1. Educational Psychology
Twelfth Edition
Anita Woolfolk
© 2013, 2010, 2005, 2001, 1997 Pearson Education, Inc. All rights reserved.

2. Language Development, Language Diversity, and Immigrant Education
Chapter 5
Language Development, Language Diversity, and Immigrant Education

3. Overview I. The Development of Language
II. Diversity in Language Development
III. Dialect Differences in the Classroom
IV. Teaching Immigrant Students and English Language Learners
V. Special Challenges: ELL Students
5-3
Woolfolk
Educational Psychology, 12e
© 2013 Pearson Education, Inc. All rights reserved. 3
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4. What Would You Do? Read “What Would You Do?”
What is the real problem here?
How would you help the class (and yourself) to feel more comfortable with each other?
What are your first goals in working on this problem?
How will these issues affect the grade levels you will teach?
5-4
Woolfolk
Educational Psychology, 12e
© 2013 Pearson Education, Inc. All rights reserved. 4
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5. Objectives
5.1: Understand how language develops and know how to support emergent literacy. 5.2: Discuss what happens when children develop two languages. 5.3: Address whether dialect differences affect learning and discuss what teachers can do. 5.4: Discuss whether English immersion or bilingual instruction is better for English language learners. 5.5: Explain who the Generation 1.5 students are and describe their learning characteristics. 5.6: Define sheltered instruction and explain how it works. 5.7: Discuss how teachers can recognize special learning needs and talents when they do not speak their students’ first language.

6. The Development of Language
Language and Cultural Differences
Cultures create words for the concepts that are important to them.
Children develop language as they build on other cognitive abilities by actively trying to make sense of what they hear, looking for patterns, and making up rules.
Built-in biases and rules may limit the search and guide the pattern recognition.
Reward and correction play a role in helping children learn correct language use, but the child’s thought processes also are important.
5-6
Woolfolk
Educational Psychology, 12e
© 2013 Pearson Education, Inc. All rights reserved. 6
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7. The Development of Language
Sounds and Pronunciation
By age 5, most children have mastered the sounds of their native language.
Vocabulary and Meaning
By age 6, most children understand up to 20,000 words and can use about 2,600.
As cognitive abilities develop, children begin to understand words that express abstract ideas and hypothetical situations.
Grammar and Syntax
Initially, new rules may be applied too widely:
(“broked” instead of “broken”)
5-7
Woolfolk
Educational Psychology, 12e
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8. The Development of Language
Pragmatics
Knowledge about how to use language
When, where, how, and to whom to speak
Metalinguistic Awareness
Explicit understanding of language and how it works
Begins to develop around age 5
5-8
Woolfolk
Educational Psychology, 12e
© 2013 Pearson Education, Inc. All rights reserved. 8
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9. The Development of Language
Emergent Literacy
Two categories of skills important for learning reading
Understanding sounds and codes
Decoding units of print into units of sound, and units of sound into units of language (inside-out skills)
Oral language skills
Understanding auditory derivations, and placing them in correct conceptual and contextual framework (outside-in)
Supporting emergent literacy
Reading with children
Retelling stories and talking about them
Limiting time spent watching television
5-9
Woolfolk
Educational Psychology, 12e
© 2013 Pearson Education, Inc. All rights reserved. 9
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10. Diversity in Language Development
Dual Language Learning
Children can learn two languages at once if they have adequate opportunities in both languages.
There are many cognitive advantages to learning more than one language.
People of any age can learn a new language.
The best time to learn accurate pronunciation is early childhood.
People who can communicate in both a spoken and a signed language or in two different signed languages are considered bilingual.
5-10
Woolfolk
Educational Psychology, 12e
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11. Diversity in Language Development
Bilingualism
Speaking two languages
Cultural Differences
Might interfere with developing academic English and content understanding
Beliefs about learning are shaped by culture and previous experiences, which may explain why English Language Learners seem quiet and reluctant to speak in class.
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Woolfolk
Educational Psychology, 12e
© 2013 Pearson Education, Inc. All rights reserved. 11
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12. Dialect Differences in the Classroom
Any variety of a language spoken by a particular group
Includes variation in vocabulary, grammar, and pronunciation
Differs by region, even within small distances or communities
Genderlect
Differences between how males and females speak
Accent
Inflection, tone, or choice of words unique to an individual or group of individuals
5-12
Woolfolk
Educational Psychology, 12e
© 2013 Pearson Education, Inc. All rights reserved. 12
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13. Dialect Differences in the Classroom
Dialects and Teaching
Teachers need to be sensitive to their own stereotypes about children who speak a different dialect.
Ensure comprehension by repeating instructions, asking students to paraphrase instructions, and giving examples.
Focus on understanding and accepting students’ language while teaching alternative forms of English used in formal writing and work settings.
5-13
Woolfolk
Educational Psychology, 12e
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14. Teaching Immigrant Students and English Language Learners
People who voluntarily leave their country to become permanent residents in a new place
Refugees
A special group of immigrants who also relocate voluntarily, but are fleeing their home country because it is not safe
“Melting Pot”
Old view that minority group members and immigrants should assimilate completely into the American culture
Multiculturalism
Celebrates cultural diversity
5-14
Woolfolk
Educational Psychology, 12e
© 2013 Pearson Education, Inc. All rights reserved. 14
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15. Teaching Immigrant Students and English Language Learners
Four Profiles of English Language Learners
Balanced Bilinguals
Speak, read, and write well in their first language and in English
Monolingual/literate Students
Literate in their native language, but speak limited English
Monolingual/preliterate Students
May not read or write in their native language, or may have very limited literacy skills
Limited Bilingual
Students can converse well in both languages, but for some reason have trouble learning academically.
5-15
Woolfolk
Educational Psychology, 12e
© 2013 Pearson Education, Inc. All rights reserved. 15
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16. Teaching Immigrant Students and English Language Learners
Generation 1.5
Students whose characteristics, educational experiences, and language fluencies are somewhere between those of students born in the United States and those of students who are recent immigrants
Have lived most of their lives in the United States
Language at home sometimes not English
Often can speak in fluent conversational English
Academic English sometimes not well developed
Tend to be “ear learners”
5-16
Woolfolk
Educational Psychology, 12e
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17. Teaching Immigrant Students and English Language Learners
Names for English Learners
Limited-English Proficient (LEP)
English Language Learners (ELL)
English as a Second Language (ESL)
classes devoted to teaching these students English
Bilingual Education
Works best if students are not forced to abandon their native language
The more proficient students are in their first language, the faster they will master the second.
5-17
Woolfolk
Educational Psychology, 12e
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18. Teaching Immigrant Students and English Language Learners
Teaching ELL Students
Begin instruction with a formative assessment.
Use small group interventions to focus instruction on the areas of need.
Target teaching essential vocabulary.
Both content and common words
Directly teach academic English.
Make wide use of peer-assisted learning, particularly working in pairs, to complete academic tasks.
5-18
Woolfolk
Educational Psychology, 12e
© 2013 Pearson Education, Inc. All rights reserved. 18
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