CH 5 Language Development Language Diversity and Immigrant Education

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keahi702
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265111
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CH 5 Language Development Language Diversity and Immigrant Education
Updated:
2014-03-04 23:40:15
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chapter educational psychology
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PSY 307
Description:
CH 5 midterm review
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  1. The Development of Language (p. 168-175)

    How are humans predisposed to develop language?  What roles do culture and learning play?
    • Culture creates words for the concepts that are important to them.
    • Children develop language by trying to make sense of what they hear, looking for patterns, and making up rules
    • Reward and correction play a role in learning correct language use
  2. The Development of Language (p. 168-175)

    What are the elements of language?
    By age 5, most children mastered sounds of their native language

    By 6, 20,000 words are understood and 2,600 are used

    As they develop an understanding of grammar, they may apply new rules too widely

    Passive voice develops after understanding active voice
  3. The Development of Language (p. 168-175)

    What are pragmatics and metalinguistic awareness?
    Pragmatics=how to use language-when, where, how, and whom to speak

    Metalinguistic awareness=knoweldge about own use of language and how language works beings at age 5 or 6
  4. The Development of Language (p. 168-175)

    What are the most important skills that help literacy emerge?
    Two broad categories

    Understanding sounds and codes like knowing letters have names, sounds are associated with letters, and words are made up of sounds

    Oral language skills such as expressive and receptive vocabulary, knowledge of syntax, and the ability to understand and tell stories

    Inside-out skills= ability to decode units of print into units of sound and units of sound into units of language

    Support by reading with children, retelling stories and talking about them, and limiting time spent watching tv
  5. Diversity in Language Development (p.175-182)

    What is involved in learning two languages?
    Adequate opportunities in both languages

    Cognitive advantages to learning more than one

    retain heritage

    Goal balanced bilingualism
  6. Diversity in Language Development (p.175-182)

    What does it mean to be truly bilingual?
    Speak two languages

    use two languages effectively in their daily adult life and includes being bicultural

    Face to face communication and academic uses of language
  7. Diversity in Language Development (p.175-182)
    How do cultural differences affect bilingual students?
    Affect developing academic English and content understanding

    example: Asians are afraid to ask questions because it's rude
  8. Dialect Differences in the Classroom (p. 182-194)

    What is a dialect?
    Varied language spoken by a particular group

    Dialect is part of group's collective identity
  9. Dialect Differences in the Classroom (p. 182-194)

    How should teachers take dialects into account?
    Being sensitive to own possible negative stereotypes

    Ensure comprehension by repetition and using different words

    Focus on understanding students and accept their language as valid 

    Teach alternative forms of English
  10. Teaching Immigrant Students and English Language Learners (p. 194-197)

    Distinguish between the terms immigrant and refugee
    Immigrant=people voluntarily leave country

    Refugee=fleeing home country because it's not safe
  11. Teaching Immigrant Students and English Language Learners (p. 194-197)

    Distinguish between the melting pot and multiculturalism
    melting pot=assimilation and lose cultural roots

    multiculturalism=celebrate cultural diversity
  12. Teaching Immigrant Students and English Language Learners (p. 194-197)

    What are four general profiles of English Language Learners?
    Balanced bilinguals=speak, read, write well in both languages

    Monolingual/literate=literate in native language but speak limited english

    Monolingual/preliterate=not literate.  limited literacy skills

    Limited bilingual=can converse well in both
  13. Teaching Immigrant Students and English Language Learners (p. 194-197)

    What is Gen 1.5?
    students whose characteristics, educational experiences, and language fluencies are somewhere in between those born in the US and recent immigrants.  

    not born in US but spent most of life here

    Academic English may not be great

    Ear learners
  14. Teaching Immigrant Students and English Language Learners (p. 194-197)

    What are the names related to English Learners?
    LEP=limited english proficient

    ELL=English language learners (primary language isn't english

    ESL=classes taht teach English

    lower academic achievement and poorer job prospects
  15. Teaching Immigrant Students and English Language Learners (p. 194-197)

    What is bilingual education?
    Don't force students to abandon their first language

    more proficient in first language, faster they will master second language
  16. Teaching Immigrant Students and English Language Learners (p. 194-197)

    What is sheltered instruction?
    Teaches ELLs by putting words and concepts of the content into context to make the content more understandable

    • Strategies
    • Simplifying and controlling language
    • Giving attention to the relevant grammar and forms of English
    • Using visuals and gestures
    • Real life supports and examples

    Build on cultural knowledge to make classroom more supportive and teaching effective
  17. Special Challenges: English Language Learners w Disabilities and Special Gifts (p. 197-199)

    How do teachers deal with the special needs of English Language Learners?
    • Use best teaching approaches
    • Incorporate sheltered instruction to develop subject matter and English language development
    • Refer student to observation and testing

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