Chapter 1: Language in Our Lives (1-21)

1. Chapter 1: Language in Our Lives (1-21) Teaching Language Arts (EDU-105) Shannon Phillips

2. Our Focus: Early Childhood Years • Otto: Birth through primary school (age eight) • Hennings: Birth through fifth grade (eleven or twelve) Why is it important to know all levels…even if you will only teach at one level of school?

3. Modes of Language

4. To Be a Good Communicator “Oral language and written language acquisition are interrelated processes that culminate in children’s communicative competencies” (Otto, 2002, p. 2). “…[T]eachers [should] recognize that children need a wide range of communication competencies to ensure their effectiveness in a variety of settings throughout their lives” (Otto, 2002, p. 3).

5. Becoming a Speaker, Reader, Writer … Communicator Why?

6. Phonetic: Semantic: Syntactic: Morphemic: Pragmatic: sounds and symbols concepts become meaning grammar and syntax changing word structure intent and context of communication Aspects/Domains of Language Knowledge

7. Phonetic Knowledge

8. What is a phoneme? (IPA Charts) A single, distinct, linguistic sound (not letter)

9. Of what are these examples? ā ă ē ĕ ī ō ŏ ū Diacritical markings

10. What are issues English-language learners might have regarding phonemes, letters, and diacritical markings? • They may not be able to pronounce all of our sounds. • The /th/ sound in French does not exist, but the letters do. • How do French speakers pronounce /th/?

11. Understanding “sound properties” also leads to an understanding of “psychological or emotional properties,” which are know as what? (Otto, 2002, p. 6) Prosodic features

12. What is another name for semantic knowledge? Conceptual Knowledge

13. What are schema and schemata? • Schema: “interrelationships between concepts”—the connections (Otto, 2002, p. 6) • Schemata/Semantic networks: functions in our brains (“cognitive structures”) that “organize,” categorize, or group “new” or “recall” information together (Otto, 2002, p. 6) • Think of two examples not listed in the text. What are they?

14. Explain this… • What does “[v]ocabulary development is closely related to general linguistic competence and to reading comprehension” mean? • How is this semantic in nature? • How does this relate to listening skills? (Otto, 2002, p. 6)

15. What is the root word of syntactic? Syntax

16. To what does syntax relate? Grammar

17. How does Semantic Knowledge relate to Syntactic Knowledge? • Semantics help them acquire the recall and understanding of relationships to understand grammar. • Grammar and syntactic knowledge define sentence structure.

18. Why is grammar important to language development? You know the answers . . . AND People will not understand what you are communicating (Otto, 2002, p. 8), and what is the point of communicating if you cannot be understood?

19. How do you say this? $1,435.67 • How does this relate to semantic and syntactic knowledge? • What is the importance of knowing how to say this number?

20. Who has taken a foreign language?Give me an of syntax and grammar rules. French Beauty Age Goodness Size

21. Otto’s unconscious level comment “Knowledge of the importance of word orderis known linguistically at an unconscious levelbefore children can verbalize their understanding of that language concept” (2002, p. 7). Why? How?

22. The child does not have knowledge or words for it, but modeling and imitation help. • Conceptual/semantic knowledge = comparison or connection to other self-spoken and listening examples. • Imitation, repeating, and listening are crucial, hence solidifying the concepts from Hennings that thinking, reading, and writingmust occur hand-in-hand in the classroom or the child will not develop as fully. Justification for the integrated language arts classroom

23. Morphemic Knowledge Not sentence structure but word form

24. What is a Morpheme? • Smallest units in a language that still have meaning • Cannot be broken into smaller units and still hold the original meaning • Examples: Prefix or Suffix, Preposition, and Conjunction

25. Free: word Bound: Attaches to the free morpheme Creates further meaning What are the types of morphemes? Book s

26. Derivational: Prefixes Suffixes Inflectional: Verb tense Possession Plurality What are the types of morphemes? Book s

27. How does the form and meaning change? Webster.com Noun Noun Singular to Plural Verb ... Doing Plant ing s er

28. ID the Morpheme Types and Meanings Prefix Suffix Verb Past Tense Progressive Verb Direct ed ing un re

29. Question? When a young child overgeneralizes, what could that tell you about his morphemic knowledge?

30. Regular/Irregular Verbs Wented Drinked Digged Objects Car = Truck Cat = Dog What are some other examples of overgeneralizations?

31. Why is this important? Language is • built (or builded...?) • learned not memorized

32. -er -est Biggest Bigger Comparative adjective Superlative adjective What morpheme is this?Derivational or Inflectional Morpheme Big

33. Pragmatic Knowledge intent and context and social registers

34. Value • Social • Etiquette • Taking turns • Conversational rules • Connected to discovery and storytelling

35. Levels of Language Knowledge • Linguistic Knowledge • Knowledge of how to use language to communicate • Metalinguistic Knowledge • Conscious awareness of specific features of language • Verbalization of Metalinguistic Knowledge • Can verbally respond to questions about specific language features

36. Oral and Written Language Modes

37. Question? • How is listening, a skill many teachers rely upon, improved?

38. Critical Role of Oral Language Competencies Children who are fluent in oral language are more successful learners • They can communicate their ideas more effectively • They can ask questions during learning activities • Their oral language knowledge provides a basis for learning about written language • They are able to listen effectively • They are able to converse with peers and with teachers effectively