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1. What factors play a key role in language development?

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1. Biological, cultural, and experimental factors play a key role in language development.

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2. What must children be able to do in order to master a language?

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2. Children must be able to read the intentions of others so they can acquire the words, phrases, and concepts of their language and also find patterns in the ways other people use these words and phrases to construct the grammar of their language.

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3. When and how do you learn language?

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3. Children learn language as they develop other cognitive abilities by actively trying to make sense of what they hear and by looking for patterns and making up rules to put together the jigsaw puzzle of language.

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4. By what age do most children master the sounds of their native language? And are all sounds mastered?

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4. About age 5, most children have mastered the sounds of their native language, but a few sounds may remain unconquered.

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5. What is the milestone in early childhood language between 2 and 3 years of age??

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5. Identifies body parts; calls self " me: instead of name, combines nouns and verbs; has a 450-word vocabulary; uses short sentences; matches 3-4 colors; knows big and little; likes to hear same story repeated; forms some plurals; answers "where" questions.

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6 .What are some strategies to encourage language development in children between 2 and 3?

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6. Help the child listen and follow instructions by playing simple games. Repeat new words over and over. Describe what you are doing, planning, thinking. Have the child deliver simple messages for you. Show the child you understand what he or she says by answering, smiling, and nodding your head. Expand what the child says. Child: "more juice." You say, "Christ wants more juice."

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7. What is the milestone in early childhood language between 3 and 4?

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7. Can tell a story; sentence length of 4-5 words, vocabulary about 1,000 words; knows last name, name of street, several nursery rhymes.

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8. What are the strategies are used to encourage language development in children between 3 and 4?

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8. Talk about how objects are the same or different. Help the child to tell stories using books and pictures. Encourage play with other children. Talk about places you've been or will be going.

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9. What is the milestone in early childhood language between 4 and 5?

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9. Sentence length of 4-5 words; uses past tense; vocabulary of about 1,5000 words; identifies colors, shapes, ask many questions like "why?" and "who?"

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10. What strategies are used to encourage language development in children between 4 and 5?

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10. Help the child sore objects and things (e.g., things to eat, animals). Teach the child how to use the telephone. Let the child help you plan activities. Continue talking about the child's interest. Let the child tell and make up stories for you.

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11. What is the milestone in early childhood language for children between 5 and 6 and at every age?

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11. Sentence length of 5-6 words; average 6-year-old has vocabulary of about 10,000 words; defines objects by their use; knows spatial relations (like "on top" and "far") and opposites; knows address; understands same and different; uses all types of sentences

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12. What strategies are used to encourage language development in children between 5 and 6 and at every age?

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12. Praise children when thy talk about feelings, thoughts, hopes, fears. Sing songs, rhtymes. Talk with them as you would an adult. Listen and show your pleasure when the child talks to you. Carry on conversations with the child. Ask questions to get the child to think and talk. Read books to the child every day, increasing in length as the child develops.

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13. Expressive vocabulary

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13. The words a person can speak.

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14. Receptive vocabulary

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14. The words a person can understand in spoken or written words.

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15. Overregularize

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15. To apply a rule of syntax or grammar in situations where the rule does not apply, e.g. " bike was broked."

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16. Syntax

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16. The order of words in phrases or sentences17. Pr

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17. Pragmatics

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17. The rules for when and how to use language to be an effective communicator in a particular culture. Pragmatics involves appropriate use of language to communicate in social situations--how to enter a conversation, tell a joke, keep a conversation going, or adjust your language for the listener

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18. Metalinguistic awareness

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18. Understanding about one's own use of language. Around the age of 5, students begin to develop metalinguistic awareness. This means their understanding about language and how it works becomes explicit. They have knowledge about language itself. They are are ready to study and extend the rules that have been implicit--understood but not consciously expressed. This process continues throughout life, as we all become better able to use language.

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19. Emergent literacy

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19. The skills and knowledge, usually developed in the preschool years, that are the foundation for the development of reading and writing. Learning to read and write, which begins with emergent literacy, encourages metalinguistic awareness.

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20. What is the cornerstone of learning?

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20. Today, in most languages, reading is a cornerstone of learning and the foundations for reading is built in early childhood.

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21. What are the most important skills that help literacy emerge?

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21. Two broad categories of skills that are important for later reading: (1) skills related to understanding sounds and codes such as knowing that letters have names, that sounds are associated with letters, and that words are made up of sounds; and (2) oral language skills such as expressive and receptive vocabulary, knowledge of syntax, and the ability to understand and tell stories, for example.

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22. Inside-out skills

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22. The emergent literacy skills of knowledge of graphemes, phonological awareness, syntactic awareness, phoneme-grapheme correspondence, and emergent writing.

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23. Outside-in skills

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23. The emergent literacy skills of language, narrative conventions of print, and emergent readying.

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24. What builds this foundation of emergent literacy skills?

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24. Two related activities are critical: (!) conversations with adults that develop knowledge about language and (2) joint reading, using books as support for talk about sounds, words, pictures, and concepts.

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25.Components of Emergent Literacy

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25. 1. Outside-in Processes: Language, Narrative, Conventions of print, Emergent reading 2. Inside-Out Processes: Knowledge of graphemes, phonological awareness, syntactic awareness, phoneme=grapheme correspondence, and emergent writing 3. Other Factors

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26. Language

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26. Semantic, syntactic and conceptual. A child reads the word "bat" and connects the meaning to the knowledge of baseball or flying mammals.

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27. Narrative

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27. Understanding and producing narrative. A child can tell a story, understands that books have stories.

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28. Conventions of print

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28. Knowledge of standard print formats. The child understands that print is read from left-t-right and front-to-back in English; understands the difference between pictures and print or the cover and the inside of the book

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29. Emergent reading

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29. Pretending to read. Child takes a favorite book and retells the "story," often by using pictures as cues.

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30. Knowledge of graphemes

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30. Letter-name knowledge. A child can recognize letters and name letters.

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31. Phonological awareness

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31.Detection of rhyme; manipulation of syllables; manipulation of individual phonemes. A child can tell you words that rhyme with "hat." A child can clap as she says sounds in a word cat

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32. Syntactic awareness

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32. Repair grammatical errors, A child says, "No! you say I went to the zoo, not I goed to zoo."

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33. Phoneme-grapheme correspondence

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33. Letter-sound knowledge. The child can answer the question, "What sounds do these letters make?"

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34. Emergent writing

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34. Phonetic spelling. The child writes"eenuf," of "hambrgr."

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35. Other factors

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35. Emergent literacy also depends on other factors such as short-term-memory for sounds and sequences, the abioity to recognize and name llsts of letters, motivation, and interest.

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36. How can families support language and promote literacy?

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36. 1. Read with your children 2. Choose appropriate books

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37. What can teachers doe to support language and promote literacy?

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37. 1. Use stories a a springboard for conversation. 2. Identifies and build on strengths the families already have. 3. Provide home activities to be shared with family members.

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38. What can school counselors and administrators do to support language and promote literacy?

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38. 1. Communicate with families about goals and activities of your program. 2. Involve families in decisions about curriculum. 3. Make it easier for families to come to school.

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39. Should English be used exclusively?

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39. No. If bilingual children's language growth is progressing well in either Spanish or English during the preschool years, positive early English and Spanish reading outcomes result in kindergarten."

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Behavioral Theories

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Explanations of learning that focus on external events as the cause of changes in observable behaviors

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Learning

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Process through which experience cause permanent change in knowledge or behavior

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Contiguity

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Association of two events because of repeated pairing

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Classical Conditioning

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Association of automatic responses with new stimuli

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Neutral Stimulus

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Stimulus not connected to a response

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Conditioned Response

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Learned response to a previously neutral stimulus

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Conditioned Stimulus

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Stimulus that evokes an emotional or physiological response after conditioning

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Unconditioned Response

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Naturally occurring emotional or physiological response

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Operant Conditioning

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Learning in which voluntary behavior is strengthened or weakened by consequences or antecedents

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Positive Reinforcement

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Strengthening behavior by presenting a desired stimulus after the behavior

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Negative Reinforcement

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Strengthening behavior by removing an aversive stimulus when the behavior occurs

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Presentation Punishment

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Decreasing the chances that a behavior will occur again by presenting an aversive stimulus following the behavior

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Removal Punishment

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Decreasing the chances that a behavior will occur again by removing a pleasant stimulus following the behavior

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Continuous Reinforcement Schedule

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Reinforcement after every response

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Variable- Interval

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Reinforcement after varying lengths of time

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Fixed- Interval

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Reinforcement after a set period of time

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Variable- Ratio

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Reinforcement after a varying number of responses

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Fixed- Ratio

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Reinforcement after a set number of responses

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Shaping

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Reinforcing each small step of a progress toward a desired goal

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Culture

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The knowledge, values, attitudes, and traditions that guide the behavior of a group of people and allow them to solve the problems of living in their environment

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Ethnicity

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A cultural heritage shared by a group of people

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Learned helplessness

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The expectation, bases on previous experiences with a lack of control that all of one's efforts will lead failure

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Socioeconomic status

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Relative standing in the society based on income, power, background and, prestige

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Resistance culture

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Group values and beliefs about refusing to adopt the behaviors and attitudes of the majority culture

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Tracking

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Assignment to different classes and academic experiences based on achievement

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Discrimination

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Treating or acting unfairly toward particular categories of people

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Prejudice

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Prejudgment of irrational generalization about an entire category of people

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Stereotype threats

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The extra emotional and cognitive burden that your performance in a n academic situation might confirm a stereotype that others hold about you

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Gender Bias

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Different views of males and females, often favoring one gender over the other

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Stereotyping

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Using a schema that organizes knowledge or perceptions about a category

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Resilience

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The ability to adapt successfully in spite of difficult circumstances and threats to development

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Learning Styles

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Characteristic approaches to learning and studying

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Academic Language

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The entire range of language used in elementary, secondary, and university-level schools including words, concepts, strategies, and processes from academic subjects.

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Balanced Bilingualism

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Adding a second language capability without losing your heritage language.

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Bilingual

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Speaking two languages and dealing appropriately with the two different cultures.

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Code-switching

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Moving between two speech forms.

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Critical Periods

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If learning does not happen during these periods, it never will. (This idea is not true.)

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Cultural deficit model

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A model that explains the school achievement problems of ethnic minority students by assuming that their culture is inadequate and does not prepare them to succeed in school.

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Dialect

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Any variety of a language spoken by a particular group.

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Emergent literacy

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The skills and knowledge, usually developed in the preschool years, that are the foundation for the development of reading and writing.

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English as a Second Language (ESL)

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The classes devoted to teaching ELL students English.

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English Language Learners ("ELLs")

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Students who are learning English when their primary or heritage language is not English.

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Expressive vocabulary

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The words a person can speak.

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Funds of Knowledge

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Knowledge that families and community members have acquired in many areas of work, home, and religious life that can become the basis for teaching.

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Genderlects

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Different ways of talking for males and females.

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Generation 1.5

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Students whose characteristics, educational experiences, and language fluencies are somewhere in between those of students born in the United States and students who are recent immigrants.

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Heritage Language

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The language spoken in the student's home or by members of the family.

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Immigrants

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People who voluntarily leave their country to become permanent residents in a new place.

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Inside-Out Skills

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The emergent literacy skills of knowledge of graphemes, phonological awareness, syntactic awareness, phoneme-grapheme correspondence, and emergent writing.

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Limited-English-Proficient (LEP)

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A term also used for students who are learning English when their primary or heritage language is not English-not the preferred term because of the negative connotations. ("limited")

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Melting Pot

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A metaphor for the absorption and assimilation of immigrants into the mainstream of society so that ethnic differences vanish.

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Metalinguistic awareness

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Understanding about one's own use of language.

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Monolingual

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Speaking only one language.

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Outside-In Skills

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The emergent literacy skills of language, narrative, conventions of print, and emergent reading.

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Overregularize

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To apply a rule of syntax or grammar in situations where the rule does not apply, e.g. "the bike was broked."

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Pragmatics

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The rules for when and how to use language to be an effective communicator in a particular culture.

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Receptive Vocabulary

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The words a person can understand in spoken or written words.

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Refugees

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A special group of immigrants who also relocate voluntarily, but who are fleeing their home country because it is not safe.

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Semilingual

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A lack of proficiency in any language; speaking one or more languages inadequately.

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Sensitive Periods

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Times when we are especially responsive to learning certain things. (Contrasting with "Critical periods")

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Sheltered Instruction

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Approach to teaching that improves English language skills while teaching content to ELL students by putting the words and concepts of the content into context to make the content more understandable.

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Sheltered Instruction Observation Protocol (or SIOP)

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An observational system to check that each element of sheltered instruction is present for a teacher.

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Structured English Immersion (SEI)

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An environment that teachers English rapidly by maximizing instruction in English and using English at a level appropriate to the abilities of the ELLs in the class.

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Syntax

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The order of words in phrases or sentences.

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