth up to about age 10 is the optimum time for development.
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These include verbal mapping, child-directed speech, linguistic scaffolding, and questioning.
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When adult responses to children were contingent and focused on tho meaningful content of the interaction, there was a positive relationship with infants' use of vocabulary as toddlers
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This assumption initiates and sustains communicative interaction between infants and their families and other car· egivers. Tho ways in which parents and caregivers direct young children's allention to ongoing events and the moaning of those events also has an important role in lan-guage development
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interaction pallerns that enhance language dovolopmenl: eyo conlact/shared reference and communication loops.
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turn taking, eye contact/shared reference, and verbal mapping.
the types of interactions important for children's development of conceptual knowledge.
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Concept labels (i.e .• words) and schemata are culture and language specific .
labeling objects and conceptual knowledge depends on where the child grew up, their family & friends, and the environment in which they interact
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This pairing between a word and its referent has also been described as a mapping of the language onto the object or specific meaning
example of semantic knowledge & verbal mapping
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As children process this information cognitively, they develop ways of categorizing these stimuli into abstract conceptual group-ings, or schemata.
semantic knowledge: applying concepts or labels to objects and other stimuli in the environment
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infant's parents and caregivers interpret and respond lo the infant's crying
infant crying and the parent coming to the rescue is the first interaction of parent-infant communication.
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this may affect a child's ability to recognize and distinguish between phonological charac-teristics essential for learning to speak and understand language
ear infections during infancy can hinder and negatively effect a child's phonological awareness and language development.
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Early childhood teachers and caregivers need to be aware of the characteristics and significance of this illness so that they may assist parents in safeguarding the health and development of young children.
if the teacher does not assess the student's illness, the student will have difficulties keeping up with the rest of the classroom and become frustrated. this can lead to no motivation or believing they are "dumb."
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picture book sharing stimulates auditory perception and phonological awareness related to spoken and written language
relates to verbal mapping. associating words with symbols or pictures that represent the word. helps the child develop their phonological awareness
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supportive scaffolding
Scaffolding- how children learn
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Language Development of Infants and Toddlers * 127 (Owens, 1988). order toddlers introduce or change the topic of conversation. In addition, toddlers may use some attention-getting words and gestures (Owens, 1988). Gestures are used to increase the semantic content of what is said; however, as children's productive vocabulary increases during toddlerhood, they begin to rely less on gestures and gesture less during conversations. Toddlers' pragmatic knowledge and emergent literacy. In literate cul lures where children interact with print and texts, their behaviors may indicate that they are becoming aware of certain ways in which written language is used to communicate intent or purpose
all cultures differ
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Language Development of Infants and Toddlers *~ 121 For example, in the sentence, "The girl was riding her bike when it broke," both her and it are pronouns that refer to nouns. We can identify the referent for her because the noun girl precedes the pronoun; likewise for it, which was preceded by bike. When children learn to use pronouns, they learn how to identify or indicate the appropriate referent in the utterance or sentence by using both syntactic and semantic information. The acquisition of pronouns begins during the toddler years and extends through preschool {Owens, 2001). This long period of acquisition reflects the complexity of pronoun use. Children need to learn that the form of a pronoun must reflect the syntactic position within the utterance. For example, one form of a pronoun may indicate the subject of an utterance {I, he, she), while a different form is used to refer to the utterance's object {him, her, me). The acquisition of the pronouns I and you is particularly complex for toddlers because the use of these pronouns depends on the role of the listener {you} and speaker {I) (Owens, 2001; Warren & McCloskey, 1997). In a conversation, the roles of speaker and listener are constantly changing, so the referents for I and you are also constantly changing. Further, it is difficult for an adult to model the appropriate use of I and you ·without adding to the confusion. This confusion may explain why parents and other adults use labels like Daddy's or baby's instead of my or your for objects. For example, a father might tell his son, "Daddy's going to work" rather than saying, "I'm going to work" or "This is Daddy's hat" instead of "This is my hat." Gradually, toddlers learn to use the I and you pronouns appropriately: however, it is important for early childhood teachers to be aware of the initial confusion toddlers experience in acquiring these pronouns. Toddlers are also learning to use the pronouns "I" and "me." They may appear to use both forms to indicate the "agent" position (utterance subject position). For example, saying "Me want dat" on some occasions and at other times saying "I want dat." Even though a toddler has heard others say, "Ready or not, here I come" when playing hide and seek, the toddler may say, "Ready or not, here me come" when it is her turn to look for her playmate. Toddlers are also gradually acquiring the use of the reflexive pronouns such as myself, himself, and herself. In acquiring reflexive pronouns, toddlers may use their knowledge of the possessive pronoun to then form the reflexive pronoun (Otto, 2012). For example, a toddler who has used "his" to refer to someone's possession (e.g., his hat) may use "hisselP' instead of "himself." For example, "He got down there all by hisself." Emergent literacy and syntactic knowledge. When toddlers participate in sto• rybook activities with adults, they are exposed, to more complex sentence struc-ture than in everyday conversations.
Children are constantly learning!
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Selective reinforcement occurs whon children are encour-aged lo produce and ropoal the sounds that are appropriate and necessary for their home language,
when parents respond positively to new spoken words, the infant will want to repeat that word.
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While direct experiences have a greater impact on concept development, both direct and vicarious experiences make valuable contributions to concept development.
Teachers need to make it a point to grow a child in direct experiences and vicarious experiences
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When meaning is attached to words or sequences of speech sounds, young children begin to develop semantic knowledge.
It is important to not only know the world, its spelling, and how to pronounce but actually understand that word. Add context behind the spoken word
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Early childhood teachers and caregivers need to be aware of the characteristics and significance of this illness so that they may assist parents in safeguarding the health and development of young children.
I never knew this. It makes sense now that teachers should monitor the health of their students,
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"lhal lho capacity for basic Janguago dovolopment is 'wirocl' into the analomical slruclurc of lho brain" (p. 29)
humans are made to learn!
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t is only through interaction in lhe environment that language is acquired.
Interactionist perspective, when you actively interact in a classroom/community/environment you learn more.
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In acquiring language, an infanl musl first begin to "sort 0111" tho spooch sounds lha1 arc usocl by othors in his nnvironmont
phonological knowledge in infancy
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it is important to keep in mind that each aspect of language knowledge does not develop in isolation from,the other four aspects; instead, their development is interrelated.
all 5 aspects of language knowledge are important and are connected with each other. to have advanced language skills, all 5 areas of language knowledge must be present.
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Tho ways in which parents and caregivers direct young children's allention to ongoing events and the moaning of those events also has an important role in lan-guage development
Children need to be aware of the world around them.
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An important factor in early social interac-tions is the responsiveness of adults lo an infant's behaviors
the more parents speak to their infant, the more likely the infant's cognitive abilities will be strong and develop normally. they also are better with their social skills, as a result.
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According lo Bruner (1990), "language is acquired not in the role of spectator but through use. Being 'exposed' to a flow of language is not nearly so important as 'using it' while 'doing'
I can relate to this on a personal level. In high school, I took 3 years of Spanish and continued to take it in college. Not until one of my college professor made me get up and speak the language did I actually learn more. Anyone can learn a language on paper, its the matter of using that language and putting it into action.
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Receptive language develops first and pro-vides a basis for later expressive language.
receptive: how you interpret language expressive: how you speak and express your feelings to others
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Infants' continued parlicipation in eye conlacl/shared reference and commu-nication loops is crilical lo Inter language development and social interaction.
need to develop these skills early on to ensure they are advanced by the time they are needed or enforced, like in a job interview, etc.
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within this social envi-ronment that language development begins.
goes back to interactionist perspective. we acquire language by being exposed to it over and over again in different environments.
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esearch on chit d rcn 's percepl ion of speech and lhe dovolopmonl of lhP auditory syslem in utoro has dolorminod lhal lho fetus can perceive sounds beginning wil h I ho 251 h wook of gestation (do Doysson-Dardios, HJ99). At 35 woo ks' gostatiou. a folus's hearing acuity is al a Jovel similar to an adult's.
important to remember that children's perception of language starts in utero not just when they are born
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wo key interaction pallerns that enhance language dovolopmenl: eyo conlact/shared reference and communication loops. After ostablishing eye contact with her newborn son, Miriam created a communication loop by speaking, listening, and then responding to her newborn's nonverbal behavior. This process of gelling an infant's attention and main-taining that attontion is critical lo creating a setting in which linguistic exchanges can occur
Eye contact and Communication loop as we know is important because it is one of the ways infants or young children interact with the world around them when learning language and literacies. This is important because getting the infant's attention and maintaing that attention is important to creating a setting where language learning occurs
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www.citejournal.org www.citejournal.org
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and court battles over the teaching of evolution (Pennock, 2001) demonstrate, issues relating to curriculum content can be areas of significant contention and disagreement.
Even if a student doesn't believe in something, they should still know about it. In order to function in a society where many people may accept controversial theories, students need to be knowledgable those theories.
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teachers should understand the deeper knowledge fundamentals of the disciplines in which they teach.
Agree. Understanding content is completely different from understanding content well enough to teach it.
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It is, thus, not surprising that they do not consider themselves sufficiently prepared to use technology in the classroom and often do not appreciate its value or relevance to teaching and learning.
I am disturbed by the amount of students in this program who don't value technology either. I think that even with very young students, technology is important.
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On an academic level, it is easy to argue that a pencil and a software simulation are both technologies
Just because something isn't digital does not mean it is not an advancement. There can be innovation in paper and pencil methods as well.
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Technological pedagogical content knowledge is an understanding that emerges from interactions among content, pedagogy, and technology knowledge.
intertwining all these components will lead to the most effective teaching approach. understand the content and how technology can be used to introduce and represent the content, understanding technology and all the processes and resources it offers to advance teaching and learning, and understanding how to teach the material to the students and how to use technology to make the student's learning experience more beneficial.
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TPK requires a forward-looking, creative, and open-minded seeking of technology use, not for its own sake but for the sake of advancing student learning and understanding.
do not really understand the difference between TCK and TPK, but TPK allows the teacher to find the best way to use technology to advance the teaching and possibly make the learning process easier for the students.
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Teachers need to understand which specific technologies are best suited for addressing subject-matter learning in their domains and how the content dictates or perhaps even changes the technology—or vice versa.
when the teacher deeply understands the content, the teacher can determine if technology can be used to upgrade or worsen the student's experience in learning the content. also, the teacher should be able to confidently use technology in the most beneficial way, which is only accomplished when the teacher understands the content matter and the technology processes.
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Acquiring TK in this manner enables a person to accomplish a variety of different tasks using information technology and to develop different ways of accomplishing a given task.
need to understand technology and all the components that make it up. need to be aware of the various and many resources it offers that can be used to accomplish certain tasks. technology can enhance teaching and learning when the teacher is aware its processes and of all the possible ways it can be used.
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PCK is consistent with and similar to Shulman’s idea of knowledge of pedagogy that is applicable to the teaching of specific content.
the teacher understands the content and figures out the best way to teach the content depending on their classroom. need a deep understanding of the material to be able to determine the best teaching strategy that will be used to distribute the content to the classroom
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Pedagogical knowledge (PK) is teachers’ deep knowledge about the processes and practices or methods of teaching and learning.
teachers know different teaching strategies that are beneficial in the classroom and know how students learn and construct knowledge. the teacher needs to assess each student because all students learn differently and may need a different teaching approach than their fellow classmates.
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Knowledge and the nature of inquiry differ greatly between fields, and teachers should understand the deeper knowledge fundamentals of the disciplines in which they teach.
it is very important for the teacher to know the subject matter they are teaching and also deeply understand it in depth
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there are three main components of teachers’ knowledge: content, pedagogy, and technology. Equally important to the model are the interactions between and among these bodies of knowledge,
according to the TPACK framework, to effectively integrate technology into the classroom, the teacher needs to have knowledge on the content, on pedagogy and technology. in addition to this, the teacher needs to be able to connect these three factors and how they work together.
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There is no “one best way” to integrate technology into curriculum.
integrating technology in the classroom should be creative and designed specifically for that certain teacher and classroom. different subject matter and grade levels will affect how technology in used in the classroom. but the TPACK framework is arguably the best approach in how to guide the teacher in incorporating technology into the classroom.
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not surprising that they do not consider themselves sufficiently prepared to use technology in the classroom and often do not appreciate its value or relevance to teaching and learning.
many teachers did not receive the adequate teaching on technology when they got their degree, mostly due to the time they got their degree. these teachers are not adequately prepared for using and integrating technology into the classroom. if these teachers barely understand it themselves, how are they going to effectively distribute it within their classroom and how are they going to teach it to their classroom?
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Over time, these technologies achieve a transparency of perception (Bruce & Hogan, 1998); they become commonplace and, in most cases, are not even considered to be technologies.
technology is always improving, so we often forget about and take for granted past technology when newer technology replaces it. traditional pedagogical technology is specific (has one specific use), stable (doesn't change), and transparency of perception (what is provided is what is used) while new digital technologies are protean (usable in many different ways), unstable (changing rapidly), and opaque (the uses are sometimes hidden and hard to figure out)
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effective teaching depends on flexible access to rich, well-organized and integrated knowledge from different domains
ill-structured discipline: a lot of the time, teachers have to intertwine different areas of content across the board to be able to teach their class on a specific subject. a beneficial teaching requires using knowledge from all different structures and combining that knowledge to make sense of one topic and to get the point across. a teacher has to consider their own knowledge on the subject matter, the students learning techniques and current competencies, and the use of technology.
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The TPACK framework for teacher knowledge is described in detail, as a complex interaction among three bodies of knowledge: Content, pedagogy, and technology. The interaction of these bodies of knowledge, both theoretically and in practice, produces the types of flexible knowledge needed to successfully integrate technology use into teaching.
to be able to effectively teach and incorporate technology in the classroom, a teacher needs to understand the content, pedagogy and technology and be able to practice it.
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teacher knowledge for technology integration called technological pedagogical content knowledge
it is critical that teachers are educated and confident in their technological pedagogical content knowledge. this is the knowledge on pedagogy content combined with technology knowledge to be most effective in a classroom and use technology to advance teaching techniques.
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clalliance.org clalliance.org
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But in today’s networked world, there’s no reason why all children should not have the opportunity to pursue connected learning.
Technology can be expensive, but students can have access to it at school and we can even recycle old devices so less privileged students can have better access to technology.
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The culture clash between formal education and interest-driven, out-of-school learning is escalating in today’s world where social communication and interactive content is always at our fingertips.
It doesn't make since not to let students explore the topics they are excited about. Technology makes so many resources available that students should be able to learn in ways they enjoy.
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Traditional education is failing to engage many students as they enter their middle school, high school, and college years.
I found the image that shows the engagement in schools decreases as the grade rises. I never thought about how different hands-on work is between elementary, middle and high schools. We need to incorporate PBL and connected learning more and throughout all grade levels.
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Young people learn best when actively engaged, creating, and solving problems they care about, and supported by peers who appreciate and recognize their accomplishments.
this follows the same idea that project-based learning arises from. the idea that hands-on work that actually engages the children makes them more excited about their work and in turn, allows them to retain the information instead of just memorizing info for a test & then forgetting it right after
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inst-fs-iad-prod.inscloudgate.net inst-fs-iad-prod.inscloudgate.net
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The perfor-mance tasks ask students to apply their learning to a new and authentic situation as means of assessing their understand-ing and ability to transfer their learning.
It is pretty easy to test whether or not students know the material. It is much harder to asses whether or not they have learned the skills we want them to have. This is one way to assess those skills.
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Bloom’s Taxonomy
A way to assess assessments?
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oo often, teaching focuses primarily on presenting information or modeling basic skills for acquisition without extending the lessons to help students make meaning or trans-fer the learning.
It is not enough to just explain the material. Students need a change to expand that knowledge on their own before it will make since to them.
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Acquisition of content is a means, in the service of meaning making and transfer.
Learning content is not necessarily the ultimate goal, but it happens along the way. We want students to see the big picture and it's relevance.
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They focus on ensuring that learning happens, not just teaching (and assuming that what was taught was learned); they always aim and check for successful meaning making and transfer by the learner.
Assessment is important so you know when you need to go back and cover something again
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think purposefully about curricular plan-ning.
Begin with the end in mind!
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mozilla.github.io mozilla.github.io
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Managing and maintaining the privacy and security of your digital identity through behaviors and digital tool settings.
Very important with social media!
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Learning through making involves constructing new content.
Not only is this tool to benefit others but it will help students solidify their own knowledge. You have to really understand something to be able to teach it to someone else.
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Using questions and keywords to find the information you need.
I think most high school students are pretty good with this skill. It's interpreting, creating, and synthesizing they need the most practice with.
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Good online readers know the tools and strategies that can be used to search for and locate people, resources, and information.
Students often believe everything they read. Hopefully if they realize that anyone can put stuff online they will be more skeptical and also understand that sources can be misleading.
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Approachable and accessible to diverse audiences and their needs. The map needs to be written in a language that is easy to understand, and relevant—why do web literacy skills matter to them. Applicable to interest and/or expertise. The map needs to connect to curriculum, credentials, professional development, and other resources to teach people the skills they need to engage online and offline.
Technology is not going away so our students need to know how to use it. Hopefully, instead of just using what is out there, they will eventually be able to put info out there for others to use as well.
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Developing and presenting effective messages, and contributing to groups through appropriate interactions and active listening.
how to be a good community member on the web
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college and career readiness, and workforce development
this website is suggesting that become "web literate" will help us to be prepared for college and our careers
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Writing on the web enables one to build and create content to make meaning
this is what we're trying to accomplish by creating our own websites
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critical thinking, collaboration, problem solving, creativity, communication
these look very similar to some of the outcomes of pbl
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www.ascd.org www.ascd.org
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coach students in using rubrics or other sets of criteria to critique one another's work.
There should always be an end to journey toward. Students need some direction even in PBL.
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After their discussion about encounters with pollution, in addition to choosing a driving question, Ms. McIntyre's students as a whole class generated a list of more detailed questions about diseases
Students should expand on what they have learned because it will make them think critically and highlight relevance.
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Collaboration was central to the project. Students formed teams of three or four and began planning what tasks they would do and how they would work together.
Students need this interaction to expand on their ideas and organize information in their brains!
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initiates questioning
When students are engaged, they will be more likely to explore the material on their own before the teacher explains it and they will already have a better foundation for learning.
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tudents shared their experiences with suspicious water quality, discussed times when beaches had been closed and why, and talked about how much pollution bothered them.
Always engage students before starting a lesson!
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First, students must perceive the work as personally meaningful, as a task that matters and that they want to do well. Second, a meaningful project fulfills an educational purpose.
Students should be interested in the topic, but it should still be structured so that students learn the material they need.
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coach s
I really like how instead of evaluating them using the rubrics, it suggests rather to "coach" them instead. Thats a great approach because it doesn't evaluate them solely using the rubric but it still keeps the rubric in place so they have a sort of guide!
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discussion
I didn't begin to really enjoy classroom discussions until college, mostly because no one was ever willing to speak, and we weren't really allowed to say the things that we thought about the topics being discussed(for example: the issues of race regarding To Kill a Mockingbird), most of my teachers tried to censor every aspect they could. It went from everyone sharing their experiences or opinions to the teacher leading the discussion with specific questions set by the district. In my classroom, i want to have a much more open atmosphere where student's can have those kinds of open discussions, and be able to state their opinions and beliefs (as long as it is not causing harm or insulting someone else of course)
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that distinguishes projects from busywork.
I have mixed emotions on using posters asa way to show learning. I feel like you can definitely look at a poster that someone has created and you can tell the amount of effort they put into it, however you can't look at it and tell how much a student has learned. A poster should be like a background tool for something like a presentation whether it be to the class, or the community. It should be there to simply summarize the points and add visual appeal to the presentation, it should not be simply used alone. As for having posters in the classroom, i feel like it does help the students engrave some of that information into their brains, mostly because it had been done and presented by their peers, and they'll see it on a day to day basis.
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drive.google.com drive.google.com
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eaching is a means to an end. Having a clear goal helps us as educators to focus our planning and guide purposeful action toward the intended results.
It is important to be intentional in your planning. Students know when they are given busy work and it will not be effective.
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Authentic learning experiences shift a student from the role of a passive knowledge receiver into a more active role as a constructor of meaning.
Especially in science, there is a huge disconnect between how we do science and how we teach science. Instead of having students piece together info like they would in doing science, they are given information to remember. Teachers should incorporate lessons to make learning more authentic.
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What would we accept as evidence that students have attained the desired understandings and proficiencies—before proceeding to plan teaching and learning experiences? Many teachers who have adopted this design approach report that the process of "thinking like an assessor" about evidence of learning not only helps them to clarify their goals but also results in a more sharply defined teaching and learning target, so that students perform better knowing their goal.
This will make it easier to focus on what is important rather than killing yourself and your students trying to cover every detail of a topic.
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We are advocating the reverse: One starts with the end—the desired results (goals or standards)—and then derives the curriculum from the evidence of learning (performances) called for by the standard and the teaching needed to equip students to perform.
This is also important for organization. Without a goal, there can be no plan, and students will get confused and frustrated. Goals make lessons purposeful.
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www.cultofpedagogy.com www.cultofpedagogy.com
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the ability to regurgitate information is no longer valued the way it once was.
Students need to be able to think critically because technology makes it easy to find literal answers.
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A PBL project might ask students to educate their peers on the best ways to prevent the spread of viruses in school.
A question that we face everyday. Actually applicable to the real world.
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In the process of solving the problem, students also meet required standards, but this work is integrated into the project, not separate from it.
PBL helps students see real world applications and understand why what their learning is actually important
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qualities like the ability to work on a team, problem-solving skills, written and verbal communication skills, and initiative
These are the skills that need to be taught to students in order for them to be career ready. We need to be thinking of a way that we can teach state standards and incorporate these skills. This is what pbl is.
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the project is often hypothetical—students know it’s still a school assignment,
this is important when thinking about the product or the outcome of the pbl. It needs to be something relevant and has meaning to the students.
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In the process of solving the problem, students also meet required standards, but this work is integrated into the project,
this is a key component to pbl. Without state standards integrated into the project, pbl is not an effective way of teaching.
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students rarely see its relevance.
This is unfortunately very true for many students. I know that for a long time while in my early school years, I was constantly complaining about how i would never use that information in every day life. I feel like this attitude really effected my way of thinking and going about school.
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With project based learning, the content is baked inside of a long-term project, a real-world problem students need to solve in a creative and authentic way. In the process of solving the problem, students also meet required standards, but this work is integrated into the project, not separate from it.
I really love the concept of project based learning! Until I reached my junior year of high school, I had spent a majority of my classroom time just reading, memorizing, and regurgitating information for my teachers, and didn't feel like i really retained anything, but at my second high school, all of the teachers had moved to the PBL style. I was in an expeditionary learning school and we spent a lot of time doing hand on, in depth projects in class, that would often stretch across different classes. I feel like i definitely learned a lot more from those experiences!
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www.edutopia.org www.edutopia.org
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These inquiry-based teaching methods engage students in creating, questioning, and revising knowledge, while developing their skills in critical thinking, collaboration, communication, reasoning, synthesis, and resilience
Key skills that are taught through pbl
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students learning knowledge to tackle realistic problems as they would be solved in the real world increased student control over his or her learning teachers serving as coaches and facilitators of inquiry and reflection students (usually, but not always) working in pairs or groups
These are the essential components of pbl.
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project-based learning (PBL) can increase retention of content
In pbl students are taught in a different way. They are not simply told what to know and memorize it. Students learn by action in pbl.
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www.edtechcoaching.org www.edtechcoaching.org
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The approach that I think is more effective with teachers is: “you’re trying to do Y- and here’s how X can make you more efficient or effective (through increased access, better organization, more automation, etc.)”. That way, the focus for professional development starts with good teaching practices- rather than starting with the tool.
regardless if you agree with using technology in the classroom or not, the bottom line is, you need to possess good teaching strategies and know how to engage with your students correctly. so, once you have a good strategy down, then you can figure out if technology can be used to enhance the experience for the students
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this approach not only isolates the tool from instruction, but it also seems to suggest that teachers are using lower level teaching strategies before using “technology”
SAMR expresses the idea that a good education cannot be experienced unless technology is being integrated into the classroom. this is not true, especially for me, because i do not like technology, and sometimes it actually hinders my progress.
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TPACK looks at the collaboration between technology, pedagogy, and content and argues that teachers need knowledge of all three. I agree with this statement, but I don’t agree with how this framework is presented. Take a look at the graphic to the right- it shows all three concepts represented in circles of equal size. I think this sends the wrong message; knowledge of content is less important than knowledge of pedagogy (even more so now because of how accessible information is) and there is even evidence that shows that too much knowledge of content can actually lessen a teacher’s ability to properly scaffold learning for students. Same goes for technology- it doesn’t deserve equal weight for the knowledge a teacher needs.
interesting view. i agree with both sides: you need to know all three, but do you need to know them all equally? i guess you could make sure you are first very knowledgeable on pedagogy and then move onto content and then technology and perfect yourself in each aspect
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www.authenticeducation.org www.authenticeducation.org
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a three-stage "backward planning" curriculum design process anchored by a unit design template a set of design standards with attendant rubrics and a comprehensive training package to help teachers design, edit, critique, peer- review, share, and improve their lessons and assessments
teachers use a "backward planning" approach when following the UbD framework, so they know what their end goal is and how they are going to assess growth. they provide the students with what they are looking for and what the students should know by the end of the project, and lastly, teachers are given a packet that helps them create a project with the most effective strategies to get the job done and how to measure the student's achievement
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UbD™ works within the standards-driven curriculum to help teachers clarify learning goals, devise revealing assessments of student understanding, and craft effective and engaging learning activities.
students learn better and deepen their understanding on a subject when they are given difficult problems that allow them opportunities to dig deep and approach the problem with various interpretation to see the problem in many different perspectives
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www.edutopia.org www.edutopia.org
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"They're learning to be more proactive; they're learning how to depend on their peers. When they go off to college, they already know how to work with people and draw out their strengths."
collaborative learning teachers the students life long skills that they will need in their future career and throughout life.
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In English classes, students are encouraged to share and to listen to each other's individual interpretations of the text, underscoring the notion that there can be multiple right answers
and by hearing different approaches and ideas, the students see the problem in a different way, which deepens their understanding of the problem
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www.edutopia.org www.edutopia.org
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they have to focus on the mathematical process and not just the “right answer.”
when students are not graded whether they get the right or wrong answer, they will be more at ease and able to focus on the actual problem. they will not be scared to try different approaches because the wrong answer does not count against them. this allows them to see the problem in different ways and really understand what they are doing
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teachers must be willing to “cede the floor” to the students. Other things to consider are the need to create an effective classroom geography, focus on the process, build accountability, let students teach one another, and encourage students to be in tune with one another.
teachers need to be more of a facilitator instead of just stating information and instructions for the students to take in. let the students converse among themselves and let them figure things out on their own by exchange ideas
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languagedev.wikispaces.com languagedev.wikispaces.com
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hypothesis testing. Children test their hypotheses or sets of assumptions of how language is spoken, arliculnted, used, and manipulated.
definition of hypothesis testing by Pinker
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Steven Pinker (1994) conlended that language is an instinct, not simply a cultural invention: "Language is a biological adaptation lo communicate information ... language is the product of a well-engineered biologi-cal instinct"
Seven Pinker theory
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universal grammar, as "the system of principles, conditions, and rules that are elements or properties of all human languages"
definition of universal grammar by Chomsky
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nativist and the cognitive dovelopmentalisl perspectives emphasize the contributions of "nature," whereas tho behaviorist and interaclionist perspectives focus more on the contributions of "nurture."
Nativist & cognitive= "nature" behaviorist & interactionalist= "nurture
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nativisl, cognitive developmental, behaviorist, and interactionisl.
Four theoretical perspectives
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These perspectives have varied in the ways they believe nature and nurture influence language developmonl.
different perspectives put emphasis on different aspects of nature verse nurture
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www.gettingsmart.com www.gettingsmart.com
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Researchers have determined that technology integration typically moves through specific levels. The higher the level of an activity the greater the educational benefit.
SAMR describes these levels and how the transitions can be made. teachers need to be able to implement technology bc technology can achieve more than we can on our own.
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The key to successful technology integration is the efficient use of digital tools tools that are appropriate for the task. Technology provides us all with the ability to develop our own toolkit of flexible resources for use when needed.
important to know the tools technology offers and how to use those tools.
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The key to successful technology integration is the efficient use of digital tools tools that are appropriate for the task
teacher needs to know her options of resources, so she can choose the tool that best benefits her classroom
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