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29 Cards in this Set
- Front
- Back
Language development |
Depends on biological, cultural and experimental factors |
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Mastery of language |
Requires reading the intentions of others so they can acquire the words, phrases and concepts of their language and find patterns in ways other people use words and phrases to construct language |
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Perceptual narrowing |
Preference for familial language, common in monolingual babies |
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Cognitive flexibility |
Remain open in regards to sound, common in bilingual babies |
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Joint attention |
Child and caregiver attend to the same object/event at the same time, caregiver will ask questions and describe it, promotes attention, comprehension and vocabulary |
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Child directed speech |
Refers to language characterized by short sentences with simple instructions delivered in higher pitched, exaggerated tones, baby talk, belief that babies are capable of reciprocal communication and we can bring them into conversation |
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Language development |
2-3: identifies Boyd parts, calls self me, combines nouns and verbs, 450 words, shorts sentences, few colours, big and little, plurals and where questions 3-4: tells stories, 1000 words, knows last name, street and nursery rhymes 4-5: past tense, 1500 words, colours, shapes, asks why/who questions 5-6: longer sentences, 10000 words, knows object use, spatial relations, opposites, address |
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Expressive vocab |
Words a person can speak |
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Receptive vocab |
Words a person understands spoken or written |
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Overregularize |
Apply a rule of syntax or grammar where the rule does not apply as children try to assimilate new words into existing schemes |
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Syntax |
The order of words in phrases or sentences |
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Pragmatics |
Appropriate use of language to communicate in social situations, how to enter a conversation, tell a joke, interrupt, adjust language for listener |
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Meta linguistic awareness |
Developed at age 5, an understanding about language and how it works, ability to talk about language and have knowledge about language itself |
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Emergent literacy |
Skills and knowledge developed in preschool years, foundation of development for reading and writing, critical factors: conversation with adults and joint reading, books support talk through sounds, words, pictures and concepts |
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Skills for reading |
Understanding sounds and codes, sounds are associated with letters and words are made up of sounds, oral language skills, knowledge of syntax, ability to understand and tell stories |
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Additive bilingualism |
You kept your first language and added another |
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Subtractive bilingualism |
Losing your first language when you added a second |
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Bilingualism benefits |
Increased cognitive abilities in concept formation, creativity and theory of the mind, cognitive flexibility, understanding that words are symbols for language, advance metalingustics, better reading comprehension |
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Heritage language |
Language spoken in the home of by older relatives when society speaks a different language |
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Academic language |
Language used in school, such as analyze, evaluate, summarize, angle, equation, derivative |
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Dialect |
Variety of language spoken by a particular group, regional variation on language, groups collective identity |
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First Nations dialects |
Group of English dialects used by aboriginals, differ from mainstream speech that they are identifiable by the way they talk |
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Code switching |
Moving between two forms of speech, professional/formal and casual/informal |
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Genderlects |
Different ways of talking for males and females, girls tend to be slightly more talkative, boys are more competitive in their speech |
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Immigrants |
People who voluntarily leave their country to become permanent residents in a new place |
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Refugees |
A group of immigrants who relocate voluntarily fleeing their home country because it is unsafe |
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Cultural deficit model |
Explains school achievement problems of ethnic minority students by assuming that their culture is inadequate and does not prepare them to succeed in school |
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Generation 1.5 |
Children not born in Canada but who immigrated with their 1st generation parents before adolescence, most schooling is done here, perceive their identity as divided, fluent in conversational English, learn from what they hear |
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English language learners |
Students who are learning English, ESL classes are devoted to this, focus on immersion, makes English learning quicker |