EPSY 2130 1st EditionFinal Exam Study Guide: Chapters 5-6, 13-15Chapter 5: Language Development, Language Diversity, and Immigrant EducationTo learn a language, a child must:-read intentions of others to acquire the words and concepts of their language-find patterns in their use to construct grammarVocabulary: -most kids master sounds of their native language by age 5-by 6, most kids understand 20,000 words (receptive) and 2,600 expressive-progresses from concrete to more abstractGrammar:-often over regularize words by applying rules incorrectly to other words-young have trouble with passive voice-expect subject-verb-objectPragmatics: -understanding and appropriate use of language rules to effectively communicate in a particular culture (jokes, conversations)Phonological Awareness:-inside-out skills- grapheme knowledge, phonological and syntactic awareness, phoneme-grapheme correspondence (a bottom-up process)Oral Language Skills:-outside-in skills- language, narrative, conventions of print, emergent reading (top-down process)Critical Period vs. Sensitive Period:-No critical period, adults can learn new language-there is a sensitive period for optimal bilingual language, reading exposure, mastery -appears to be a critical period for learning native pronunciation (prior to adolescence)Benefits to Bilingualism: -Balanced bilingual- result of additive, mastery of both languages-better understanding about how language works (metalinguistic)-increased ability in concept formation/creativity-increased phonemic awareness reading advantages-enhanced cognitive flexibility (mental multitasking)Myths: -kids can learn/maintain 2nd language quickly and easily  no, takes 2 or 3 years-reading in another language is detrimental to learning English  no-code-switching is an indication of language disorder  opposite is trueKey Words:-expressive vocab- the words a person can speak-receptive vocab- the words a person can understand in spoken or written words-overregularize- to apply a rule of syntax or grammar in situations where the rules doesn’t apply-syntax- order of words in phrases or sentences-pragmatics- rules for when and how to use language to be an effective communicator in a particular culture-Metalinguistic awareness- understanding about one’s own use of language (age 5), begins with emergent literacy-Emergent literacy- skills and knowledge, usually developed in the preschool years, that are the foundation for the development of reading and writing -Additive bilingualism- kept your 1st language and added another-Subtractive bilingualism- lost your 1st language when added 2nd -Heritage Language- language spoken in the student’s home or by members of the family-Academic language- entire range of language used in elementary, 2nd, and higher including words, concepts, strategies from academic subjects-Dialect- any variety of a language spoken by a particular group, differ in rules of pronunciation, grammar, vocab-Code-Switching- moving between 2 speech forms-Genderlects- different ways of talking for makes and females-Cultural Deficit Model- school achievement problems of ethnic minority students by assuming that their culture is inadequate and does not prepare them to succeed in school-English Language Learners- students who are learning English when their primary language is not English-Generation 1.5- students whose characteristics, educational experiences, and language fluencies are somewhere in between those born in US and recent immigrants-Limited-English-Proficient- term also used for students who are learning English when their primary language is not English-Sheltered Instruction- improves English language skills while teaching content to ELL by putting words and concepts of content into context to make content more understandable-Sheltered Instruction Observation Protocol- an observation system to check that each element of sheltered instruction is present for a teacher-Funds of Knowledge- families and community members have acquired in many areas of work, home, and religious life that can become the basis for teaching Chapter 6: Culture and DiversityAttacking Opportunity Gap:-affordable housing, health care/nutrition, school funding, quality childcare, teacher quality and educationMulticultural Education:-Lodson-Billings culturally relevant pedagogy-experience acadmemic success-develop/maintain cultural competence-develop a critical consciousness to challenge status quo -Delpit 3 good teaching:-teachers convinced of inherent intellectual capability of student-teachers fight notion that high test scores are evidence of good learning-teachers must learn who their students are and legacies they bringKey Terms:-socioeconomic status- relative standing in the society based on income, power, background, prestige-Resistance Culture- group values and beliefs about refusing to adopt the behaviors and attitudes of the majority culture-Tracking- assignment to different classes and academic experiences based on achievement -Stereotype Threat- extra emotional and cognitive burden that your performance in an academic situation might confirm a stereotype that others hold about you-James Bank 5 dimensions to multicultural education:-content integration, knowledge construction process, prejudice reduction, empowering school culture and social structure, equity pedagogy-Sociolinguistics- study of the formal and informal rules for how, when, about what, to whom, and how long to speak in conversations within cultural groups-Participation structures- formal/informal rules for how to take part in given activitiesChapter 13: Creating Learning EnvironmentsReasons for Misbehavior:-Attention seeking (ignoring them is the best way to address them)-Escape (they are trying to avoid something unpleasant—schoolwork)-Fear of failure (may not pay attention, lack of participation)-Power struggle (student may complain about teaching style, be argumentative)-Revenge (retaliation)-Strategies for Misbehavior: (7 Levels of Intervention)-eye contact-verbal hints (name dropping)-remind student of consequences-remind student of rule or procedure-ask student to state the rule or procedure-assertively tell student to stop misbehavior-offer a choice to stop the behavior or meet privately to work out the consequencesGeneral Tips for Misbehavior:-identify the causes/function of behavior-generate possible solutions to correct misbehavior-implement strategies-remain calm (do not yell, do not show