chapter 10 language and education. learning objectives what is the typical developmental course of...
TRANSCRIPT
CHAPTER 10
LANGUAGE AND EDUCATION
Learning Objectives
• What is the typical developmental course of language development?
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
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
First Words
• First Year
– Holophrases: Single words
– Nonverbal information
– Intonation: Question, request, demand
– Nouns first (naming)
• 18 months: Vocabulary spurt of 30-50 words
• 24 months: 186 words
• Wide individual differences
Video: The Development of Language
PLAY VIDEO
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
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” versus “hit Billy”
Later Language Development
• First grade: 10,000 words
• Abstract terms by adolescence
• Metalinguistic awareness
• Adulthood
– Expanded vocabulary
– Refine pragmatics
Learning Objectives
• How do learning, nativist, and interactionist perspectives explain the acquisition of language?
• Which explanation is best supported by research?
How Language Develops
• Learning Theory (Skinner)
– Accounts for phonology and semantics
– Cannot account for syntax or novelty
• Nativist: (Chomsky) Language Acquisition Device (LAD)
– Inborn mechanism
– Universality of stages and errors
– Genetic evidence from twin studies
• Interactionist perspective
Critical or Sensitive Period?
• Critical Period Argument
– Younger learn more easily: All languages
– Deaf children: Same timing, sequence
– Second language learners
• Sensitive Period
– Earlier is better
Learning Objectives
• What factors influence mastery motivation of infants?
• How is this related to later achievement?
Mastery Motivation
• Typical of infants
• Individual differences exist
• Parents Must Provide:
– Sensory stimulation
– Responsive environment
• Early Education: Not necessary
– Important for disadvantaged children
Learning Objectives
• What are the pros and cons of early education?
• What factors contribute to differences in levels of achievement motivation during childhood, and what can be done to foster achievement motivation?
Achievement Motivation by Age 7
• Mastery Orientation
– Success: internal, stable attribution (smart)
– Failure: external factors (hard test)
– Learning goals (to solve problem)
• Learned Helplessness
– Success: external attribution (luck)
– Failure: internal and stable (I’m dumb)
– Performance goals (I want to look good)
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
Learning Objectives
• What are the components of learning to read?
• Is there a most effective way to teaching reading?
• What distinguishes skilled and unskilled readers?
Learning to Read
• Alphabetic Principle
– Printed words related to sounds
– Phonological awareness: decoding
• Emergent Literacy
– Reading to preschoolers
– Repetitious reading and rhymes
– Questions
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
Teaching Reading
• Phonics (Code Oriented)
– Analyze words for sounds
– Sound-letter correspondence
• Whole-Word Method (Look-Say)
– Read for meaning
• Research supports phonics
Learning Objective
• How does school affect children?
• What factors characterize effective schools?
Effective Schools
• Less Important Factors
– Increased resources (reasonable)
– Average class size (18-40)
– Ability grouping: no advantage found
• Factors that Matter
– Student aptitude
– Task-oriented classes; discipline enforced
– Parental involvement
Learning Objectives
• What changes in achievement motivation occur during adolescence?
• What factors contribute to these changes?
• How does science and math education in the United States compare to science and math education in other countries?
• What are the pros and cons of integrating work with school during adolescence?
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
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
Science and Math Education
• Cultural Differences: Asian vs. US students
• Asian: Higher scores
• Differences in Asian schools
– More time in school and on task
– More homework
– Committed parents
– Peers: high values and standards
– Belief in hard work and effort
Work and School
• Students working 20+ hours per week
– Lower GPA
– Disengaged and bored attitude
– Alienation and anxiety
• Other Findings
– Lower math and science achievement
– More likely to use alcohol and drugs
Learning objectives
• How does achievement motivation change during adulthood?
• How do literacy, illiteracy, and continued education affect adults’ lives?
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