Class outline: Class #3

.Teaching Students with Intensive Communication Needs

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June 6, 2007 (class #3)
Topic: Introducing theories of language development

Class outline:

4:20-4:30 Quick questions and quandaries. Announcements:

Don't forget to turn in your brief summary of de Valenzuela & Niccolai, 2004

The first major assignment is due a week from today. Check NOW to make sure whether you understand the assignment requirements. If you have any questions come to office hours (make an appointment ASAP or come to drop-in hours).

4:30-4:50 In small groups:

Summarize the development of early communication and language development presented in Cattell using big paper.

4:50-5:00 Gallery walk

5:00-5:10 Quick write: What understandings about theories of language development did you take away from the de Valenzuela and Niccolai (2004) reading?

5:10-6:15 Interactive presentation: A brief overview of early theories of language development -- behaviorism and nativism

6:15-6:20 minute paper:

What was the most important concept you learned in class today?

What was the muddiest part of the class?

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Overheads:

PowerPoint file

Handouts:
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Optional Reading Questions:
Note: All of the readings, required and recommended, can be found on electronic reserves at Zimmerman library. Please contact the instructor for the course password.
de Valenzuela & Niccolai, 2004

1) What are some linguistic universals mentioned by the authors? Are any of them new aideas for you? if so, which?

2) What is the difference between prescriptive and descriptive grammars -- how does that relate to teaching student who speak a non-prestige variety of English in their home community?

3) The authors argue that "ain't" is not grammatical incorrrect? What do you understand about their argument?

4) What is the differnce between linguistic performnce and linguistic competence?

5) Research suggests that students acquire their second language better when they have a solid foundation in their native language. What implications does this have in the education of young bilingual students?

6) If learning to read in a student’s first language will facilitate reading in second language, what implications does this have for the education of bilingual students?

7) What are some of the conditions presented by Ruiz that may be conducive to an optimal learning environment?

8) What are the four fallacies presented by the authors in terms of students with exceptionalities learning two languages? How do these relate to students with intensive communication needs?

9) Now that you've read this chapter...

what are some new terms for you from this chapter?

what seem to be some important concepts in this reading?

what new questions do you have?

Cattell, 2000, chapter 1

1) What early stages of language (pre-language) development does the author list?

2) The author states that in terms of language development, children may not have achieved the stage of producing two word utterances, even though they may produce two word phrases, such as “all done”. What implications does this have in terms of expectations for students to produce real two word phrases (i.e. noun + verb)?

3) Pivot grammars did not tell the whole story of grammar development. What variables in children’s development (i.e. sociocultural factors, etc. ) may account for this?

4) Why do parents often misinterpret a child’s first word as being mama or dada?

5) How does inflection affect interpretation of a child’s utterance?

6) Now that you've read this chapter...

what are some new terms for you from this chapter?

what seem to be some important concepts in this reading?

what new questions do you have?

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Additional Resources:
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Recommended Readings:
Abbeduto, L., & Boudreau, D. (2004). Theoretical influences on research on language development and intervention in individuals with mental retardation. Mental Retardation and Developmental Disabilities Research Reviews, 10(3), 183-192.
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Alberto, P. A, & Troutman, A. C. (2003). Applied behavior analysis for teachers (6th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
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Cattell, R. (2000). Children's language: Consensus and controversy. London: Cassell. (chapter 3, in particular)
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Mitchell, R., & Myles, F. (2004). Second language learning theories (2nd ed.). NY: Arnold.
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Tomasello, M. (2004). What kind of evidence could refute the UG hypothesis? Studies in Language, 28(3), 642-645.
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Lessow-Hurley, J. (2000). The foundations of dual language instruction (3rd ed.). New York: Longman. (chapter 4, in paticular)
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Related Web sites

These pages from on-line Webster's Dictionary provide extended entried, definition, and infomration aboutf:

behaviorism

B. K. Skinner

Skinner's Verbal Behavior

This essay about behavior from the Stanford Encyclopedia of Philosophy provides clear explanation of Skinner and his critic: http://plato.stanford.edu/entries/behaviorism/

This page a clear definition of negative reinforcement, with two great examples: http://www.mcli.dist.maricopa.edu/proj/nru/nr.html

Click here for a link to Wikipedia on language development that contains a brief description of nativist theories and the critical period hypothesis: http://en.wikipedia.org/wiki/Language_acquisition

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Return to top Julia Scherba de Valenzuela, Ph.D.
Last updated: June 4, 2007

4:20-4:30	Quick questions and quandaries. Announcements: Don't forget to turn in your brief summary of de Valenzuela & Niccolai, 2004 The first major assignment is due a week from today. Check NOW to make sure whether you understand the assignment requirements. If you have any questions come to office hours (make an appointment ASAP or come to drop-in hours).
4:30-4:50	In small groups: Summarize the development of early communication and language development presented in Cattell using big paper.
4:50-5:00	Gallery walk
5:00-5:10	Quick write: What understandings about theories of language development did you take away from the de Valenzuela and Niccolai (2004) reading?
5:10-6:15	Interactive presentation: A brief overview of early theories of language development -- behaviorism and nativism
6:15-6:20	minute paper: What was the most important concept you learned in class today? What was the muddiest part of the class?

1)	What are some linguistic universals mentioned by the authors? Are any of them new aideas for you? if so, which?
2)	What is the difference between prescriptive and descriptive grammars -- how does that relate to teaching student who speak a non-prestige variety of English in their home community?
3)	The authors argue that "ain't" is not grammatical incorrrect? What do you understand about their argument?
4)	What is the differnce between linguistic performnce and linguistic competence?
5)	Research suggests that students acquire their second language better when they have a solid foundation in their native language. What implications does this have in the education of young bilingual students?
6)	If learning to read in a student’s first language will facilitate reading in second language, what implications does this have for the education of bilingual students?
7)	What are some of the conditions presented by Ruiz that may be conducive to an optimal learning environment?
8)	What are the four fallacies presented by the authors in terms of students with exceptionalities learning two languages? How do these relate to students with intensive communication needs?
9)	Now that you've read this chapter... what are some new terms for you from this chapter? what seem to be some important concepts in this reading? what new questions do you have?

1)	What early stages of language (pre-language) development does the author list?
2)	The author states that in terms of language development, children may not have achieved the stage of producing two word utterances, even though they may produce two word phrases, such as “all done”. What implications does this have in terms of expectations for students to produce real two word phrases (i.e. noun + verb)?
3)	Pivot grammars did not tell the whole story of grammar development. What variables in children’s development (i.e. sociocultural factors, etc. ) may account for this?
4)	Why do parents often misinterpret a child’s first word as being mama or dada?
5)	How does inflection affect interpretation of a child’s utterance?
6)	Now that you've read this chapter... what are some new terms for you from this chapter? what seem to be some important concepts in this reading? what new questions do you have?