1. Chapter 10 Language 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

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

6. 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

7. 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”

8. Figure 10.2 The language acquisition device (LAD).

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

10. 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

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

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

13. 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

15. 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

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

17. Skilled vs. Unskilled 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

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

19. 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

20. 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

21. 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

22. 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

24. 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

26. 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