Language Development

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1 Language Development Monolingual and Bilingual Acquisition Uni Gottingen Alejandro E. Brice 201 A 6329 Roanne G. Brice Allyn & Bacon is an imprint of Boston New York San Francisco Mexico City Montreal Toronto London Madrid Munich Paris Hong Kong Singapore Tokyo Cape Town Sydney

2 Contents PART 1 LANGUAGE FOUNDATIONS AND DEVELOPMENT OF LANGUAGE 1 Chapter 1 Neurological Aspects of Language Development 2 Alejandro Brice and Cecyle Carson The Brain 3 Neurological Overview 4 Normal Cognitive Development 6 Neuro transmitters 8 Developmental Milestones Related to Neurological Development 9 Speech Development and the Brain 12 Monolingual Speech Development 12 Speech Development in the Prenatal Period 12 Speech Development in the Postnatal Period 13 Language Development and the Brain 15 Monolingual Language Development 15 Language Development in the Prenatal Period 15 Environmental Influences on Prenatal Development 17 Language Development in the Postnatal Period 17 Declarative and Procedural Memory 21 Bilingual Language Development 22 Concluding Remarks 24 Case Study Perspectives 24 Reflection Questions 27 References 28 Chapter JL Infant and Preschool Language Development 32 ]o-anne Prendeville Introduction 33 Phonology 36 Anatomy of the Infant Vocal Tract 36 Speech Perception 36 Stages of Vocal Development 3 7 Sounds, Words, and Meaningful Speech 40 Phonological Development 40 Cross-Linguistic Considerations 41

3 xiv Contents Semantics 43 Principles of Early Lexical Development 43 Nature of the Early Lexicon 45 Referential Versus Expressive Styles 46 Overextension, Underextension, Overlap, and Mismatch 47 Relational Terms 48 Parental Input and Lexical Development 49 Cross-Linguistic Considerations 50 Case Study Perspectives 51 Syntax and Morphology 52 Sentence Constituents 52 Mean Length of Utterance 53 Interrogative Forms 55 Negation 56 Compound and Complex Sentences 57 Cross-Linguistic Considerations 58 Pragmatics 59 foint Attention and Joint Action Routines 59 Nonverbal Communication and Gestures 60 Conversation and Discourse: Protoconversations 61 Cross-Linguistic Considerations 67 Concluding Remarks 68 Instructional Strategies 68 Reflection Questions 69 References 69 Chapter J First-Language Development 74 Toya A. VJyatt and Terry Irvine Saenz Acquisition of Phonology 76 Preschool-Age Years 76 School-Age Years 76 Adolescence 77 Acquisition of Morphology 77 Preschool-Age Years: Key Morphological Developments 77 School-Age Years 80 Adolescence 81 Acquisition of Semantic Knowledge 81 Preschool-Age Years: New Vocabulary Words and Meanings 81 Preschool-Age Years: Conceptual Category Knowledge and Terms 82 School-Age Years 84 Adolescence 85 Acquisition of Syntax 85 Preschool-Age Years: Early Sentence Development 85 Preschool-Age Years: Later Sentence Development 86

4 Contents School-Age Years 88 Adolescence 91 Acquisition of Pragmatic Skills and Abilities 91 Preschool-Age Years: Communicative Speech Acts and Functions 91 School-Age Years 97 Adolescence Conversational Discourse 101 Concluding Remarks 103 Case Study Perspectives 103 Instructional Strategies 105 Reflection Questions 107 References 108 Chapter 4 Second-Language Acquisition 112 Alejandro Brice and Roanne G. Brice Introduction 113 Definitions 114 Bilingualism 115 Language Proficiency 115 Interlanguages, Common Versus Separate Underlying Proficiencies, BICS and CALPS 116 Interaction of Two Languages 118 Fossilization 121 Language Transference and Interference 121 Language Alternation 122 Spanish Phonology and Phonological Transfer 123 Normal Spanish Phonology 124 Phonetic and Phonological Transference 125 Morphological and Semantic Transference 128 Morphology 128 Semantics: Language Differentiation and Transference 131 Initial One System Hypothesis 134 Immediate Differentiation Hypothesis 135 Syntactic and Pragmatic Transference 137 Syntax 137 Pragmatics Development in Bilingual Students 138 Case Study Perspectives 140 Instructional Strategies 143 Concluding Remarks 146 Reflection Questions 147 References 147 Adolescent Pragmatics Screening Scale 153

5 xvi Contents Chapter J School-Age Language Development 160 Terry Irvine Saenz Home Language Versus School and Classroom Language 161 Phonological Development in the Primary School Years 163 Morphological Development in the Primary School Years 163 Semantic Development 164 Case Study Perspectives 164 Formal Definitions: A Metalinguistic Skill 167 Translation Skills in Bilingual Students 168 Bilingualism and Cognitive Development 169 Syntactic Development: Noun and Verb Phrase Development 170 Classroom Discourse or Pragmatic Demands 172 Narrative Development 174 Four Basic Narrative Types 174 Development of Narratives 175 Cross-Cultural Narrative Similarities and Differences 177 Narratives of Hispanic Children 177 Case Study Perspectives 177 Narratives of African American Children 179 Narratives of Asian American Children 179 Narratives of Native American Children 180 The English-as-a-Second-Language Classroom Versus the General-Education Classroom 180 Concluding Remarks 181 Instructional/Clinical Strategies 182 Reflection Questions 183 References 184 Chapter O Adolescent Language Development 190 Toya A. Wyatt Introduction 191 The Nature of Adolescence 192 Adolescent Spoken-Language Development 193 Phonological Development 193 Morphological Development 195 Semantic Development 196 Syntactic Development 199 Pragmatic Conversation 202 Adolescent Literacy Development 207 Reading 207 Writing 210 Adolescent Motivation and Behavior 211 Case Study Perspectives 211

6 Contents xvii Case Study Perspectives 214 School Demands and Curricular Expectations for Adolescent Students Characteristics of Language Impairment in Adolescents with Exceptionalities 215 Spoken Language 215 Reading and Writing 217 Cognitive Processes 217 Teaching Strategies 217 Instructional Clinical Stategies 219 Concluding Remarks 219 Reflection Questions 220 References PART 2 CONTENT SUBJECT DEVELOPMENT 223 Chaptet Reading Development in the First Language 224 Vicky Zygouris-Coe Introduction 225 Reading and Policy Initiatives in the 21st Century 227 Theoretical Perspectives 228 The Reading Process 228 Theories of Reading Development 229 Reading from a Language Perspective 229 Psycholinguistics and Reading 230 Sociolinguistics and Reading 232 Transactional Perspective of Reading 233 Reading Development 233 Emergent Literacy 233 Acquiring Concepts About Print 234 Alphahetics 235 Phonological Awareness 236 Phonemic Awareness 23 7 Phonics 239 Fluency 242 Vocabulary 244 Comprehension 246 Language-Rich, Print-Rich Environments and Reading 248 Case Study Perspectives 250 Instructional Suggestions and Strategies 252 Suggestions for Collaboration Among Educators 253 Suggestions for Collaboration with Families 258 Concluding Remarks 259 Reflection Questions.259 References 260

7 xviii Contents Chapter O Reading and Writing Development for Bilingual Children (LI and L2) 266 Alejandro Brice and Roanne G. Brice Introduction 267 Focus on Hispanic Students 268 Bilingual Issues 268 Gaps in the Bilingual Reading Research Database 269 How Literacy in the First Language Affects Literacy in the Second Language 270 Phonological and Phonemic Awareness 2 71 Spanish Phonological and Phonemic Awareness 2 72 Spanish-English Phonological and Phonemic Awareness 272 Phonics 273 Vocabulary 274 Reading Fluency 275 Reading Comprehension 276 Language of Instruction 276 Reading Development in Other Languages 277 Writing and Bilingual Strategies 278 Brain Regions for Bilingual Readers 279 Bilingual Brain Activation 279 Word Recognition 280 Children with Reading Disabilities 280 Summary of Findings 282 Case Study Perspectives 282 Instructional Strategies 284 Concluding Remarks 285 Reflection Questions 285 References 285 Chapter y Writing Development 290 Patricia Crawford Introduction 291 The Writing.Process 292 Prewriting 292 Drafting 293 Revision 294 Editing 294 Publication 294 Writer's Workshop 295 Time 295 Ownership 296 Materials 297

8 Contents xix Instructional Strategies 298 Writing and Spelling Development 300 Case Study Perspectives 301 Foundations of Spelling 303 Strategies to Support Spelling Development 304 Case Study Perspectives 306 Modifications for Children with Disabilities 308 Concluding Remarks 309 Reflection Questions 310 References 310 PART 3 HOME AND SCHOOL LANGUAGE PROGRAMS 313 Chapter 1 \3 Home and School Language Matches and Mismatches 314 Edward E. Heckler Cultural Influences 315 Socioeconomic Status 318 Religion 320 Family Values 321 Parental Roles in Communication and Child Rearing 322 Roles of Children in Communication 326 School Expectations 327 Matches and Mismatches Between Home and School 329 How to Bridge the Language and Communication Gap 330 Instructional Strategies 334 Limitations 334 Case Study Perspectives 334 Concluding Remarks 336 Reflection Questions 336 References 337 Chapter I 1 School Language Programs for Language Learning Disabled and Exceptional Needs Children 340 Roanne G. Brice and Alejandro Brice Introduction 341 Education Reform 343 Types of Programs 344 Inclusion Models 344 Various Collaborative Models 345

9 xx Contents Case Study Perspectives 349 Instructional Suggestions 353 Suggestions for Inclusive Practices Working with School Administrators 353 Suggestions for Collaboration with Families 354 Listening Skills Enhancement 356 Concluding Remarks 357 Instructional Strategies 358 Reflection Questions 358 References 359 Chapter 1 2. School Language Programs for Bilingual Children 362 Elia Vazquez-Montilla Introduction 363 Educational Bilingual Program Options and Instructional Approaches 364 English Language Development Programs: Sheltered English and Transitional Bilingual Programs 364 Developmental Bilingual Programs (DBFs) 366 Two-Way Immersion (TWI) Programs 367 Fundamental Instructional Approaches 369 Critical Issues 369 Instructional Strategies 369 Closing the Achievement Gap in Older Students 3 70 Special Needs 370 Making Choices 3 70 Case Study Perspectives 372 Concluding Remarks 374 Reflection Questions 375 References 375 Name Index 379 Subject Index 389

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