Samenvatting "Mathematics & Language Education" (deel Language)
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Course
Mathematics & Language Education (P0R44A)
Institution
Katholieke Universiteit Leuven (KU Leuven)
samenvatting van alle leerstof die in de lessen werd besproken van het deeltje LANGUAGE (inclusief powerpoints). Dit is een actuele samenvatting van dit academiejaar, aangezien dit vak nu wordt gecodeerd door prof. Wim Vandooren! Je vindt de samenvatting van het deeltje MATHEMATICS ook op mijn Stuv...
INHOUD
01 – EMERGENT LITERACY (EL)............................................................................... 5
LITERACY HAS SEVERAL FUNCTIONS................................................................5
DEFINITION OF (IL)LITERACY (UNESCO)............................................................5
DEFINITION OF LITERACY IN A DIGITAL WORLD................................................5
1.. INTRODUCTION AND DEFINITION....................................................................6
2. MODELS OF EMERGENT LITERACY...................................................................6
FOUR-COMPONENT MODEL (MASON & STEWART, 1990).................................7
OUTSIDE-IN, INSIDE-OUT MODEL (WHITEHURST & LONIGAN, 1998)................7
FOCUSED VIEW MODEL (SÉNÉCHAL ET AL;, 2001)...........................................7
COMPREHENSIVE EMERGENT LITERACY MODEL (ROHDE ET AL., 2015)...........8
MODELS OF EMERGENT LITERACY: CONCLUSION.............................................8
3. ELEMENTS OF EMERGENT LITERACY...............................................................8
1. PRINT AWARENESS....................................................................................... 9
2.. PHONOLOGICAL AWARENESS....................................................................10
3. (ORAL) LANGUAGE DEVELOPMENT.............................................................11
3. STORY BOOK READING............................................................................... 12
3. STORY BOOK READING (MORGAN & MEIER, 2008).....................................12
4.. RELATION BETWEEN PRINT AND SPEECH..................................................13
5.. EMERGENT WRITING................................................................................. 14
4.. IMPACT OF CONTEXT ON EMERGENT LITERACY...........................................14
1. IMPACT OF CULTURE.................................................................................. 15
2. IMPACT OF HOME ENVIRONMENT...............................................................15
3.. IMPACT OF SCHOOL ENVIRONMENT..........................................................15
3.. IMPACT OF SCHOOL ENVIRONMENT (PELATTI ET AL., 2014).....................16
02 – READING....................................................................................................... 19
NATIONAL READING PANEL (2000) – TEACHING CHILDREN TO READ................19
0. INTRODUCTION.......................................................................................... 19
1. ALPHABETICS............................................................................................. 21
2. FLUENCY..................................................................................................... 27
3. COMPREHENSION....................................................................................... 27
EXAMPLE 3: COMPARE SCHEMA.....................................................................31
4.. TEACHER EDUCATION AND READING INSTRUCTION.................................32
5.. COMPUTER TECHNOLOGY AND READING INSTRUCTION...........................32
ANDREASSEN, R & BRATEN, I. (2011). IMPLEMENTATION AND EFFECTS OF
EXPLICIT READING COMPREHENSION INSTRUCTION IN FIFTH-GRADE
CLASSROOMS. LEARNING AND INSTRUCTION, 21, 520 – 537............................33
1
, 1. BACKGROUND............................................................................................ 33
2. RESEARCH QUESTIONS.............................................................................. 33
3. METHOD..................................................................................................... 34
4. RESULTS AND CONCLUSIONS.....................................................................34
03 – WRITING (RIJLAARSDAM ET AL., 2011)..........................................................35
0. INTRODUCTION.............................................................................................. 35
1.. NEW CONTEXTS FOR WRITING.....................................................................35
1.1. CHANGING CONCEPTS OF WRITING........................................................35
1.2. CHANGES IN WRITING EDUCATION..........................................................36
2. WRITING PROCESSES.................................................................................... 36
2.1 WRITING-PROCESS MODEL (HAYES AND FLOWER, 1980, 1986)...............37
2.2 A DEVELOPMENTAL PERSPECTIVE (SCARDAMALIA & BEREITER, 1987)....38
2.3 WRITING PROCESSES: EMPIRICAL STUDIES..............................................40
2.4 IMPLICATION FOR INSTRUCTION...............................................................40
3. LEARNING-TO-WRITE..................................................................................... 41
3.2 WRITING INSTRUCTION IN ACTION...........................................................41
3.3 META-ANALYSES OF WRITING INSTRUCTION RESEARCH..........................42
META-ANALYSES OF WRITING INSTRUCTION RESEARCH: MAIN CONCLUSIONS
....................................................................................................................... 43
3.4 TEACHING TO STRUGGLING WRITERS......................................................43
3.5 A DOUBLE CHALLENGE............................................................................. 43
3.6 LEARNER CHARACTERISTICS....................................................................43
3.7 CONCLUSION ON LEARNING-TO-WRITE....................................................44
4. WRITING-TO-LEARN....................................................................................... 44
4.1 WHAT IS WRITING-TO-LEARN?..................................................................44
4.2 MECHANISMS UNDERLYING WRITING-TO-LEARN (KLEIN, 1999)...............45
4.3 KNOWLEDGE FORUM AS EXAMPLE...........................................................45
4.4 EMPIRICAL RESULTS................................................................................. 45
5. MEASURING WRITING.................................................................................... 46
5.1 RATER EFFECTS........................................................................................ 46
5.2 TASK EFFECTS.......................................................................................... 46
6. RESEARCH IN WRITING: ISSUES.....................................................................47
6.1 ASCERTAINING STUDIES...........................................................................47
6.2 INTERVENTION STUDIES...........................................................................47
7. WRITING RESEARCH AGENDA: CURRENT AND FUTURE ISSUES.....................48
WRITING SOFTWARE TOOLS...........................................................................48
BRUNSTEIN, J. & GLASER, C. (2011)..................................................................49
2
, GOAL.............................................................................................................. 49
METHOD......................................................................................................... 49
HYPOTHETICAL (PATH) MODEL.......................................................................49
RESULTS......................................................................................................... 50
04 – SECOND LANGUAGE LEARNING....................................................................51
QUESTIONS.................................................................................................... 51
TERMINOLOGY................................................................................................... 51
INTERLANGUAGE............................................................................................... 51
ERRORS............................................................................................................. 51
DEVELOPMENTAL SEQUENCES..........................................................................52
ROLE OF L1 IN L2 LEARNING............................................................................. 52
ROLE OF L1 IN L2 LEARNING: WORD ORDER..................................................52
ROLE OF L1 IN L2 LEARNING: COGNATES.......................................................52
FALSE FRIENDS.................................................................................................. 52
THEORETICAL APPROACHES.............................................................................. 53
BEHAVIORIST LEARNING THEORY...................................................................53
MENTALIST THEORY, = UNIVERSAL GRAMMAR (UG)......................................53
COGNITIVE MODELS....................................................................................... 53
INTERACTIONIST/SOCIOCULTURAL MODELS...................................................54
LEARNING THEORIES IN SLA.............................................................................. 54
LEARNER DIFFERENCES: AFFECTIVE VARIABLES...............................................54
LEARNER DIFFERENCES: MOTIVATION...............................................................54
LEARNER DIFFERENCES: COGNITIVE VARIABLES...............................................55
AGE OF ONSET/CRITICAL PERIODS.................................................................55
LANGUAGE LEARNING APTITUDE (CAROLL)....................................................55
COGNITIVE STYLE........................................................................................... 56
LANGUAGE PEDAGOGY...................................................................................... 56
STUDY BY STANAT ET AL................................................................................... 56
QUESTIONS........................................................................................................ 57
05 – THE ROLE OF LANGUAGE IN MATHEMATICS..................................................59
1. LEFEVRE’S PATHWAY MODEL........................................................................59
LEFEVRE’S PATHWAY MODEL: PREDICTORS...................................................60
LEFEVRE’S PATHWAY MODEL: EARLY NUMERACY..........................................61
LEFEVRE’S PATHWAY MODEL: MATH OUTCOMES...........................................62
2. THE ROLE OF LINGUISTICS (IN MATHEMATICS)..............................................63
ACADEMIC LANGUAGE.................................................................................... 63
SPECIFIC MATHEMATICAL LANGUAGE............................................................64
3
, SPECIFIC MATHEMATICAL LANGUAGE: DEVELOPMENT...................................66
SPECIFIC MATHEMATICAL LANGUAGE: IMPORTANCE......................................67
META-ANAYSIS (LIN, PENG, & ZENG, 2021)....................................................67
3. APPLICATION: PROPORTIONAL REASONING...................................................68
PROPORTIONAL REASONING..........................................................................68
RESEARCH QUESTIONS.................................................................................. 70
OVERALL DESIGN........................................................................................... 70
CONCLUSION.................................................................................................. 73
LITERACY HAS SEVERAL FUNCTIONS
• TO REALIZE A MORE RELIABLE OR CONTROLLABLE MEANS OF
COMMUNICATION AND ORGANIZATION
o E.G., FINANCIAL OR JURIDICAL ARRANGEMENTS
• TO DEVELOP AN ACCUMULATIVE RESEARCH AND CULTURAL TRADITION
o E.G., SCIENCE, ARTS, EDUCATION
• TO CONSOLIDATE POWER AND AUTHORITY AND OPPRESS OTHERS
o E.G., BAN CERTAIN POPULATIONS FROM LITERACY EDUCATION
DEFINITION OF (IL)LITERACY (UNESCO)
DEFINITION OF LITERACY IN A DIGITAL WORLD
DIGITAL LITERACY AS A
LITERACY HAS TOB E RE-
NEW KIND OF LITERACY,
WHICH IS ADDES TOT HE
LIST OF CURRENT
↔ DEFINED DUE TO NEW
TECHNOLOGICAL
DEVELOPMENTS
“LITERACIES”
5
, 1.. INTRODUCTION AND DEFINITION
• NEW PERSPECTIVE ON HOW CHILDREN BECOME LITERATE (‘80)
EMERGENT LITERACY
• WHAT: KNOWLEDGE AND SKILLS
o ACQUIRED BEFORE THE START OF FORMAL SCHOOLING
o ACQUIRED THROUGH INFORMAL AND ADULT-DIRECTED ACTIVITIES
o FACILITATING THE ACQUISITION OF READING AND WRITING SKILLS (AND
SPEAKING AND LISTENING)
• WHY EMERGENT LITERACY?
o ACQUISITION OF LITERACY AS A DEVELOPMENTAL CONTINUUM THAT
STARTS (LONG) BEFORE THE FORMAL TEACHING OF READING AND
WRITING, AND IS ONGOING;
o READING, WRITING AND ORAL LANGUAGE ARE INTERRELATED
o NOT ONLY LANGUAGE-RICH ENVIRONMENTS, BUT ALSO LITERACY-RICH
ENVIRONMENTS
• ROOTS OF EMERGENT-LITERACY PERSPECTIVE
o NEO-PIAGETIAN: CHILDREN DISCOVER AND LEARN ABOUT LITERACY
THROUGH THEIR OWN ATTEMPTS AT READING AND WRITING
o NEO-VYGOTSKIAN: CHILDREN LEARN FROM THEIR INTERACTIONS WITH
EXPERIENCED OTHERS
EDUCATIONAL CONTEXT ASSOCIATION WITH LANGUAGE?
• BEFORE START OF FORMAL SCHOOLING • READING, WRITING AND ORAL LANGUAGE
o HOME ENVIRONMENT ARE INTERRELATED
o DAYCARE
o PRESCHOOL
o KINDERGARTEN
o “EARLY EDUCATIONAL SETTINGS”
DEBATE: FORMAL READING AND WRITING INSTRUCTION IN PRESCHOOL OR ECE
SETTINGS?
• ECE = EARLY CHILDHOOD EDUCATION
• CONCEPT OF EL HAD EVOKED THIS DEBATE
o BOTH PARTIES THINK MORE ALIKE THAN THEY SEEM TO SUGGEST!
• THE IDEA IS NOT THAT WE WILL START FORMAL EDUCATION ON READING AND
WRITING
o THE IDEA IS TO FACILITATE THIS LEARNING LATER ON IN AN INFORMAL
WAY
2. MODELS OF EMERGENT LITERACY
6
, • FOUR-COMPONENT MODEL
• OUTSIDE-IN, INSIDE-OUT MODEL
• FOCUSED VIEW MODEL
• COMPREHENSIVE EMERGENT LITERACY MODEL (CELM)
MODELS TO HELP DESCRIBE WHAT WE SEE HAPPENING WITH YOUNG CHILDREN!
• (ADDITIONAL MATERIAL WITH ANOTHER SLIGHTLY DIFFERENT CLASSIFICATION:
HTTP://WWW.YOUTUBE.COM/WATCH?V=HQIMGAD3VYG)
FOUR-COMPONENT MODEL (MASON & STEWART, 1990)
• KNOWLEDGE ABOUT LETTERS AND WORDS
• CONCEPTS AND FUNCTIONS ABOUT READING OR WRITING
o E.G. GROCERY LIST: HELPFUL TO WRITE DOWN, TO MEMORIZE WHAT THEY
NEED TO BUY IN THE SHOP
• WRITING AND COMPOSING
o ACT OF TAKING A PEN/PENCIL AND PUTTING SOMETHING ON PAPER
• LISTENING COMPREHENSION AND WORD UNDERSTANDING
o UNDERSTANDING WORDS, KNOWLEDGE OF VOCABULARY
OUTSIDE-IN, INSIDE-OUT MODEL ( WHITEHURST & LONIGAN, 1998)
OUTSIDE-IN PROCESSES INSIDE-OUT PROCESSES
= UNDERSTANDING OF THE CONTEXT IN = KNOWLEDGE OF THE RULES FOR
WHICH THE WRITING OCCURS TRANSLATING BETWEEN LETTERS AND
• KNOWLEDGE ABOUT THE SOUNDS
CONVENTIONS OF THE PRINT • PHONETIC SPELLING
• EMERGENT READING IN CONTEXT • LETTER KNOWLEDGE
• NARRATIVE KNOWLEDGE • LETTER-SOUND KNOWLEDGE
• LANGUAGE (VOCABULARY) • PHONOLOGICAL AWARENESS
• SYNTACTIC AWARENESS
FOCUSED VIEW MODEL (SÉNÉCHAL ET AL;, 2001)
7
, • PREVIOUS MODELS (2.1 & 2.2) HAVE SIMILAR COMPONENTS
•
CONCLUSION: WE SEEM TO AGREE ON THESE 4 ELEMENTS OF LITERACY, BUT THIS IS
WAY TOO BROAD
COMPREHENSIVE EMERGENT LITERACY MODEL ( ROHDE ET AL., 2015)
↔ FOCUSED VIEW MODEL: WAY TOO FOCUSED
• PREVIOUS MODELS TELL ONLY PART OF THE STORY, ADDITIONAL
CONSIDERATIONS:
• EACH EL COMPONENT HAS ITS OWN DEVELOPMENTAL SEQUENCE
• EACH EL COMPONENT SUPPORTS THE DEVELOPMENT OF OTHER COMPONENTS
o (I.E., HOLISTIC NATURE)
• IMPORTANT ROLE OF THE
ENVIRONMENT
3 MAIN COMPONENTS
(A) PRINT AWARENESS
(B) LANGUAGE
(C) PHONOLOGICAL AWARENESS
COMPONENTS OVERLAP
EMBEDDED WITHIN CULTURE,
COMMUNITY & DEMOGRAPHICS
MODELS OF EMERGENT LITERACY:
CONCLUSION
• ONE “TRUE” MODEL OF EMERGENT LITERACY DOES NOT EXIST
• BUT OVERALL AGREEMENT ON ELEMENTS OF EMERGENT LITERACY
o ELEMENTS AS PART OF EL ELEMENTS CONTRIBUTE TO EL
E.G., (ORAL) LANGUAGE
3. ELEMENTS OF EMERGENT LITERACY
8
, • PRINT AWARENESS
• PHONOLOGICAL AWARENESS
• (ORAL) LANGUAGE DEVELOPMENT • Definition
• RELATION BETWEEN PRINT AND • Theoretical background SPEECH
• EMERGENT WRITING • Instructional approaches
1. PRINT AWARENESS
• ALPHABET(IC) KNOWLEDGE
• UNDERSTAND TEXT SYSTEMS AND SYMBOLS:
o UNDERSTAND THAT THERE IS AN ASSOCIATION BETWEEN LETTERS AND
SOUNDS
• LETTER NAME KNOWLEDGE VS LETTER SOUND KNOWLEDGE
LETTER NAME KNOWLEDGE LETTER-SOUND KNOWLEDGE
• LETTER NAMES • LETTER SOUNDS
• ALPHABET: A, B, C • SOUNDS: /A/, /B/, /K/
• SPELL A NAME • PHONOLOGICAL AWARENESS:
SEGMENTING
E.G., CAT
“SEE AY TEA”
/K/ /Æ/ /T/
EMERGING EVIDENCE THAT INSTRUCTION SHOULD FOCUS ON BOTH LETTER NAMES AND
SOUNDS (E.G. PIASTRA, PURPURA, & WAGNER, 2010)
LETTER-NAME KNOWLEDGE LETTER-SOUND KNOWLEDGE
• UNIQUE: EACH LETTER HAS ONLY 1 • SOME LETTERS CAN REPRESENT
NAME. DIFFERENT SOUNDS, DEPENDING
ON THE WORD THEY ARE PART OF.
HANDY WHEN WE WANT TO SPELL A SOUND:
NAME - /Æ/ IN CAT
- /AW/ IN WATER
- /A:/ IN FAR
E.G., LETTER A
NAME “AY”
READING IS MORE THAN MAKING LETTER-SOUND CONNECTIONS! (SEE 3.4)
• ALPHABET(IC) KNOWLEDGE
o UNDERSTAND TEXT SYSTEMS AND SYMBOLS
UNDERSTAND THAT THERE IS AN ASSOCIATION BETWEEN LETTERS
AND SOUNDS
o LETTER NAME KNOWLEDGE VS LETTER SOUND KNOWLEDGE
• CONCEPTS OF PRINT
o PURPOSE AND FUNCTION OF PRINT
A MEANING INDEPENDENT OF THE IMMEDIATE SOCIAL CONTEXT
E.G. GROCERY LIST, MAKING AN AGREEMENT, RENTING,…
o CONVENTIONS OF PRINT
9
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