3,928 Matching Annotations
  1. Sep 2017
  2. languagedev.wikispaces.com languagedev.wikispaces.com
    1. The acquisition of linguistic competencies and linguistic flexibility among chil-dren with language or dialect differences can be enhanced by modeling positive teacher perspectives, creating a positive learning environment, building on first language com-petencies, and developing a community of learners.
    2. Teachers who have exam-ined and reflected on their own attitudes toward linguistic and cultural diversity and acquired information about the respective cultures and languages represented in their classrooms are better able to create classroom environments that enhance the learning opportunities of all children.
    3. Successful ESL programs provide frequent opportunities for peer interactions (Fassler, 2003)
    4. language prolicicncy (CALP). As described in an oarlior section of this chaptPr. this involves using language to ongago in academic tasks whern lho learner musl rel)· on linguistic cues lo develop moaning. such as in reading a textbook or listening to a teacher's direct inslruclion of a particular concept.
    5. Additional individual learner variables that affect second language acquisition include the learner's cognitive abilities, personality, motivation, self-confidence, and home language competencies
    6. Thrne major fac:.lors have a significant inlluonce on second language acquisition: loarnN characlmistics. social selling, and linguistic inpul.
    7. I hi:; hoch ol n•11ml H'!;Parc h :;upporli; lhc• 1 011c.]w;irlll that c hildrnn ac q11in• Ian. μua~n k1tc>\\ IPdgu 1101 onl\' al thl' li11g11h,1ic lovnl hut al lhn 111olaling11i:;lil' k11mvl1•clg11 1 .. , ('I a11cl llw (P\-1d of nwlali11g11ii,li1 k11owlmlgl' vorhaliza1io11 as wnll
    8. Successive bilingualism refers to instances in which children acquire their second language after age 3.
    9. This distinction between formal and informal English acknowledges that children come into classrooms speaking different forms of language that are linguistically valid and authentic.
    10. a more technical, precise vocabulary; and specific "grammatical constructions and devices, rhetorical con-ventions, and discourse markers"
    11. Encouraging children to become linguistically flexible is critical for teachers in the development and implementation of curricula that will provide children with opti-mal learning opportunities.
    12. By recognizing .and including those creative discourse structures in class-room activities, linguistic diversity is encouraged and vnlidatod
    13. In academic settings, language is used in specific ways for specific purposes. This register of language is referred to in English-speaking settings as academic English.

      how the english language is used in the classroom to be able to work, display what you have learned, correct errors in spelling, pronunciation or errors, collaborate with classmates, and evaluate your own learning. the "right" way to use language in academic situation & the benefits of using it in school

    14. Morphemic differences are found in the way verb endings or other inflectional endings are used, such as gonna or goin' compared with going to and going.
    15. Syntactic differences involve differences in the way sentences are structured,
    16. anguage 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.
    17. most importanl difference was in the amount of talking
    18. 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.
    19. 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.
    20. t is important for teachers to recognize and value the home language or dialect of each child in their classrooms.

      language provides the child's background, identity, and development, so it's important to assess their native language.

    21. sociolinguistics studies the "relationship between linguistic behav-ior and social situations, roles, and functions"
    22. Dialects devolop in settings where a group of people com-nrnnicato within their group moro froquontly and for a longer period of lime than they do with outside groups.

      example would be the south using "yall" instead of "you all." just because you use a specific dialect, does not make that the "norm." respect all culture's dialect.

    23. When a pidgin is creolized, linguistic features of the language are expanded, especially with respect to grammar-syntax, vocabulary-semantics, and function-style-pragmatics.

      creole is more complex and advanced than pidgin

    24. Tho Sapir-Whorf hypothesis staled that lho way wn think and viow tho world is dotorminnd by our languago
    25. Differences in language use were attributed to the complex family culture-not simply to socioeconomic status or ethnic group identity.

      this reflects the interactionist perspective (and behaviorist perspective) the idea that we learn language through interaction with the people around us.

    26. In recognizing the varied ways in which language is used in different settings and speech communities, there has also been an acknowledgment that people tan develop linguistic flexibility that allows them to communicate effectively in differ· ant settings, using different dialects and communication styles

      this is an example of pragmatic knowledge. you learn early on to figure out the intent of your conversation and how to reach that intent, depending on your setting and who you are talking to.

    27. Cultural differences have also been noted in the ways in which language is used pragmatically. In U.S. culture, new skills are typically taught and learned through verbal instruction {Slobin, 1979) or through silent observation. A distinction has also been made betwe-en cultures that encourage independent learning and those that encourage cooperative learning

      we learn by different approaches depending on the culture. each culture has a different use of language and how they learn and distribute that language.

    28. Language and culturo are intorlwinocl in a complex way. Tho system of symbols prosont in a language and tho way in which a language is usocl lo communicate have uniquo foalurcs for nach particular cull urn or subculture.

      keeping this in mind as teachers is important bc each individual brings their own experiences to the classroom, and we want to appreciate those differences.

    29. To become aware of the ways in which cultures may be similar or different, you will also need to examine your own culture and your students' culture with respect to these aspects: family structure, life cycle, interpersonal role relationships, discipline, time and space, religion, food, health and hygiene, and history, tradi-tion, and holidays. It is important to acknowledge and understand one's own cul-ture and language community as it provides a basis for becoming aware of one's identity and "cultural selr' as well as beginning to understand other cultures and language communities (Zygmunt-Fillwalk & Clark, 2007).

      I recently went on a mission trip to Haiti where all the children spoke Haitian Creole. Not until i immersed myself in their language and culture, did I learn to value my own,

    30. A child's first language serves as a foundation on which the second language is acquired

      You must have a strong foundation in your language before learning another.

    31. Children's language competencies influence their educational opportunities and achievements.

      I find this very true.

    32. Cognitive strategies. These strategies involve using language to interact with written and hands-on materials, using a range of cognitive processes, such as summarizing, deduction/induction, transfer, and inference. 2. Metacognitive strategies. These strategies involve using language to plan, monitor, and evaluate one's own learning. 3. Social-affective strategies. These strategies involve using language to interact with olhers (peers or teachers) in the learning process, such as asking questions for clarification or working collaboratively (Chamot & O'Malley, 1995).

      These three strategies are important and must be taught in school. They all intertwine at some point.

    33. Encouraging children to become linguistically flexible is critical for teachers in the development and implementation of curricula that will provide children with opti-mal learning opportunities.

      Language is universal, however the way we approach it varies by region, culture, or dialect.

    34. 2 goals that are important: success at school and preparation of successful living

      • applying knowledge you learn inside the classroom to the real world
    35. As an early childhood teacher. your role is lo continue to enhance children's language development and to encourage children lo dovolop linguistic flexibilily so they can communicate effectively in a wide vari-ety of sol tings. While you may think that your emphasis should be only on helping children develop lnngungo competencies that will contribute to thoir success in aca-demic sellings, ii is also important for you lo acknowledge the value of their other language compotoncies that will contribute lo their effective communication

      As I wish to become an early childhood educator, it is important to understand and grasp this concept. Teachers need to teach language in a way that can be used inside the classroom, and also outside the classroom, regardless of their culture/cultural background.

    36. Heath concluded that the contrasts she found in langunge were not based on race, but on complex cultural influences in each community.

      This is why it is so important that teachers need to have a classroom that invites multiple cultures in. Culture plays a significant role in how students learn and the language they speak.

    37. 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 (R11hi11stoi11-Avila, 2006). In addilion, attention to tlw linguislic and cull11ral backgrounds of tho children may be limilml and not inrorporallid into llw classroom curriculum.

      How do we as teachers break this stigma? I recently had a chance to work with a Spanish speaking child who was struggling with spelling in the 2nd grade. Observing this made me want to learn more about the Spanish language. How can we mold our future classrooms where we can accommodate to students who have varying backgrounds?

    38. "I don't like speak Spanish, but let's see, I'll try" Especially in today's time, i think it is important to have knowledge of other cultures, especially the culture's language. In this example, the student and the teacher both contribute to the learning process

    1. they might create real products that people outside school use.

      This would really change the way everyone thinks about education. Students having a real impact on the community could change the way people think of educators.

    2. and met with teams to monitor their progress.

      I think that open two way communication is key here. The students should be provided with a consistent time to meet with the teacher, but I also think that it's important for the teams and teacher to have communication as questions/problems arise.

    3. To guide students in real inquiry, refer students to the list of questions they generated after the entry event. Coach them to add to this list as they discover new insights. The classroom culture should value questioning, hypothesizing, and openness to new ideas and perspectives.

      Discussions should always lead to inquiries. These inquiries should be meaningful and be able to guide students to research.

    4. each team regularly paused to review how well they were collaborating and communicating,

      It's the absolute worst when you get stuck with team members that don't collaborate. I think that giving the students time to reflect will help reduce this problem.

    5. teachers might provide a limited menu of options for creative products to prevent students from becoming overwhelmed by choices.

      This middle ground seems like what would work best for me. I want the students to have room to show their creativity, but I don't want them to become lost because they're struggling to figure out what their end product should be.

    6. gives students a sense of purpose and challenge.

      A driving question is essential to knowing what the long term goal/outcome will be. If you're the teacher then the driving question needs to be aligned with your intent.

    7. discussion in which students shared their experiences with suspicious water quality, discussed times when beaches had been closed and why, and talked about how much pollution bothered them

      I love the idea of showing a video and then facilitating a discussion. Sometimes I feel like teachers do show videos, but skip the discussion part. Even when students are itching to tell of their experience.

    8. extended process of inquiry, critique, and revision.

      having the students answer their own questions and collaborate to find the information they are looking for, critique their own work & have peers along with the teacher critique their work, then revise their own work.

    9. Schoolwork is more meaningful when it's not done only for the teacher or the test. When students present their work to a real audience, they care more about its quality.

      when there is an actual purpose for student's work other than a good grade, students work harder and are more excited & engaged in their work.

    10. In addition to providing direct feedback, the teacher should coach students in using rubrics or other sets of criteria to critique one another's work.

      peer revision or teacher aid in a project allows the student to realize there is always room for improvement & shows them the importance of collaboration.

    11. In real inquiry, students follow a trail that begins with their own questions, leads to a search for resources and the discovery of answers, and often ultimately leads to generating new questions, testing ideas, and drawing their own conclusions.

      real inquiry allows the students to respond & promotes discussion, questioning, hypothesizing, theorizing, & developing new ideas & perspectives. not one right answer?

    12. A project should give students opportunities to build such 21st century skills as collaboration, communication, critical thinking, and the use of technology, which will serve them well in the workplace and life.

      PBL helps give students skills that will stay with them & benefit them in the future. allows the student to be creative & go out of their comfort zone

    13. In terms of making a project feel meaningful to students, the more voice and choice, the better.

      teachers hear their student's opinions and feedback. also let their students have a choice in what topic they choose so that they are more interested in the project. teacher also wants to make sure they are staying true to their own style and what is beneficial for their students.

    14. A project without a driving question is like an essay without a thesis.

      always provide a "driving question" with an assignment. a good driving question gives students a reason of why they are doing that specific project. open-ended, complex question linked to the project that gives the project purpose.

    15. announcing a project by distributing a packet of papers is likely to turn students off; it looks like a prelude to busywork.

      when assigning projects, teacher should present it in a fun, enthusiastic way. this can be done by a video, lively discussion. guest speaker, etc.

    16. Many students find schoolwork meaningless because they don't perceive a need to know what they're being taught.

      when student's know the content they are studying is important & will be beneficial in the long run, they are more interested & try harder

    17. 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. Well-designed and well-implemented project-based learning is meaningful in both ways.

      projects are impactful on students when: they are personal & motivate the student to do good work and involve hands-on learning with practice on how to present and design in a meaningful way

    1. This process helps avoid the common problems of treating the textbook as the curriculum rather than a resource, and activity-oriented teaching in which no clear priorities and purposes are apparent.

      This might be the hardest thing about incorporating PBL. Its so comfortable for teachers to use textbooks as guides, it's so easy. However, it is not at all beneficial for the students. Teachers shouldn't be able to take the easy route, it's a job, it's not supposed to be easy, it's supposed to be a challenge. Teaching for a textbook and a test is only hurting the student.

    2. In Stage 3 of backward design, teachers plan the most appropriate lessons and learning activities to address the three different types of goals identified in Stage 1: transfer, meaning making, and acquisition (T, M, and A).

      now that the teacher has decided what they are going to assess in class & how they are going to measure student's progress or learning, she/he needs to construct the lesson place that best fits the student.

    3. we consider in advance the assessment evidence needed to document and validate that the targeted learning has been achieved.

      need to see where the students are & if they are learning effectively. can use performance tasks & other evidence to track student's progress

    4. Essential companion questions are used to engage learners in thoughtful “meaning making” to help them develop and deepen their understanding of important ideas and processes that support such transfer.

      providing open-ended questions to draw the students in to realize what they are doing is important & has a purpose. show the students how that specific assessment will help them in the future. doesn't only need to be used in the classroom & shouldn't only be used in the classroom (transfer of learning)

    5. In the first stage of backward design, we consider our goals, examine established content standards (national, state, prov-ince, and district), and review curriculum expectations.

      teacher should figure out what they are going to teach that fits in the curriculum & how they are going to assess it

    1. work on a team, problem-solving skills, written and verbal communication skills, and initiative.

      These are the skills that gets work done faster. It allows companies and administrations to progress.

    2. students rarely see its relevance. Even if we are able to design a project that has them apply their knowledge in real-world ways,

      I believe that if students do not see a point or need to learn something then there is no drive for them to understand it. Even for me in my college general education classes, I still found myself saying "why do I need to know this, it's boring, I'm never going to actually teach this stuff, and it's just two extra years the college took advantage of my money." If my professors took the time to say oh your an education major well then look you can learn about this and have this information in your head to teach your future students. instead I was the sponge that two many teachers and professors preach to.

    3. The “project” in many cases is often something like a poster that merely regurgitates the facts students were taught in the unit.

      This is so true. Every poster project I did in high school only "regurgitated facts that I read. It was never my own thoughts. In my college education classes I have learned that the most important thing you can do to truly understand a concept is to say it and think about it in your own thoughts and words.

    4. A PBL project might ask students to educate their peers on the best ways to prevent the spread of viruses in school. To do this, they would need to study microbiology to understand how viruses work, research prevention tools, then use their writing and speaking skills to determine the most effective means to convince their peers to change their habits; this may come in the form of a video or poster series.

      The students are able to learn for themselves, retaining that information and being able to reteach it to their peers with any way they want.

    5. 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

      I agree! PBL creates meaningful learning.

    6. closes the achievement gap for underserved populations, improves understanding and retention of content, and increases motivation for all students.

      PBL actually engages and excites students. it also is not just about memorizing but PBL allows the student to actually understand what they are doing. lots of benefits of PBL

    7. Now that technology has made it easy to find any fact in a matter of seconds, the ability to regurgitate information is no longer valued the way it once was.

      just "spitting out facts" isnt good enough anymore. need to know skills (verbal communication skills, problem-solving skills, ability to work on a team, etc) and hands-on learning

    8. 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.

      deals with real-world problems and provides learning strategies that will help you throughout life

    9. deliver content to students, give them opportunities to practice or apply what they learned, and eventually conduct a summative assessment

      Project-based learning is pretty much what we consider to be "traditional" instruction

    1. Rather than having a teacher provide facts and then testing students ability to recall these facts via memorization, PBL attempts to get students to apply knowledge to new situations.

      Nobody can successfully learn, passively. Active learning forces students to apply the information they have learned.

    1. Kids show what they learn as they journey through the unit, interact with its lessons, collaborate with each other, and assess themselves and each other. T

      This is what PBL is all about! Creating that environment for such active learning. This is learning as a whole, communication and collaboration!

    1. Pair strategy instruction with written prompts to guide students toward independence.

      This part of the teaching includes making sure that the students are looking at both sides of an argument and analyzing all information

    2. explicitly model how to evaluate each dimension and provide repeated opportunities for students to practice and apply these strategies to information they encounter during the research process.

      step 2- give concrete exercises for them to work on the skills needed to discern content on the web

    3. Relevance: the information’s level of importance to a particular reading purpose or explicitly stated need for that information Accuracy: the extent to which information contains factual and updated details that can be verified by consulting alternative and/or primary sources Bias/Perspective: the position or slant toward which an author shapes information Reliability: the information’s level of trustworthiness based on information about the author and the publishing body

      The 1st step in teaching how to evaluate online resources is through having the students understand these terms and how they are all related to one another

    4. intervention during regular content area instruction.

      Here the author shows us the problem at hand will stay the same unless action is taken and these kids are instructed.

    5. ability to critically evaluate information.

      This the main topic of the article and is critical to understand that online research can be an amazing tool but with so much information it's important that one knows how to properly sift through all the content.

    1. You need to differentiate the learning environment because some students learn better on their own, and others learn better in a team

      balance collaboration & individual learning. need to know how to learn on their own but also need to learn communication skills & how to work in groups. also need to make time to individually meet with students to see how they are performing

    2. Another essential component of PBL is student voice and choice, both in terms of what students produce and how they use their time.

      this was mentioned in one of O'Byrne's articles about PBL, but the idea that students state their opinions and suggestions & also choose what they end up doing. this allows them to be more interested & engaged in their work. it also makes it more personal

    3. Throughout the project, students should be reflecting on their work and setting goals for further learning.

      have students critique their own work & make sure they are proud of it. make goals for themselves to reach eventually & make them better

    4. Sometimes in a novel- or literature-based PBL project, it might be appropriate to differentiate by grouping into reading level.

      dividing students into groups regarding their skill level to make sure you are assessing their needs & improving their skill by the correct instruction

    5. it is student-centered, student-driven, and gives space for teachers to meet the needs of students in a variety of ways.

      PBL revolves around the students & accommodates their needs

    1. With clearly identified results (enduring understandings) and appropriate evidence of understanding in mind, educators can now plan instructional activities.

      knowing your goals for the classroom & your students along with the best approaches on how to assess the student's progress, then allows you to make your lesson plan & go about in how you are going to instruct

    2. Given its focus on understanding, our unit or course will be anchored by performance tasks or projects—these provide evidence that students are able to use their knowledge in context, a more appropriate means of evoking and assessing enduring understanding.

      projects show evidence of understanding bc the student has to be completely engaged and familiar with the topic they are presenting. a full understanding is needed when doing a project whereas memorization can be used for tests & all that "memorized" info can be quickly forgotten

    3. The backward design approach encourages us to think about a unit or course in terms of the collected assessment evidence needed to document and validate that the desired learning has been achieved, so that the course is not just content to be covered or a series of learning activities

      collecting evidence of understanding to measure the student's progress & knowledge acquisition & how to go about in doing this

    4. The smallest ring represents finer-grain choices—selecting the "enduring" understandings that will anchor the unit or course.

      what to make sure the student's hold onto & learn above all other things. what to focus on mainly

    5. It specifies the prerequisite knowledge and skills needed by students for them to successfully accomplish key performances

      how to make the students experts in that subject

    6. Without a focus on linchpin ideas that have lasting value, students may be left with easily forgotten fragments of knowledge.

      when students don't see use of what they are learning or a purpose for it, they will not hold on to the knowledge.

    7. In this first stage, we consider our goals, examine established content standards (national, state, and district), and review curriculum expectations.

      cant address all the content, so find the areas that are most promising & worth while. the content that will provide the students with the most skills for the future

    8. Greater coherence among desired results, key performances, and teaching and learning experiences leads to better student performance—the purpose of design.

      when students know what they are working towards, they try harder & want to understand the content

    9. backward design calls for us to operationalize our goals or standards in terms of assessment evidence as we begin to plan a unit or course.

      deciding how you are going to measure the student's acquisition & progress before you start your curriculum

    10. 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.

      teacher should make goals of what they want to accomplish in their classroom & then make a lesson place that enables them to achieve these goals

    1. These 21C Skills span across sectors and domain areas and are critical in a variety of jobs and higher education, and for success in life

      problem-solving (understanding the problem, taking different approaches to solve the problem, etc), creativity (to add your own twist & make your work unique), communication (share ideas & critique each other), and collaboration (talk w/ others & work together)= all important qualities to have at this time

    2. The 21C Skills, combined with the web literacy skills, are the nexus for entry-level digital-age skills. They are a set of abilities such as problem-solving, creativity, collaboration, or communication that people need to develop in order to succeed in the information age.

      learn how to read (understand how to navigate through the web & resources to use to help you gain information), write (design websites & edit pre-existing ones to make them better) & participate (communicate & collaborate by sharing your work, etc) on the web. critical for this information age & the ever-changing technologies

    3. we need to provide people with open access to the skills and know-how needed to use the web to improve their lives, careers, and organizations.

      skill & familiarity with technology & the web is important for this generation.

  3. languagedev.wikispaces.com languagedev.wikispaces.com
    1. In the field of child study, there has been a long-standing debate about the roles of nature and nurture in influencing an individual's development

      This is an important and on going debate because not only do children soak things up easier at a young age, they also are capable of being influenced by others instead of making their own decisions.

    2. the nalivist perspective describes language development as an innate, instinctual process where children develop language by discovering the structure of their language

      Clearly identify how the nativists viewed language development

    3. Piaget's definition of language is narrower than that of other psychologists or lin-guists. For "language" to exist, Piaget contended, the "capacity for mental represen· talion must be present" (Brainerd, 1978. p. '110). Thus, vocalizations nncl babbling that occur during infancy ore nol language, according lo Piaget. The development of symbolic representation changes 11 child's thinking because ii is now possible to "invoke objects which are not present perceptually ... reconstruct the past ... or moke plans for the future" (Piaget, 1961, in Paciorek & Munro, 1999, p. 7).

      Important to know and understand Piaget view because he is a very famous psychologist who is known for his cognitive development theories. Here he describes explains how babies babbling is not language rather just noises.

    4. Healthy infants are able "lo learn any of the world's 3,000 languages" (Rushton, Eitelgeorge, & Zickafoose, 2003, p. 13).

      This statement has a lot to do with nurture aspect of nature vs. nurture because of being exposed to environmental factors. Children from diverse families could be exposed to different languages and different ways of pronouncing English words. For example, when my cousin was an infant, he learned how to speak English along with basic Spanish because his dad is Mexican and knows fluent Spanish. Now, he can speak both English and Spanish fluently and I believe that this has increased his cognitive abilities.

    5. Environmental supports for language development are present in the interaction pallerns found in conversations, such as listening, responding to what has been said, repeating for clarification, and asking questions

      I agree the the environment in which a child is in during language development plays a big role within that particular child's development of language. If children are in a busy, loud environment and have ADHD, it might be harder for that particular child to listen as opposed to a calmer, more quiet environment. Also if children are in an environment where they see adults communicating with one another through language, this could influence that child's development of language. This influence could be positive or negative depending on the environment around the child. If the child experiences good examples of communication then they impact would most likely be more positive in development.

    6. The emphasis of this perspective is that language is acquired as maturation occurs and cognitive competencies develop. Whereas the nalivisl perspective emphasizes the inborn language mechanism, the cognitive developmental perspective assumes that cognitive development is a "prerequisite nnd foundation for language learn-ing" (Karmiloff & Karmiloff-Smith, 200'1, p. 5}. This perspective also proposes that a child learns language by using the same mechanisms as for other learning. Thus, there is no unique language mechanism.

      "Thus there is no unique language mechanism" I find this interesting, so as a child ages and hears all sorts of language, and his cognitive competencies develop, then he naturallyy absorbs language and literacy from surroundings

    7. language acquisition device (LAD) (Chomsky, 1982: Harris, 1992). The LAD enables children to process and acquire language through innate knowledge of grammatical classes, underlying deep structure, and ways in which language can be manipulated.

      How can knowledge of grammatical classes be innate? I was under the impression innate was something that is inborn like an instinct.

    8. In the field of child study, there has been a long-standing debate about the roles of nature and nurture in influencing an individual's development (Karmiloff & Karmiloff-Smilh, 2001; Sanlrock, 2001). This debate has also been evident in the development of theoretical perspectives on language development.

      This debate between nature vs. nurture seems to be reoccurring in all of our courses this year. We're currently discussing this topic in Human Growth & Development regarding several other factors besides language development. It's interesting to see the connections.

    9. By understanding t 10 types o contexts an rnteract1on patterns m w 11c 1 c 11 • dren experience language, toachors are bettor nblo to establish classroom settings that foster language development.

      We will be able to pinpoint what is going on with the student and are able to help them better in terms of their language development.

    10. Repetition is on aspect of linguistic scaffolding. In the previous example, the adult's repetition of specific key words (shoes, blue, K-1vfarl) used by the child served to reinforce pronunciation and to confirm the meaning of what the child said.

      I think that it is important to use repetition of those key words, because it will help a child make the connection, rather than having an ambiguous statement that they may be confused about.

    11. While initially this might seem to indicate that communica-tion is less beneficial when fathers and older siblings are involved, young children's communicative competence mighl bo enhanced in this type of selling, where they must respond or adapt to the communicative demands of others rather than having the style of communication always adapted lo them

      I think that this would be a good setting to learn a language in. The child may be able to communicate their needs more to their mother, but the father and older siblings will give them the experience of a more advanced language that they can work up to.

    12. \Ve know that selecting appropriate picture books and welcoming the toddler's questions and comments can actively engage the toddler in the book sharing.

      I think that this goes along with the parent or adult being a facilitator. It's important for children to engage with someone who helps them practice speaking, and through practice, their language skills will develop more and more.

    13. s an early childhood teacher you will need lo communicate lo parents, col-leagues, and administrators the specific aspects of your classroom curriculum and environment that will enhance children's language development. When this is done, parents, colleagues, and administrators will have u better appreciation of tho ways in which children's educational and developmental needs are being met in your early childhood classroom.

      I believe it is important to get parents involved and teach them the basics of how children develop. This knowledge will help the parents better know how to play with their children and also educate them at the same time. They will also hopefully understand the importancde of the role they play in their childs development and how being active parents can give their child developmental advantages.

    14. For example, at the family dinner table, an oral request lo pass a serving bowl of salad is likely follO\oved by tho response of passing the bowl to the person who requested it. This demonstrates how language can function to servo a particular purpose or moot a specific need.

      I think that this aspect of language development helps children to identify the meaning of words, as well as helping to identify how language functions to meet needs.

    15. Cambourne's work and the role of the environment fn focllltatlng oral language development. The role of the environment in supporting and facilitating children's language development has been further described by Cnmbourne (1988, 1995)

      I think that it's important to have a parent or adult as the facilitator in a child's language development. I think that it's important to have someone encourage children to talk, and to give them someone to talk to. This gives the child a chance to practice speaking.

    16. This scaffolding assists children in participating al a higher level than they could perform independently.

      Scaffolding is also used when learning a new language (2nd language)

    17. \.t\1hen adults are teaching n child to say "bye-bye," the child's al tempts are often followed by positive reinforcement such as a hug, an embrace, or verbal praise.

      In my own experiences with children, I have found this to be fairly true. The "basic" words and phrases that parents want their children to say such as "Ma-Ma" and "bye-bye" are always praised, and the more praise the child gets, the more often they say that word or phrase.

    18. verbal mapping provides a nar-rative to daily routines of dressing, eating, and exploring.

      "describing scenes" to children in order to get them to "guess" what you are talking about without actually naming the object or activity. Can be a fun game

    19. After shared reference is established, communicn· Lion about the object or event occul's.

      Is it possible for a lack of shared reference alone to delay speech all together? I babysit for a 5 year old boy who is not speaking yet. When you speak to him you know he can understand you however he often will not attempt to look at adults or kids in the eye when they attempt to speak to him. He is being treated for autism but does a lack of eye contact contribute to autism or is it part of autism? If the boy i babysat could be taught to make eye contact would there be a better chance of him speaking?

    20. We begin communicating with children through establishing eye contact and shal'od reference.

      This can't be how all children begin. What about children in cultures where eye contact is considered rude?

    21. teachers will better understand the process of language development and will be better able to facilitate language development in their classrooms.

      This is very helpful in the terms of teaching! Understanding information and being able to provide what they understood to their students is great teaching skills.

    22. hen com· pared to children from middle or upper SES. children from low SES environments showed differences in brain activation during rending tasks involving phonological skills (Noble el al., 2006).

      Shows the importance of evironment

    23. aphasia

      general loss of language. If someone was born without the ability to produce language is that also called aphasia?

    24. For older children, formal school-based linguistic routines may include saying the Pledge of Allegiance, taking allendance, greeting someone in Lhe morning, and saying good-bye in the afternoon

      I question the importance of this in development.... seems more associated with how vocabulary is enriched and maintained.

    25. When speech directed to young children is at a slower pace or temf it allows for linguistic processing: it takes time lo process speech cognitively. If y, have ever been inn setting where you were a nonnative speaker, you may ha wished that tho native speakers would just speak more slowly.

      This shows the importance of speed of speech in learning a language in general, including learning a second language. It's cognitive process that takes time to have your brain trained to understand.

    26. neurolinguistics

      brain language

    27. 46 ~H Chapter 2 3. Utterances are not syntactically complex. 4. Utterances have a higher pitch and intonation is more exaggerated. 5. Utterances are redundant or repetitive in part or in whole. 6. Ull?rances have a slower rate or tempo. 7. Utterances are more closely tied lo tho immediate context. 8. Utterances have discourse features that encourage children lo participate and to clarify the child's responses.

      Never thought to define this as a sub category of language, but it's true that this is a specific way to speak with younger children that you do't use with anyone else

    28. Allison was then able lo sing the song on her own.

      developmental level indicator

    29. zone of proximal development (Vygotsky, 1978). What a child accomplishes independently is her developmental level

      zone of proximal development= What a child can accomplish liguistically on her own and with an adult. Developmental level is what the child can do specifically independently

    30. language acquisition support system (LASS)

      listening, respong, and asking questions= language acquisition support system

    31. This perspective contends that children acquire language through their attempts to communicate with the world around them.

      trial and error.

    32. A child is considered lo be a "blank slate" (Karmiloff & Karmiloff-Smilh, 2001), and loaming occurs due to associations established between stim-uli, responses, and events that occur after tho response behavior.

      I agree with the nurturist perspective because children learn and grow by interactions with things and people around them. Not ny being neglected and simply having an innate ability to learn everything on their own

    33. preopera-tional stage

      preoperational stage: ages 2-7 children begin to represent the world with pictures and drawings

    34. Object permanence involves an awareness that an object continues lo exist even when it is out of sight.

      Object permanence: important step in childhood development.

    35. The cognitive developmental perspective is based on the work of Jean Pingel (1955). The emphasis of this perspective is that language is acquired as maturation occurs and cognitive competencies develop.

      Pretty general statement but i agree with it. I just think that there is more to learning language.

    36. children's literature should bo road lo children so thnl L1iey can .develop and test hypotheses about how language is used Lo communicate. O

      reading to children helps them understand language.

    37. hypothesis testing

      hypothesis testing= trial and error

    38. Specifically, it acknowledges behaviorism's recognition of the environment's responses lo young children's communicative allempts, nativ-ism's recognition of tho human capacity for processing linguistic information, and the cognitive developmentalist's contention that language development is infl u-enced by the nature and sequence of cognitive development. Extensive research conducted by Bloom and Tinker (2

      This is what I've been looking for!!! As I was reading the other perspectives I realized that it's a combination of all of them. I agree with this perspective the most.

    39. earned, il does nol provide a complete explanation for lhe development of other language competencies. Specifically, the behaviorist perspective does not explain bow children learn lo express novel utterances (Harris, 1992), such as their own invented words or phrases that have nol boon used by the other speakers in their environment. . Using the

      Behaviorist perspective seems to be more focused on how you enrich your vocabulary, but not the true beginnings of a spoken language itself.

    40. This perspective also proposes that a child learns language by using the same mechanisms as for other learning. Thus, there is no unique language mechanism. The close relation between cognitive devel-opment and language is based on the beliof that. for language lo develop, specific cognilivo growth must occur first

      Makes sense, but I think it's still innate because even if you don't have an environment that enables you to learn a language, you will still communicate in some sort of "language" no matter what. Even if that includes hand motions or grunts.

    41. LAD Language Acquisition Device The ability in the brain to acquire language

    42. child's LAD is activated,

      This is key: it has to be activated and as a teacher you have to make sure they are being challenged linguistically.

    43. Jn summary, the nalivist perspective describes language development as an innate, instinctual process where children develop language by discovering the structure of their language

      After reading about the nativist perspective, I agree that humans have an innate ability to learn and speak languages, and that any child can learn any language depending on the culture they grow up in. However, I think this perspective lacks an emphasis on the importance of the environmental trigger of these genes. If you are not raised in an environment that allows you to develop language, you won't develop it.

    44. Healthy infants are able "lo learn any of the world's 3,000 languages"

      languages are beautiful and children should learn as many as possible because it's easier to learn them young than it is old

    45. Or is the child already "preprogrammed" for language develo11ment in such a way that heredity and matu-ration are the major influences, with experience and context exerting only limited influence'?

      I firmly believe that both are equal when it comes to a child developing... we all are predisposed with some personality traits that program us in a certain way, but our environment determines which of these traits are switched on and off.

    46. all people inherently have the capacity to acquire language due lo cogni-tive structures that process language differently from other stimuli.

      I agree with this, but language still requires some learning.

    47. The nativist perspective emphasizes inborn or innate human capabilities (i.e., "nature") as being responsible for language development.

      I don't completely agree with the nativist approach because a child who is never spoken to will never learn a language.

    48. Semantic knowledge is also considered with respect to its relation lo syntax

      Shows the importance of the five types of language knowledge

    49. Children ore not taught language: rather, "children actually reinvent it, generation after gen-eration"

      This is true because each generation is different and I might not understand some of the language that my grandparents spoke when they were teenagers because it was different then.

    50. nature and nurture

      I believe that both nature and nurture play a role in child development. A child innately has a want or desire to learn to communicate but the ability that a child is able to do so depends somewhat on their home life. Parents especially play a big role in advancing their childrens language skills because they are the ones interacting with a child on a consistent daily basis and make decisions for the child.

    51. The ability to learn language is a quality of the human species because humans obviously are not designed to acquire one language over another.

      Is there any language that infants acquire more quickly than others? For example, do infants that speak one language begin to speak sooner than others?

    52. Describe four theoretical perspeclivos of language development • Explain the brain's role in language development • Identify and define the seven pallerns of interaction • Explain the role of home environments on language development

      checkmarks of understanding

    53. The ability to learn language is a quality of the human species because humans obviously are not designed to acquire one language over another.

      I find this fascinating because we as humans have the ability to teach each other different languages. We are not born with multiple different languages, it's something that is nurtured in our environment.

    54. The nativist perspective emphasizes inborn or innate human capabilities (i.e., "nature") as being responsible for language development.

      This perspective gives insight to how we as humans are born with certain abilities to learn a language.

    55. Adults serve as mediators who introduce children lo higher levels of functioning within a supportive scaffolded setting.

      The role of caring teachers and parental guardians is so important for children's development.

    56. each of the perspectives focuses on the roles of nature and nurture as well as the development of specific language knowledge,

      The fact that there are different theories also relates to the nature and nurture debate, in most cases it is a combination of the two.

    57. no one the-ory provides a complete and irref utablc explanation of language development, each theory contributes significant ideas and concepts, which over Lime have clarified our awareness of the ways language develops.

      It makes sense that there are several theories and that not one is totally "right". Different people develop differently in all aspects, including language.

    58. Language is acquired by individuals as they develop awareness of how to com-municate and function in society

      I think that it's important for teachers to note that language acquisition may be different for the various students in their classroom. Parenting styles differ, so children may initially struggle with code switching between home and school.

    59. teachers will better understand the process of language development and will be better able to facilitate language development in their classrooms.

      This is also very important because teachers need to figure out what approach works best with their students and be able to cater to their needs. It's important to know the difference between behavioral and cognitive development.

    60. We talked about this in my growth and development class, and we found that while some factors of development lean heavily to one side or the other, most developmental factors are a mix of both

    61. n the field of child study, there has been a long-standing debate about the roles of nature and nurture in influencing an individual's development

      This debate is something that I find fascinating and important because it's hard to differentiate what falls into the category of nature or nurture. It's always going to fall somewhere in the middle.

    62. The difference between what a child can accomplish alone and whal she can accomplish with an adult's (or more capable peer's) mediation or assistance is termed Lhe zone of proximal development (Vygotsky, 1978).

      This statement highlights the importance of collaboration within the classroom and allowing students of different levels of understanding to work together. There are times when work should be completed independently, but group work should definitely be incorporated in order to help students to achieve maximum understanding.

    63. language is an instinct, not simply a cultural invention:

      views language development as nature, we need a way to communicate

    64. universal grammar, as "the system of principles, conditions, and rules that are elements or properties of all human languages"

      The idea of universal grammar covers all human languages and how they can be different in terms of syntax, but also similar in other ways, such as principles and cases.

    65. ge is acquirocl in a social selling: it cannot be acquired in a solitary soiling. ~;;guoge learner must have iuleraclion v,•ilh another person who is a language user.

      this specifically says that language is acquired through social interaction

    66. Immersion. Young children are surrounded by language as it is used by others in their environmenl. Beginning al birth, children hear the conversations of Uieir parents, siblings, and 0U1ers in their environment.
    67. He identified eight conditions that support oral language development: immersion, dem-onstration, engagement, expectations, responsibility, approximations, employment, and response.
    68. The ways in which an environment supports children's language explorations have been referred to as the language acquisition support system (LASS)
    69. The primary role of social interaction in language development is based on the observation that children acquire an awareness of specific communicative functions or intentions (such as indicating, requesting, and labeling) before they ore able to express themselves linguistically
    70. t acknowledges behaviorism's recognition of the environment's responses lo young children's communicative allempts, nativ-ism's recognition of tho human capacity for processing linguistic information, and the cognitive developmentalist's contention that language development is infl u-enced by the nature and sequence of cognitive development.

      interactionist theory builds on other theories

    71. Language is acquired by individuals as they develop awareness of how to com-municate and function in society

      Language is influenced by social interaction by communicating with others and develop of language helps the individual to function in society

    72. This perspective contends that children acquire language through their attempts to communicate with the world around them. This perspective contributes to our understanding of the ways in which children acquire pragmatic language knowledge.

      Interactionist perspective

    73. While the behaviorist porspoclive does explain how some words and phrases are learned, il does nol provide a complete explanation for lhe development of other language competencies.

      Behaviorist theory is more about the words and speech but not how a child develops language. This is a con of the behaviorist theory.

    74. Many types of environmental responses serve as reinforcers.
    75. Thus, language is "taught" through situations in which children are encouraged to imilato others' speech and to devolop associations between verbal stimuli (i.e., words) and objects

      Social interaction is important to the development of language. Children learn by imitation of their proximal relationships (peers, parents, teachers, etc).

    76. A child is considered lo be a "blank slate" (Karmiloff & Karmiloff-Smilh, 2001), and loaming occurs due to associations established between stim-uli, responses, and events that occur after tho response behavior.

      This means that the environment and experiences shape the individual.

    77. The behaviorist perspective emphasizes the role of "nurture" and considers learn-ing to occur based on the stimuli, responses, nnd reinforcements that occur
    78. The cognitive developmental perspective encourages teachers to pay close attention lo a child's stage of cognitive development and use that knowledgo to appropriately plan learning activities.

      This is a great tool to help in the future when one plans to teach. Cognitive development is important to a student's success in school and teachers should try to continue and help cognitive development.

    79. According lo Piaget, lhe second stage of cognitive development is the preopera-tional stage. This stage begins al about 2 years of age and extends to about 7 years of nge. Children in this stage "begin to represent the world with words, images, and drawings" (Santrock. 2001, p. 36). Piaget (1955) considered children's initial speech to be egocentric, focused on their own perceptions, which may reflect distorted perceptions or relations. Gradually, as children develop cognitively, their speech becomes socialized, or reflective of more logical thinking.
    80. For "language" to exist, Piaget contended, the "capacity for mental represen· talion must be present" (Brainerd, 1978. p. '110). Thus, vocalizations nncl babbling that occur during infancy ore nol language, according lo Piaget.

      Language is defined here by Piaget that the sounds babies make are not language instead they are just sounds. Babies must have the mental capacity for language before they can actually speak.

    81. The close relation between cognitive devel-opment and language is based on the beliof that. for language lo develop, specific cognilivo growth must occur first.

      A child has to be nurtured to development and if the child has the cognitive growth first the child will learn how to develop language. This means that they do not believe that language is instinctual instead it is developed gradually.

    82. the nalivist perspective describes language development as an innate, instinctual process where children develop language by discovering the structure of their language

      Nativist believe that language is instinctual

    83. Children are active participants in their language development. In a sense, children teach themselves language. Through the acquisi-tion process, children construct their knowledge of the ways language is used nnd manipulated.
    84. As evidence of the universality and instinctive nature of lan-guage, Pinker noted that throughout history, all civilizations, even among primitive societies, have a language. While languages may differ dramatically with respect to linguistic features, the development and use of language in all cultures is universal.

      This shows how important language is to culture and social interaction. It was interesting to see that even primitive societies have a language.

    85. 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"
    86. The nativist perspective emphasizes inborn or innate human capabilities (i.e., "nature") as being responsible for language development.
    87. Is a child a "blank slate" at birth, and do the experiences or "nurture" provided in the envi-ronment predominantly determine language development'! Or is the child already "preprogrammed" for language develo11ment in such a way that heredity and matu-ration are the major influences, with experience and context exerting only limited influence'?

      In all of the classes I have taken throughout college and my personal experience, I do believe a child is shaped by their experiences but biology does play a part in the development. Both play a part in how the child develops, but which is more important?

    88. The nativist and the cognitive dovelopmentalisl perspectives emphasize the contributions of "nature," whereas tho behaviorist and interaclionist perspectives focus more on the contributions of "nurture."
    89. s a child a "blank slate" at birth, and do the experiences or "nurture" provided in the envi-ronment predominantly determine language development'! Or is the child already "preprogrammed" for language develo11ment in such a way that heredity and matu-ration are the major influences, with experience and context exerting only limited influence'?

      The debate between nurture vs nature is something we can all attest to thinking about. While yes there are studies out there that prove it is better to learn a second language at a younger age because that part of the brain is not fully developed allowing them to exercise it and learn two languages at the same time. My Spanish professor last year said her three year old goes to day care and speaks english all day then comes home and speaks Spanish to her and her husband about what they did. Although it is hard to determine how language develops it sure helps when the environment around the child is progressive.

    90. When speech directed to young children is at a slower pace or temf it allows for linguistic processing: it takes time lo process speech cognitively. If y, have ever been inn setting where you were a nonnative speaker, you may ha wished that tho native speakers would just speak more slowly.

      Makes sense! I can relate with being in a setting where someone speaks a different language and wishing they spoke slowly so I could understand.

    91. Whon this routine hns been repeated suc-cessfully with infants (G-'12 months of ago) over lime, they begin to respond to the verbal phrase or word by looking nl the speaker nnd then Lo the location sig-naled by the udull's gesture. After shared reference is established, communicn· Lion about the object or event occul's.

      It's just like taking baby steps before moving onto greater things. The child must first learn one phrase before they can move on to more complex ideas.

    92. Allison's shoes and socks ore now on, nnd Allison becomes distracted by her 4-yeor-old sister, who is also playing in the backyard. Allison leaves hor mom's lnp, and the singing ends. Two minutes later, Allison is observed singing the duck song to herself as she walks in the backyard.

      Very cool! Not only did the mother distract the child enough to be able to put her shoes and socks on without a fit, she was also able to teach the child a new song.

    93. "Now say 'bye-bye'," and the child responds with an immediate nllompt to repoat the specific word(s). Or, it may occur as a result of delayed modeling, when the child approximates previously modeled speech in a similar setting without being prompted.

      Couldn't telling a child to say something be bad in some cases? By telling the child what to say are they truly understanding why they need to say "bye" in this situation?Some children might just repeat words and have no idea what they mean.

    94. language development is influenced by the society in which the individual lives: "higher mental functions are socially formed and culturally transmitted" (Vygolsky, 1978,

      I completely agree with Vygotsky, that society influences our language and language development. People all over the United States have different accents and can all be saying the same word and it sound a little different from everyone else.

    95. When eye contact and shurod reference are not eslnblishod, communi-cation often breaks down or is nol even inilinlod as there is no clear common focus. Eye conlact is usually established by un adult firsl looking directly at n chil

      Teach with intention, especially at a young age to help aid learning

    96. The result is that children at school have less opportunity for conversations with adults.
    97. he verbal mapping pattern occurs when an adult verbally describes (not just names) an object or nction in o level of detail appropriate to the developmental level of the child wilh whom the interaction is occurring.
    98. com-munication loop, a circular or cycle-like sharing and exchanging of tho roles of speaker and listener (see Figure 2.6).
    99. his is n busic interaction pattern
    100. the behaviorist perspective does not explain bow children learn lo express novel utterances (Harris, 1992), such as their own invented words or phrases that have nol boon used by the other speakers in their environment.
    101. The behaviorist perspective emphasizes the role of "nurture" and considers learn-ing to occur based on the stimuli, responses, nnd reinforcements that occur in the
    102. This means that concepts and schemata develop from interpersonal interaction and communication.
    103. The cognitive developmental perspective is based on the work of Jean Pingel (1955). The emphasis of this perspective is that language is acquired as maturation occurs and cognitive competencies develop.
    104. n summary, the nalivist perspective describes language development as an innate, instinctual process where children develop language by discovering the structure of their language (Cairns, 1996). This discovery process is thought to be aided by an inborn mechanism that is specific for language learning
    105. onlended 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" (p. 19).
    106. universal grammar, as "the system of principles, conditions, and rules that are elements or properties of all human languages"