language learning and teaching processes in young children (chapter 6)
TRANSCRIPT
![Page 1: LANGUAGE LEARNING AND TEACHING PROCESSES IN YOUNG CHILDREN (chapter 6)](https://reader036.vdocuments.mx/reader036/viewer/2022062516/56649e6a5503460f94b67ded/html5/thumbnails/1.jpg)
LANGUAGE LEARNING AND TEACHING PROCESSES IN
YOUNG CHILDREN (chapter 6)
![Page 2: LANGUAGE LEARNING AND TEACHING PROCESSES IN YOUNG CHILDREN (chapter 6)](https://reader036.vdocuments.mx/reader036/viewer/2022062516/56649e6a5503460f94b67ded/html5/thumbnails/2.jpg)
PowerPoint Outline**
• I. The Role of the Environment in Language Development
• II. Cognition and Language
• III. Toddler Learning Strategies
• IV. Adult Conversational Learning Techniques
• V. Print vs. E-Books for Preschoolers
![Page 3: LANGUAGE LEARNING AND TEACHING PROCESSES IN YOUNG CHILDREN (chapter 6)](https://reader036.vdocuments.mx/reader036/viewer/2022062516/56649e6a5503460f94b67ded/html5/thumbnails/3.jpg)
I. THE ROLE OF THE ENVIRONMENT IN LANGUAGE DEVELOPMENT**
• Development of language rests upon several major variables that interact with one another
• 1. The child’s cultural and linguistic environment is a big influence upon language learning
• 2. Each child has unique characteristics that she brings to the language learning situation
![Page 4: LANGUAGE LEARNING AND TEACHING PROCESSES IN YOUNG CHILDREN (chapter 6)](https://reader036.vdocuments.mx/reader036/viewer/2022062516/56649e6a5503460f94b67ded/html5/thumbnails/4.jpg)
For a child to develop language optimally…**
• She needs language stimulation from her environment
• In many cultures, adult interaction with infants and young children differs from mainstream U.S. expectations
![Page 5: LANGUAGE LEARNING AND TEACHING PROCESSES IN YOUNG CHILDREN (chapter 6)](https://reader036.vdocuments.mx/reader036/viewer/2022062516/56649e6a5503460f94b67ded/html5/thumbnails/5.jpg)
For example…
![Page 6: LANGUAGE LEARNING AND TEACHING PROCESSES IN YOUNG CHILDREN (chapter 6)](https://reader036.vdocuments.mx/reader036/viewer/2022062516/56649e6a5503460f94b67ded/html5/thumbnails/6.jpg)
Mainstream Americans…
![Page 7: LANGUAGE LEARNING AND TEACHING PROCESSES IN YOUNG CHILDREN (chapter 6)](https://reader036.vdocuments.mx/reader036/viewer/2022062516/56649e6a5503460f94b67ded/html5/thumbnails/7.jpg)
In some cultures it is believed that…**
• Ch should be seen and not heard
• Ch learn by observation, not interaction
• Comprehension is more important than production
![Page 8: LANGUAGE LEARNING AND TEACHING PROCESSES IN YOUNG CHILDREN (chapter 6)](https://reader036.vdocuments.mx/reader036/viewer/2022062516/56649e6a5503460f94b67ded/html5/thumbnails/8.jpg)
Socioeconomic status makes a difference…
![Page 9: LANGUAGE LEARNING AND TEACHING PROCESSES IN YOUNG CHILDREN (chapter 6)](https://reader036.vdocuments.mx/reader036/viewer/2022062516/56649e6a5503460f94b67ded/html5/thumbnails/9.jpg)
II. COGNITION AND LANGUAGE**• Cognition and language are
intertwined and develop in parallel fashion
• Cognitive skills are esp. related to grammatical constructions like because and before & after
![Page 10: LANGUAGE LEARNING AND TEACHING PROCESSES IN YOUNG CHILDREN (chapter 6)](https://reader036.vdocuments.mx/reader036/viewer/2022062516/56649e6a5503460f94b67ded/html5/thumbnails/10.jpg)
Word acquisition is guided by 2 types of knowledge structures**
• Event-based knowledge: sequences of events or routines that are temporal or causal and organized toward a goal
For example, if a child goes to daycare, takes swimming lessons, or goes to Sunday school, she has knowledge of those events
Preschoolers especially rely on this type of knowledge
![Page 11: LANGUAGE LEARNING AND TEACHING PROCESSES IN YOUNG CHILDREN (chapter 6)](https://reader036.vdocuments.mx/reader036/viewer/2022062516/56649e6a5503460f94b67ded/html5/thumbnails/11.jpg)
Taxonomic knowledge: (kindergarteners)
![Page 12: LANGUAGE LEARNING AND TEACHING PROCESSES IN YOUNG CHILDREN (chapter 6)](https://reader036.vdocuments.mx/reader036/viewer/2022062516/56649e6a5503460f94b67ded/html5/thumbnails/12.jpg)
III. TODDLER LEARNING STRATEGIES**
• A. Formula
• Verbal routine or unanalyzed chunk of language—memorized units
• Mark McKibbin at 2 years old: “Thanks, and have a nice day!”
![Page 13: LANGUAGE LEARNING AND TEACHING PROCESSES IN YOUNG CHILDREN (chapter 6)](https://reader036.vdocuments.mx/reader036/viewer/2022062516/56649e6a5503460f94b67ded/html5/thumbnails/13.jpg)
• B. Selective Imitation
• Youtube: Cute funny baby imitating his father
![Page 14: LANGUAGE LEARNING AND TEACHING PROCESSES IN YOUNG CHILDREN (chapter 6)](https://reader036.vdocuments.mx/reader036/viewer/2022062516/56649e6a5503460f94b67ded/html5/thumbnails/14.jpg)
• C. Evocative Utterance
![Page 15: LANGUAGE LEARNING AND TEACHING PROCESSES IN YOUNG CHILDREN (chapter 6)](https://reader036.vdocuments.mx/reader036/viewer/2022062516/56649e6a5503460f94b67ded/html5/thumbnails/15.jpg)
• D. Interrogative Utterance**
• The child is unsure of the word, and asks “what’s that?”
• They are requesting an answer
![Page 16: LANGUAGE LEARNING AND TEACHING PROCESSES IN YOUNG CHILDREN (chapter 6)](https://reader036.vdocuments.mx/reader036/viewer/2022062516/56649e6a5503460f94b67ded/html5/thumbnails/16.jpg)
IV. ADULT CONVERSATIONAL TEACHING TECHNIQUES**
• A. General Facts
• Children learn language faster when parents converse (as opposed to teaching and instructing)
• There are definite language-learning advantages for children who attend preschools where the curriculum emphasizes language and literacy
![Page 17: LANGUAGE LEARNING AND TEACHING PROCESSES IN YOUNG CHILDREN (chapter 6)](https://reader036.vdocuments.mx/reader036/viewer/2022062516/56649e6a5503460f94b67ded/html5/thumbnails/17.jpg)
B. Expansions and Extensions
![Page 18: LANGUAGE LEARNING AND TEACHING PROCESSES IN YOUNG CHILDREN (chapter 6)](https://reader036.vdocuments.mx/reader036/viewer/2022062516/56649e6a5503460f94b67ded/html5/thumbnails/18.jpg)
![Page 19: LANGUAGE LEARNING AND TEACHING PROCESSES IN YOUNG CHILDREN (chapter 6)](https://reader036.vdocuments.mx/reader036/viewer/2022062516/56649e6a5503460f94b67ded/html5/thumbnails/19.jpg)
C. Turnabouts
![Page 20: LANGUAGE LEARNING AND TEACHING PROCESSES IN YOUNG CHILDREN (chapter 6)](https://reader036.vdocuments.mx/reader036/viewer/2022062516/56649e6a5503460f94b67ded/html5/thumbnails/20.jpg)
Types of turnabouts are in Table 6.6 on p. 162—just know these:**
• Fill-ins (My dog likes to _______)
• Wh-questions (Why does the dog scratch himself?)
• Yes-no questions (Do you think the dog has fleas?)
![Page 21: LANGUAGE LEARNING AND TEACHING PROCESSES IN YOUNG CHILDREN (chapter 6)](https://reader036.vdocuments.mx/reader036/viewer/2022062516/56649e6a5503460f94b67ded/html5/thumbnails/21.jpg)
D. Prompting
![Page 22: LANGUAGE LEARNING AND TEACHING PROCESSES IN YOUNG CHILDREN (chapter 6)](https://reader036.vdocuments.mx/reader036/viewer/2022062516/56649e6a5503460f94b67ded/html5/thumbnails/22.jpg)
Youtube**
• I poo in my pants funny toddler at Disney World
• You will hear yes-no and wh-questions
![Page 23: LANGUAGE LEARNING AND TEACHING PROCESSES IN YOUNG CHILDREN (chapter 6)](https://reader036.vdocuments.mx/reader036/viewer/2022062516/56649e6a5503460f94b67ded/html5/thumbnails/23.jpg)
Hulit, Fahey, & Howard 2015—summary of new research on child-directed speech:
![Page 24: LANGUAGE LEARNING AND TEACHING PROCESSES IN YOUNG CHILDREN (chapter 6)](https://reader036.vdocuments.mx/reader036/viewer/2022062516/56649e6a5503460f94b67ded/html5/thumbnails/24.jpg)
Hulit et al 2015 continued:
![Page 25: LANGUAGE LEARNING AND TEACHING PROCESSES IN YOUNG CHILDREN (chapter 6)](https://reader036.vdocuments.mx/reader036/viewer/2022062516/56649e6a5503460f94b67ded/html5/thumbnails/25.jpg)
The more TV in a ch’s day…
![Page 26: LANGUAGE LEARNING AND TEACHING PROCESSES IN YOUNG CHILDREN (chapter 6)](https://reader036.vdocuments.mx/reader036/viewer/2022062516/56649e6a5503460f94b67ded/html5/thumbnails/26.jpg)
**Christakis and colleagues studied the impact of TV and its noise on parent-child interactions in homes
![Page 27: LANGUAGE LEARNING AND TEACHING PROCESSES IN YOUNG CHILDREN (chapter 6)](https://reader036.vdocuments.mx/reader036/viewer/2022062516/56649e6a5503460f94b67ded/html5/thumbnails/27.jpg)
Christakis et al. found that:
![Page 28: LANGUAGE LEARNING AND TEACHING PROCESSES IN YOUNG CHILDREN (chapter 6)](https://reader036.vdocuments.mx/reader036/viewer/2022062516/56649e6a5503460f94b67ded/html5/thumbnails/28.jpg)
Constant noise in the home is also associated with:
![Page 29: LANGUAGE LEARNING AND TEACHING PROCESSES IN YOUNG CHILDREN (chapter 6)](https://reader036.vdocuments.mx/reader036/viewer/2022062516/56649e6a5503460f94b67ded/html5/thumbnails/29.jpg)
V. PRINT VS. E-BOOKS FOR PRESCHOOLERS**
• A. Premise
• The American Academy of Pediatricians (2014) clearly states no screen time for children from 0-2 years
• Research shows that school-aged children may benefit from e-book advantages (e.g., dictionaries, highlighting key words)
![Page 30: LANGUAGE LEARNING AND TEACHING PROCESSES IN YOUNG CHILDREN (chapter 6)](https://reader036.vdocuments.mx/reader036/viewer/2022062516/56649e6a5503460f94b67ded/html5/thumbnails/30.jpg)
In terms of paper vs. e-books for preschool children (2-5 years)
![Page 31: LANGUAGE LEARNING AND TEACHING PROCESSES IN YOUNG CHILDREN (chapter 6)](https://reader036.vdocuments.mx/reader036/viewer/2022062516/56649e6a5503460f94b67ded/html5/thumbnails/31.jpg)
But….**
• What is their effect on dialogic reading and children’s comprehension?
• Dialogic reading: interactive reading between caregivers and children
![Page 32: LANGUAGE LEARNING AND TEACHING PROCESSES IN YOUNG CHILDREN (chapter 6)](https://reader036.vdocuments.mx/reader036/viewer/2022062516/56649e6a5503460f94b67ded/html5/thumbnails/32.jpg)
Disadvantages: (Willoughby, Evans, & Nowak, 2015; http://www.eetconference.org/wp-content-uploads/
![Page 33: LANGUAGE LEARNING AND TEACHING PROCESSES IN YOUNG CHILDREN (chapter 6)](https://reader036.vdocuments.mx/reader036/viewer/2022062516/56649e6a5503460f94b67ded/html5/thumbnails/33.jpg)
Parrish-Morris, Mahajan, Hirsh-Pasek, Golinkoff, & Collins (2013). Once upon a time: Parent-child dialogue and storybook reading in the electronic era. Mind, Brain, and Education, 7(3), 200-211.**
• Studied 165 parent-child dyads reading e-books and traditional paper books
• Children’s story comprehension and parent-child dialogic reading were negatively affected by the presence of electronic features
![Page 34: LANGUAGE LEARNING AND TEACHING PROCESSES IN YOUNG CHILDREN (chapter 6)](https://reader036.vdocuments.mx/reader036/viewer/2022062516/56649e6a5503460f94b67ded/html5/thumbnails/34.jpg)
Parrish-Morris et al. 2013 continued:
![Page 35: LANGUAGE LEARNING AND TEACHING PROCESSES IN YOUNG CHILDREN (chapter 6)](https://reader036.vdocuments.mx/reader036/viewer/2022062516/56649e6a5503460f94b67ded/html5/thumbnails/35.jpg)
Conclusions from current scientific research: (Deem, 2015: E-books vs. print: what parents need to know. http://www.scholastic.com)
![Page 36: LANGUAGE LEARNING AND TEACHING PROCESSES IN YOUNG CHILDREN (chapter 6)](https://reader036.vdocuments.mx/reader036/viewer/2022062516/56649e6a5503460f94b67ded/html5/thumbnails/36.jpg)
PowerPoint Outline
• I. The Role of the Environment in Language Development
• II. Cognition and Language
• III. Toddler Learning Strategies
• IV. Adult Conversational Learning Techniques
• V. Print vs. E-Books for Preschoolers