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.
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.
<;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.
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?
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
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?
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
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
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
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
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.
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.
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
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.
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.
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. B
This is the most important stage as teachers to take on in language development
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)
Does this include hand motions?
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.
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.
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.
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.
Harris (1990) pointed out that the success of these scaffolded conversations depends on the adult's sensi-tivity Lo and interpretation of the child's communicative attempt.
Shows how attentive teachers need to be especially in early childhood to the child's attempts at communication. Their reactions and reinforcements mean a lot.
Positive reinforce· ment may come from the excited response of parents to thoir child's verbal attempts.
Much more effective to use this rather than punishment after a student does a good job or does what he/she was supposed to do.
For example, in English, adjec-tives immediately precede the nouns they modify: "The beautiful flower was on the table," not "The flower beautiful was on the table." When children are learning lo speak English, their awareness of the position of adjectives relative lo the nouns they modify is evident even in their two-word ullerances: "big ball," "blue car." This occurs long before children can consciously identify adjectives and the words they
This is an important barrier when it comes to ESL courses and children learning English as a second language. Syntax changes depending on the language and it's important for teachers to pay specific attention to it during their classes.