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Chapter 10 Language and Education

Chapter 10 Language and Education. Chapter 10: Language and Education. Mastering Language Phonology: the sound system Morphology: forming words from sounds Syntax: grammar (sentences from words) Semantics: meaning Pragmatics: context appropriate use Nonverbal: face, tone, gestures.

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Chapter 10 Language and Education

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  1. Chapter 10Language and Education

  2. Chapter 10: Language and Education • Mastering Language • Phonology: the sound system • Morphology: forming words from sounds • Syntax: grammar (sentences from words) • Semantics: meaning • Pragmatics: context appropriate use • Nonverbal: face, tone, gestures

  3. Language Development • Prelinguistic abilities • First sounds and feedback • Vocalizations (6-8 weeks) • Babbling (4-6 months) • Home language sounds (8 months) • Comprehension before production • Joint attention

  4. First Words • First Year • Holophrases: single words • Nonverbal information • Intonation: question, request, demand • Nouns first (naming) • 18 months: vocabulary spurt - 30-50 words • 24 months: 186 words • Wide individual differences

  5. First Mistakes • Two-year olds • Overextension: too broad • Underextension: too narrow • Overregularization: applying rules • “foots” or “goed” • Found in other languages • Suggests an understanding of grammatical rules

  6. Two-Year Olds • Telegraphic speech: Critical content only • 2+ word utterances • Functional grammar • Semantic relations expressed • Context important • Rules inferred from adult speech • Age 2-5: Transformational grammar • “Billy hit” vs. “hit Billy”

  7. Figure 10.2

  8. Later Language Development • First grade: 10,000 words • Abstract terms by adolescence • Metalinguistic awareness • Adulthood • Expanded vocabulary • Refine pragmatics

  9. How Language Develops • Learning Theory • Accounts for phonology and semantics • Cannot account for syntax or novelty • Nativist _ LAD _ inborn mechanism • Universality of stages and errors • Genetic evidence - Twins • Interactionist perspective

  10. Critical or Sensitive Period • Critical period argument • Younger learn more easily- all languages • Deaf children • Second language learners • Sensitive period • Earlier is better

  11. Mastery Motivation • Typical of infants • Individual differences • Parents must provide • Sensory stimulation • Responsive environment • Early education: not necessary • Important for disadvantaged children

  12. Achievement Motivation by Age 7 • Mastery orientation • Success: attribution is internal and stable • Failure: external factors • Learning goals • Learned helplessness • Success: attribution is external (luck) • Failure: internal and stable • Performance goals

  13. Contributions to Achievement Motivation • Infancy • Stimulating, responsive environment • Independence and self-reliance • Set high standards • Parental involvement • School age • De-emphasize grades • Focus on learning

  14. Learning to Read • Alphabetic principle • Printed words related to sounds • Phonological awareness: decoding • Emergent literacy • Reading to preschoolers • Repetitious reading and rhymes • Questions

  15. Skilled vs. Unskilled Readers • Skilled readers • Understand the phonetic alphabet • Eyes hit all the words • Rely on phonology - not context - to identify words • Unskilled readers • Low levels of phonological awareness • Eyes skip words and parts of words

  16. Teaching Reading • Phonics (code oriented) • Analyze words for sounds • Sound-letter correspondence • Whole-word method (look-say) • Read for meaning • Research supports phonics

  17. Effective Schools • Less important factors • Increased resources (reasonable) • Average class size (18-40) • Ability grouping: no advantage • Factors that matter • Student aptitude • Task-oriented classes; discipline enforced • Parental involvement

  18. The Adolescent in School • Declining achievement and self-esteem • Negative school attitudes • Critical juncture: middle school • Risk factors • Minority group, mother’s educational level and mental health • Stressful life events, family size, father absence

  19. Why Achievement Drops • Family characteristics • Cognitive growth • Negative feedback • Younger are praised for effort alone • Peer pressures which discourage academic achievement esp. low income minority peers • Puberty • Poor person-environment fit

  20. Science and Math Education • Cultural differences: Asian-US students compared • More time in school and on task • More homework • Committed parents • Peers: high values and standards • Belief in hard work and effort

  21. Work and School • Students working 20+ hours per week • Lower GPA • Disengaged and bored • Alienation and anxiety • Other findings • Lower math and science achievement • More likely to use alcohol and drugs

  22. The Adult • Achievement motivation stable • Affected by education, type of work, and family situations • Literacy: 22% at 3rd grade level • US has more high level and more low level • Related to poverty • Continuing Education • 15 million aged 25+ enrolled in college

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