Chapter 10 Language and Education

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

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

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

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

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”

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

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

Figure 10.2

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

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

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

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

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

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

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

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

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

The Adult Achievement motivation stable –Affected by education, type of work, and family situations Literacy: 22% at 3 rd grade level –US has more high level and more low level –Related to poverty Continuing Education –15 million aged 25+ enrolled in college