CHAPTER 10CHAPTER 10

LANGUAGE AND EDUCATIONLANGUAGE AND EDUCATION

Mastering LanguageMastering Language

Phonology: The sound systemMorphology: Forming words

from soundsSyntax: Grammar (sentences

from words)Semantics: MeaningPragmatics: Context appropriate

useNonverbal: Face, tone, gestures

Language DevelopmentLanguage 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 WordsFirst Words

First Year

◦Holophrases: Single words

◦Nonverbal information

◦Intonation: Question, request, demand

◦Nouns first (naming)18 months: Vocabulary spurt of 30-50

words24 months: 186 wordsWide individual differences

First MistakesFirst 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 OldsTwo-Year Olds

Telegraphic Speech: Critical content only

◦2+ word utterancesFunctional Grammar

◦Semantic relations expressed

◦Context importantRules inferred from adult speechAge 2-5: Transformational grammar

◦“Billy hit” versus “hit Billy”

Later Language DevelopmentLater Language Development

First grade: 10,000 wordsAbstract terms by adolescenceMetalinguistic awarenessAdulthood

◦Expanded vocabulary

◦Refine pragmatics

How Language DevelopsHow 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 or Sensitive Period?

Critical Period Argument

◦Younger learn more easily: All languages

◦Deaf children: Same timing, sequence

◦Second language learnersSensitive Period

◦Earlier is better

Learning to ReadLearning to Read

Alphabetic Principle

◦Printed words related to sounds

◦Phonological awareness: decodingEmergent Literacy

◦Reading to preschoolers

◦Repetitious reading and rhymes

◦Questions

Skilled vs. Unskilled ReadersSkilled 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 ReadingTeaching Reading

Phonics (Code Oriented)

◦Analyze words for sounds

◦Sound-letter correspondenceWhole-Word Method (Look-Say)

◦Read for meaningResearch supports phonics

Effective SchoolsEffective Schools

Less Important Factors

◦Increased resources (reasonable)

◦Average class size (18-40)

◦Ability grouping: no advantage foundFactors that Matter

◦Student aptitude

◦Task-oriented classes; discipline enforced

◦Parental involvement

The Adolescent in SchoolThe Adolescent in School

Declining achievement and self-esteemNegative school attitudesCritical juncture: middle schoolRisk factors

◦Minority group, mother’s educational level and mental health

◦Stressful life events, family size, father absence

Why Achievement DropsWhy Achievement Drops

Family characteristicsCognitive growthNegative Feedback

◦Younger are praised for effort alonePeer pressures, which discourage

academic achievement esp. low income minority peers

PubertyPoor person-environment fit

Science and Math EducationScience and Math Education

Cultural Differences: Asian vs. US students

Asian: Higher scoresDifferences 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 SchoolWork and School

Students working 20+ hours per week

◦Lower GPA

◦Disengaged and bored attitude

◦Alienation and anxietyOther Findings

◦Lower math and science achievement

◦More likely to use alcohol and drugs

The AdultThe 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 povertyContinuing Education

◦15 million aged 25+ enrolled in college