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145 Cards in this Set
- Front
- Back
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Metalinguistic competence
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The ability to think about and analyze language as an object of attention.
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List two types of metalinguistic competence that school-age children achieve.
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Phonological awareness
Figurative language |
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5 stages of reading
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1) Initial reading or decoding
2) Confirmation, fluency and ungluing from print 3) Reading to learn the new 4) Multiple viewpoints 5)Construction and reconstruction |
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Phonemic awareness
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The level of phonological awareness that delineates that the child must attend to the individual speech sounds in syllables and words.
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Sound manipulation
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The most complex phonological awareness ability that develops by 2nd grade.
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Figurative language
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Language that people use in nonliteral and often abstract ways.
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Metaphor
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A type of figurative language that conveys similarity through an expression that refers to something it does not denote literally.
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Topic
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The component of a metaphor that is the term.
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Vehicle
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The component of a metaphor that the other term compared to the topic.
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The 3 components of a Metaphor
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Topic, Vehicle and Ground
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2 types of Metaphors
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Predictive and Proportional
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Predictive Metaphor
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Contains one topic and one vehicle
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Proportional Metaphor
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Contains two topics and two vehicles and expresses an analogical relationship.
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Similes
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A type of figurative language in which the comparison between the topic and the vehicle is made explicit by the word like or as.
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Hyperbole
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A particular form of figurative language that uses exaggeration for emphasis or effect.
i.e. I'm so hungry I could eat a horse. |
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Idioms
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Expressions that contain both literal and a figurative meaning.
i.e. We're in the same boat. |
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Two major types of idioms
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Opaque (little relationship between the literal and figurative interpretation) drive someone up a wall
Transparent (extension of the literal meaning) hold one's tongue |
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Irony
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A type of figurative language that involves incongruity between what a speaker says and what actually happens.
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Proverbs
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Statements that express the conventional values, beliefs, and wisdom of society.
i.e. Blood is thicker than water. |
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6 Types of figurative language
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Metaphor
Simile Hyperbole Idiom Irony Proverb |
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Upon graduation from high school, students have command over about ____ words.
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60,000
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3 ways school-age children learn new words
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Direct instruction
Contextual abstraction Morphological analysis |
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4 areas of content development for school-aged children.
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Lexical development
Understanding multiple meanings Understanding of lexical & sentential ambiguity Development of literate language |
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Contextual abstraction
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Using context clues in both spoken and written forms of language to determine the meanings of unfamiliar words.
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Morphological analysis
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Analyzing the lexical, inflectional and derivational morphemes of an unfamiliar word to infer the meaning.
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Polysemous
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A word having more than one meaning.
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Lexical ambiguity
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When words or phrases have multiple meanings.
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3 forms of lexical ambiguity
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Homophones
Homographs Homonyms |
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Homophones
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Words that sound alike and may be spelled alike or differently.
i.e. brown bear vs bare hands |
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Homographs
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Words that are spelled the same and may sound alike or different from each other.
i.e. row a boat vs row of homes or record player vs record a movie. |
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Homonym
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Words that are alike in spelling and pronunciation but differ in meaning.
(a specific type of homophone) i.e. brown bear vs bear weight. |
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Phonological ambiguity
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Varying pronunciations of words in a sentence.
i.e. She is a psychotherapist vs She is a psycho therapist. |
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Surface-structure ambiguity
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Varying stress and intonation of words in a sentence.
i.e. I fed HER bird seeds. vs I fed her BIRD seeds. |
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Deep-structure ambiguity
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The noun in the sentence serves as an agent or object in the interpretation. This is when you can take the meaning of a sentence two or more ways.
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Literate language
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Language used without the aid of context cues to support meaning: highly decontextualized language.
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4 features of literate language
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Elaborated noun phrases
Adverbs Conjunctions Mental and linguistic verbs (acts of thinking and speaking) |
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3 areas of school-age development in language form.
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Complex syntax development
Morphological development Phonological development |
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Complex syntax
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Developmentally advanced grammatical structures that mark a literate language style.
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Morphophonemic development
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When an individual attains the ability to make sound modifications by joining certain morphemes, to use vowel shifting and to use stress and emphasis to distinguish phrases from compound words.
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3 achievements in language use during school-aged years
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Functional flexibility
Conversational abilities Narrative development |
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Functional flexibility
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The ability to use language for a variety of communicative purposes, or functions.
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4 types of narratives children 5-6 yrs old can produce.
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Recounts
Accounts Event casts Fictionalized stories |
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Recounts
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A type of personal narrative in which there is a shared experience or retelling a story that was shared
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Accounts
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A type of personal narrative that is spontaneous and is not a shared experience.
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Event casts
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These describe a current situation or event as it is happening.
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Fictionalized stories
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A type of narrative that is made up or usually has a main character who must overcome a challenge or problem.
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Story grammar
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The components of a narrative as well as the rules that govern how these components are organized.
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Expressive elaboration
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The combination of narrative elements in an expressive or artful manner of storytelling.
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3 categories of expressive elaboration
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Appendages (once upon a time or the end)
Orientations (detail to the setting & characters) Evaluations (convey narrator or character perspectives) |
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Formative evaluations
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Assessment of the language process of language learning and development. These are used to determine the types of language-learning activities to implement.
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Summative evaluations
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Assessments focused on the products and final outcomes of language learning and development.
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Screenings
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Brief assessments usually performed at the beginning of the school year to help identify students who need extra assistance in certain areas.
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Diagnostic assessments
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Assessments used to obtain an in-depth probe on a specific child's instructional needs. These are used to identify the presence of a language disability.
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Progress-monitoring assessments
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Routinely conducted assessments used to document a child's rate of improvement or to monitor the efficacy of curricula and interventions.
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Outcome assessment
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Assessments that help determine the discrepancy between expected and observed outcomes in a particular area.
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Oxymorons
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Figurative speech that combines 2
contradictory terms in order to achieve rhetorical effect |
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Examples of functional flexibility
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Compare and contrast
Persuade Hypothesize Explain Classify Predict in the context of classroom activities |
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Communicative accommodation
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The way in which a culture deals with ID speech. It can range from highly child centered to highly situation centered.
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Dialects
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Regional or social varieties of language that differ from one another in terms of their pronunciation, vocabulary, and grammar.
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Accents
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Varieties of language that differ solely in pronunciation.
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Dialects form when...
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A prolonged period of geographic or social barriers or social-class differences exist.
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Language contact
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The process whereby speakers of a language other than English shape the pronunciation, grammar, and vocabulary of English in the surrounding area.
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Population movement
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The migration of persons from one dialect region to another.
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Monophthong
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A pure vowel sound.
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Southern Dialects use these in place of a dipthong at the ends of words and prior to voiced consonants such as /d/ and /z/ (ride = /raaaad/)
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Monophthong
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Which dialect has a distinctive phonological feature in which the speakers drop postvocalic r sounds?
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Northern dialects
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Northern Cities Shift
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This phenomenon occurs in the midwest in which the speakers pronounce vowels with the tongue in a different place in the mouth than that in other dialects.
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Which dialect remains largely undefined?
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Western dialect
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3 sociocultural dialects in American English
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AAVE
Chicano English Jewish English |
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Distinct phonological and grammatical regularities in AAVE
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Consonant cluster reduction
suffix -s deletion possessive 's deletion phonological inversion (ask becomes aks) |
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Chicano English (ChE)
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A dialect spoken in Hispanic communities in which Spanish is not normally the 1st language or dominant language of the persons living there.
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Features of ChE (Chicano English)
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Final /z/ devoicing
using a tense-vowel /i/ in place of /I/ in -ing |
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Features of Jewish English
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Pronouncing hard g sounds (i.e. in singer)
overaspiration of /t/ sounds loud/exaggerated intonation fast rate of speech |
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Pidgin
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A simplified type of language that develops when speakers who do not share a common language come into prolonged contact. There are no native speakers of this type of language.
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Creoles
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A pidgin becomes this when speakers pass them down through generations as a first language.
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Dual language learners
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People who learn two or more languages simultaneously, sequentially, as a second language in a school in the US, or as a foreign language in another country
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Bilingualism
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The process whereby children essentially acquire two first languages
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Simultaneous bilingualism
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When two or more languages from birth are acquired.
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Major ethnolinguistic community
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A group that speaks a language that the majority of people in the area value and assign high social status such as SAE/GAE.
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Minor ethnolinguistic community
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A group that speaks a language that few people in the community speak or value such as Japanese speakers in the US.
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Sequential bilingualism
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When a child acquires two first languages in succession, usually within the first 3 years of life, before developing proficiency with only one of the languages.
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Unitary language system hypothesis
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Children are not bilingual until they successfully differentiate between the two languages.
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Dual language system hypothesis
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The idea that bilingual children have two separate language systems from the start.
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Code switching
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The process in which speakers who have more than one language alternate between the languages.
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Intrautterance mixing
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Alternation between languages within a single utterance.
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Interutterance mixing
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Alternation between languages that occurs between utterances.
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Second Language Acquisition (SLA)
or L2 acquisition |
The process by which children who have already established a solid foundation in their first language (L1) learn an additional language.
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Interlanguage
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The language system speakers create during second language (L2) acquisition. It includes elements of L1 & L2 as well as elements found in neither.
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Language stabilization
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This occurs once the interlanguage stops evolving and L2 learners reach a plateau in their language development.
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Home language stage
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Children use their home language (L1) in the classroom with other children in adults. The first stage in L2 development.
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4 stages of L2 development
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Home language stage
Nonverbal period Telegraphic and formulaic use language productivity |
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Nonverbal period
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The 2nd stage in L2 development where children produce little to no language as they begin to acquire their L2 receptively.
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Telegraphic and formulaic use
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The 3rd stage in L2 development where children begin to imitate others, use single words to label, and use simple phrases they memorize.
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Language productivity
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The 4th stage in L2 development where children are not yet proficient speakers of their L2 but their communicative repertoire continues to expand. S-V-O sentences are used along with GAP verbs.
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GAP (General all purpose) Verbs
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Used in the 4th stage of L2 development.
i.e. make, do and go. |
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5 principles of cognitive theory with attention-processing model
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1 - Automaticity
2 - Meaningful learning (Piaget's assimilation) 3-Anticipation of reward (Skinner's operant conditioning) 4 - Intrinsic motivation 5 - Strategic investment |
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2 Nurture inspired theories of language development
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Cognitive Theory with Attention-Processing Model
Interaction Hypothesis |
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Interaction Hypothesis
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This rests on communication interactions between the L2 learner and the other people. It is similar to Vygotsky's theory of L2 development.
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2 Nature inspired theories of language development
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Universal Grammar
Monitor Model |
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Universal Grammar
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Nature inspired theory of language development that states that learners acquire elements of language that other people cannot teach and that input alone cannot provide.
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Monitor Model 5 underlying hypotheses
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1 - Acquisition-learning
2 - Monitor 3 - Natural order 4 - Input 5 - Affective filter |
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Critical period hypothesis
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Lenneberg claimed language acquisition spans between birth and puberty.
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Comprehensible input
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Language input that is just slightly ahead of the learner's current state of grammatical knowledge
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Language delay
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A late start to language development that is expected to resolve at some point.
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Language impairment
or Language disorder |
Specific language development difficulties relative to those experienced by children developing normally.
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Language-learning disability
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Language disorders in older children who experience difficulties with academic achievement in areas associated with language, such as reading, writing, and spelling.
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3 concepts the WHO considers when determining whether a child exhibits a language disorder.
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Disease
Activity Participation in live |
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Specific language impairment (SLI)
or Primary language impairment |
A developmental impairment of language presumed to occur because of a neurological weakness in basic language processing. This occurs in the absence of any other developmental difficulty.
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Language difference
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A general term used to describe the normal variability seen among children in their language development.
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Cultural context
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The cultural setting in which a child learns and applies language.
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Significant
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The term used to specify the impairment level a child must exhibit to have a language disorder.
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Direct Services
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These include diagnosing language disorders and treating children with disorders through clinical and educational interventions.
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Secondary language impairment
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Language disorders resulting from (secondary to) other conditions.
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Indirect services
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These include screening children for the possibility of language disorders and referring them for direct services, as well as counseling parents on approaches to supplement language development at home.
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Child study team
or Evaluation team |
The general educator forms this group to engage in a systematic process that involves intervention and identifies approaches to support the child.
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Prereferal intervention
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Identification of approaches to use to support a child's language skills in the classroom when the child is suspected of having impaired language abilities.
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Least restrictive environment (LRE)
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A federal mandate of IDEA that stipulates that children with disabilities should receive their education to the max extend possible in the same contexts as those of their peers without disabilities.
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Cluster analysis
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A statistical approach in which data are organized into meaningful clusters of scores. This is a tool used to identify SLI subgroups.
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Autism
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A severe developmental disability with symptoms that emerge before a child's third birthday.
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Echolalia
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Stereotypical repetitions of specific words or phrases.
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Childhood disintegrative disorder
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This is under the ASD umbrella and describes children younger than 10 years who appear to be developing normally until at least their 2nd birthday but then display a significant loss or regression of skills in two ore more of the following areas: language, social skills, bowel and bladder control, play, or motor skills.
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Asperger's syndrome
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Children diagnosed with this are often referred to as "higher functioning" children with autism.
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PDD-NOS
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Severe problems with social interactions and communication and repetitive behaviors and overly restricted interests, but do not otherwise meet the specific diagnostic criteria for autism, childhood disintegrative disorder, or Asperger's syndrome.
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Mental Retardation (MR)
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A condition of arrested or incomplete development of the mind, which is especially characterized by impairment of skills manifested during the developmental period.
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Closed-head injury (CHI)
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The most common type of TBI in which brain matter is not exposed or penetrated.
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Open-head injury (OHI)
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A type of TBI in which brain matter is exposed through penetration, such as a gunshot wound.
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Conductive loss
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Hearing loss resulting from damage to the outer or middle ear.
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Sensorineural loss
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Hearing loss resulting from damage to the inner ear or auditory nerve.
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Auditory-processing disorder (APD)
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Hearing loss that results from damage to the centers of the brain that process auditory information.
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Congenital hearing loss
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Hearing loss present at birth.
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Acquired hearing loss
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Hearing loss that occurs after birth and is prominently caused by noise exposure, infection, use of ototoxic medications and chronic middle-ear infections.
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Prelingual hearing loss
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Acquired hearing loss that is acquired after birth but before the child has developed language.
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Postlingual hearing loss
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Hearing loss that a child acquired sometime after they developed language.
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Criterion-referenced tasks
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Used to examine a child's performance level for a particular type of language task, such as the percentage of one-step directions the child can perform correctly.
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Norm-referenced tasks
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Used to examine children's level of language performance against that of a national sample of same-age peers.
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Dynamic assessment
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Used to examine how children's performance on a particular language task is achieved by giving different types of assistance.
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Observational measures
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Used to examine children's language form, content, and use in naturalistic activities with peers or parents.
i.e. language assessment |
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Treatment plan
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What a professional writes up that is unique to the child's needs and strengths. It includes:
Treatment targets Treatment strategies Treatment contexts |
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Treatment targets (or objectives)
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The aspects of language addressed during treatment. A part of the treatment plan.
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Treatment strategies
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The ways in which treatment targets are addressed
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Child-centered approaches
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Approaches in which the child is in the driver's seat.
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Clinician-directed approaches
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Approaches in which the adult is in the driver's seat.
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Comprehension monitoring
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A strategy in which the child pauses periodically to check whether the listener is following his or her instructions.
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Strategy training
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A way to improve children's abilities to complete diverse language tasks, such as understanding jokes, initiating conversations with friends or adults, or deciphering unknown words when reading.
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Which aspect of language is most commonly impaired with traumatic brain injury (TBI)?
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Pragmatics
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