Over lime, these repeated pairings result in the infant's responding when tho word cracker is heard with no visible snack present.

mile and make eye contact (in the mirror) es I made the sounds.

The teacher may not be bilingual and may not have received any special training.

It is crucial that classroom teachers encourage children to begin to examine their own uses of language for different purposes and in different settings.

From these teachers' attitudes, further negative assump-tions developed into low achievement expectations for BE speakers, which then became a self-fulfilling prophecy

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"

At home, the child is often the questioner: at school, the teacher often serves as the primary questioner.

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.

"Language is a biological adaptation lo communicate information ... language is the product of a well-engineered biologi-cal instinct"

arger vocab• ulary also increases a child's ability to comprehend written text because reading comprehension is directly rolated to listening comprehension and oral vocabulary.