oral_language_development
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oral_language_development [2023/01/26 16:04] – [Vygotskian Theories of Development] jgmac1106 | oral_language_development [2023/01/28 16:15] (current) – [Vygotskian Theories of Development] jgmac1106 | ||
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- | Language was an internalization of these social interactions as central neoformations during critical periods. Children pick up most of their language through proximity. They don't really need to be taught but internalize social situations as concepts get restructured during critical periods of devlopement. Some things children can't be taught, even with assistance.\ | + | Language was an internalization of these social interactions as central neoformations during critical periods. Children pick up most of their language through proximity. They don't really need to be taught but internalize social situations as concepts get restructured during critical periods of development. Some things children can't be taught, even with assistance.\ |
This gap, between what we just pick up and what we can't really be taught, is the zone of proximal development. This ZPD is much more than "I do, We do, you do" You are being intentional towards the neoformations. You have to create " | This gap, between what we just pick up and what we can't really be taught, is the zone of proximal development. This ZPD is much more than "I do, We do, you do" You are being intentional towards the neoformations. You have to create " | ||
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While both Piaget and Vygotsky held some type of " | While both Piaget and Vygotsky held some type of " | ||
- | Vygotskyian theories of oral language development influences much of the research in oral language development. | + | Vygotskyian theories of oral language development influences much of the research in oral language development.Especially in areas of [[Executive Function]] and [[Intellectual Risk]] during emergent literacy lessons |
===== Oral Language and Comprehension ===== | ===== Oral Language and Comprehension ===== | ||
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This has lead to researchers calling for a renewed focus on building background knowledge and focusing on academic language acquisition (Nueman, 2006 Tabors, Roach, & Snow, 2001). | This has lead to researchers calling for a renewed focus on building background knowledge and focusing on academic language acquisition (Nueman, 2006 Tabors, Roach, & Snow, 2001). | ||
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+ | Recent critiques have called into question some of the methodology around the 4 million word gap and showing bias in terms of "less educated" | ||
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+ | Research has suggested that the best tools require partnerships with families and training them on literacy techniques. Fine & Henry, 1989. During Covid for example we set up a remote preschool based on per-configured tablets. Instead of having student teachers run lesson for the children they taught the parents how to use the applications to have meaningful literacy interactions with their students. This required not just bilingual students but also students who had a shared cultural understanding of how the learning process was viewed. | ||
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+ | Studies that talk about "word gaps" and "less educated": | ||
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+ | Other studies have shown that sending daily or frequent text messages about literacy practices to parents also helps. | ||
===== Research Based Teaching Tips ===== | ===== Research Based Teaching Tips ===== |
oral_language_development.1674749049.txt.gz · Last modified: 2023/01/26 16:04 by jgmac1106