Unit 5 Language Development Exam

key changes in school years

interaction with printed text

production of connected multiword utterances- conversation and writing

increased metalinguistic awareness and literacy acquisition- understand language structure function more deeply

paradigmatic

extended discourses

watchful and structured narrative

narrative

extended discourse

story like forms of ongoing conversation

storytelling types

leap-frog narratives- non- sequential events

classic narratives- structured sequence

high-point analysis- key event emphasis

cultural differences in narratives

content and form

types of stories shared- moral teaching vs. storytelling or historical preservation

adult and child roles

ideological orientation and expectation

teacher’s role in oral narratives

listening, interpreting, and questioning narratives- help refine content and structures

enhancing students’ narrative structure awareness 

metalinguistic awareness

understanding language as a system

types: phonological, semantic, syntactic, pragmatic

role in literacy- relationship with reading, humor, and language play

emergent literacy

learning to read

influence of family literacy practice

alphabetic principle

learning to read

recognizing that written letters (graphemes) relate to sounds (phonemes)

understanding letter-sound relationships

grapheme-phoneme correspondence

top-down processing

reading process

context to understand meaning

ex

bottom-down processing

learning to read

sound and letter decoding

phonics vs. whole language

phonics- focus on decoding

whole language- emphasis on meaning extraction or text meaning

combined approach

recent research favors blending both phonics and whole language approach

second language reading

importance of oral skills for literacy in any language

learning to read is difficult

factors- external (schooling, family support)

dyslexia- language processing difficulties

deafness- vocab and oral language limitations impact reading

components of skilled reading

detection of visual features of letters leading to letter recognition

knowledge of grapheme-phoneme correspondence rules

word recognition

semantic knowledge

comprehensive interpretation

learning to write

relationship with reading- writing as reciprocal to reading

stages of spelling development-

invented spelling (systematic, rule-governing spelling that is created by developing writers),

gentry stages (precommunicative level in which they write random letters with little correspondence to what may be intended, begin with phonetics, then look for regularities in orthographic patterns, finally utilize knowledge of origins of word roots)

genres in writing-

expressive (informal personal writing ex. thinking out loud and diary entries)

expository (organized hierarchically, with key points and arguments presented clearly, concisely, and logically)

narrative (organized chronologically, uses a timeline in organizational basis)

L1 acquistion

acquisition is a natural, subconscious process where children develop their native tongue

first language, primary

L2 acquition

describe learning of a 2nd language by anyone who has a basic command of 1 or more languages

build on prior knowledge

bilingualism

proficiency in 2 or more languages

oral or literate

simultaneous bilingualism

learning languages at same time

sequential bilingualism

learn second language after mastering first language

prevalence of bilingualism

over half the world’s population is bilingual or multilingual

10% of school ages population in US speak a language other than English at home

code-switiching

clear different and consistent in switching language while speaking

code-mixing

combine language in speaking that is not always on purpose or distinct

emergentist view

linguistic perspective

L2 learning occurs best when mapping between language forms and meaning is salient, frequent and transparent in child’s input

language learning driven by exposure in usage patterns

interaction hypothesis

linguistic perspective

just as L1 learning, simply getting input (overhearing a conversation for example) is not sufficient for a child to become, or continue to be bilingual

interaction with L2 speakers is crucial to L2 learning

interdependence hypothessis

linguistic perspective

reciprocal relationship between L1 and L2

learner’s skills and knowledge of learner’s L1 can be deployed in learning the L2

contrast analysis

linguistic perspective

framework in predicting difficulties in language (too simple)

L2 learners did not always transfer an L1 structure to L2, even when they were the same

areas of predicted difficulty did not always turn out to cause problems in acquisition

interlangauge

linguistic perspective

L2 learners make mistakes in producing language, these errors tend to be systematic 

fossilization

linguistic perspective

certain errors become fixed

some L2 learners reach a point at which their proficiency no longer increases

sociocultural perspectives

social and cultural contexts in bilingual language acquisition

language socialization

sociocultural perspective

interaction between culture and language learning

additive bilingualism

sociocultural perspective

enriches learners’ linguistic repertoire

subtractive bilingualism

sociocultural perspective

reduce proficiency in 1 language

mediation

sociocultural perspective

help from others

ZPD

scaffold

sociocultural perspective

parents, siblings, educators, or peers provide a temporary support structure to help learner comprehend new concepts or perform a new task (ZPD)

zone of proximal development (ZPD)

supported learning space provided by more knowledgeable individuals often achieved through mediation and scaffolding

Vygotsky

psycholinguistic persepective

many questions rather than when or how well a phenomenon occurs

ex. how do bilinguals access lexical info?

competition model

psycholinguistic perspective

posits that language processing depends on linguistic cues from language

creation of a sentence is a process of competition between alternative forms/expression that can achieve the same function

unified model of L1 and L2 acquisition

psycholinguistic perspective

L1 and L2 are interconnected processes

overlap in how we understand those connections

advances in neuroimaging

psycholinguistic perspective

more detailed view of how brain manages multiple languages providing insights into cognitive mechanism and areas that are activated during bilingual processing

optimal conditions for bilingual development

strong home literacy support

high-quality input

peer interaction opportunities

foreign language immersion programs

multimedia exposure

critical period for phonology

younger learners tend to understand L2 easier than older people

age 12 but can occur after

sensitive period for grammar

age 12-18 is when grammar starts declining

younger learners have advantage

factors influencing language learning aptitude

aptitude- specific skills’ relationship to L2 learning

working memory (phonological short-term memory and backward digit span_

phonological short-term memory- number of words a learner can keep in mind at 1 time

grammatical sensitivity- learner’s ability to recognize patterns in L2 measured by providing learner with a word underlined in a sentence and then asking the learner to identify a word (of several underlined) in a second sentence which serves the same purpose as original underlined word

metalinguistic awareness

collocation- awareness that words often appear together with certain other words

motivation

dual language system hypothesis

bilinguals manage 2 separate language systems,

unique patterns in phonology, morphosyntax, and vocab

phonological development

bilingual vs. monolingual development

bilingual children seem to be just as accurate in mastering 2 phonological system as their monolingual peers

bilingual children may make different types of phonological errors in 2 languages

vocab development

bilingual vs monolingual development

young bilingual children’s vocabs develop at same rate as monolinguals’ when both their languages are taken into account

morphosyntactic development

bilingual vs monolingual development

this development in bilingual children is related to amount of input they can access bc bilingual children cannot hear twice as much language as a child hearing 1 language,

development of grammatical morphology may be somewhat slower as well

follow same patterns a monolingual syntax development

pragmatic development

bilingual vs monolingual development

bilingual children are dependent on language dominance, parent practices of separating 2 languages, and conversational context

bilingual toddlers were more attentive to a speaker’s communicative intent compared with monolinguals

bilingual children acquire 2 languages in roughly same manner as monolingual, differences in acquisition ten to be quantitative rather than qualitative

bilingual boostrapping

bilingual vs monolingual development

how knowledge of 1 language can support learning in the other language, pick up in differences too

individual variation

bilingual vs monolingual development

current experience, pass experience, age of immersion and attitude

internal factors explained more variance in children’s phonological awareness, receptive vocab, and word reading than external factors

L1 Influence on L2

speed up learning

introduce errors

bilingualism advantages

enchanced metalingusitic awareness

executive function

delayed dementia

novel word learning

theory of mind

bilingualism disadvantages

smaller vocab

slower lexical access