Language and Learning: The Home and School Years / Edition 3

Language and Learning: The Home and School Years / Edition 3

by Terry Piper

ISBN-10: 0130607940

ISBN-13: 9780130607942

Pub. Date: 08/26/2002

Publisher: Prentice Hall

Once again, this comprehensive, easy-to-read book explores the way in which children learn language, the way language is taught to children, and how these two roads to language sometimes diverge—always giving equal treatment to first and second language learning. Piper tracks language acquisition, from birth through the school years, presenting numerous cases


Once again, this comprehensive, easy-to-read book explores the way in which children learn language, the way language is taught to children, and how these two roads to language sometimes diverge—always giving equal treatment to first and second language learning. Piper tracks language acquisition, from birth through the school years, presenting numerous cases studies of children's experiences as a means of illustrating stages of language development and the sequence of skills attainment. In addition, she thoroughly covers bilingualism, paying particular attention to the differences between second language learning at home and in a school setting. For ESL and elementary school speech teachers.

Product Details

Prentice Hall
Publication date:
Edition description:
Older Edition
Product dimensions:
7.52(w) x 9.14(h) x 0.75(d)

Table of Contents

Language Is Uniquely Human     1
Language and Cognition     3
Language is Natural     5
Language is Culturally Bound     7
Language Has Many Varieties     10
Language Has Structure     13
Language and the Child: An Example     15
Lucy     15
If Language is So Natural, What is There to Teach?     20
The Remainder of the Book     21
For Further Study     21
For Further Reading     22
The Study and Structure of Language     23
The Study of Language     24
Language Structure     27
Phonology: The Sound System     28
Morphology: The Structure of Words     40
Syntax: The Structure of Sentences     41
Semantics and Pragmatics: The Study of Meaning     50
Language Change     56
Conclusion     60
For Further Study     61
For Further Reading     62
Learning the First Language     63
The Task of Language Learning     64
The Environments in Which Children Learn Language     66
Impoverished Environments     66
Enriched Environments     67
How They Do It: Theoretical Perspectives     69
Different Types of Theory     71
What Theory Has to Say About Language Learning and Environment     84
Conclusion     85
For Further Study     86
For Further Reading     86
First Language Learners     89
Overview of Development     90
Infancy     90
The Precursors to Language     90
The Preschool Years     93
Janet: Language Learner     94
Janet as an Infant     96
Janet from 1;0 to 1;6     97
Janet from 1;6 to 2:0     100
Janet from 2;0 to 3;0     102
The School Years     116
Pragmatics     117
Grace: Language Learner     123
Steven: Language Learner     126
Conclusion     131
For Further Study     131
For Further Reading     132
Learning More Than One Language     133
The Task of Learning An Additional Language     134
Home Bilingualism     136
A Few More Words About ASL     139
School Bilingualism     140
Immersion     141
Foreign Languages in Elementary School (FLES)     143
Two-Way Immersion     143
Bilingual Programs     144
Submersion     146
Issues in Second Language Acquisition Theory     147
Learner Variables     148
How the Variables Fit Together     161
Language Reacquisition     161
For Further Study     162
For Further Reading     162
Successful Second Language Learners     165
Quy's Language Learning     166
Birth to 22 Months     166
Quy from 1;10 to 3;0     167
Quy from 3;0 to 4;0     169
Quy from 4;0 to 4;9     169
Quy in Kindergarten     170
Lucy's Language Learning     174
Comparing Lucy with Quy     178
Jani from Labrador     180
Miguel from Monterrey     182
Miguel     183
Background     183
Life in the United States     184
Miguel Begins School     184
The Conditions for Successful Second Language Acquisition     187
For Further Study     191
For Further Reading     191
Language Disorders in Monolingual and Bilingual Children      193
Disorder or Difference?     194
Four Types of Communicative Disorder     195
Voice Disorders     196
Fluency Disorders     197
Articulation Disorders     197
Language Disorders     199
Aphasia     199
Autistic Spectrum Disorder     201
Kenny's Experience     202
Language Problems of Bilingual Children     207
Michael's Language Development     209
Comprehension     212
Accuracy     213
Fluency     214
Communicative Competence     215
Principles and Guidelines for Assessing Bilingual Children     217
Conclusion     219
For Further Study     220
For Further Reading     220
Learning to Use Language     221
Building Conversational Skills     222
Learning to Construct Narrative     229
Language Functions     230
The Functions of Language in Children's Lives     231
Four Perspectives on Language Function     231
Five Functions of Language     233
Language Functions Across Cultures     237
Conclusion     238
For Further Study     238
For Further Reading     239
Language and Cognitive Growth     241
The Role of Language in Memory Development     242
Basic Capacities     243
Memory Strategies     244
Metamemory     245
Language, Memory, and the Child's Perspective     247
The Role of Language in Conceptual Development     248
Language and Categorization     249
Psychologists' and Linguists' Views Compared     249
Language and Conceptualization from the Child's Perspective     251
The Role of Language in the Development of Academic Skills     252
Early Learning of Mathematics     253
Early Learning Associated with Reading     254
Early Learning Associated with Writing     261
Language and Academic Skills from the Child's Perspective: Six Characteristics of Children's Preschool Learning     261
Technology and Academic Achievement     267
Conclusion     268
For Further Study     268
For Further Reading     269
Language in School     271
The Attitudes of Some Educators     273
Change the Child     274
Change the Language      275
What's Wrong with Language in School     277
"No Talking" and Other Unfriendly Signs     278
Teachers "Value" Talk     280
Dishonest and Manipulative Talk     281
Teacher Talk Is Teacher Talking     284
School Talk Is Homogeneous     286
School Talk Intimidates     288
School Language Is Disembodied     289
Language in School: The Positive Side     290
Whole Language Defined     291
Whole Language in Practice     291
Whole Language in (Mis)practice     297
The Debate: Whole Language or Phonics     299
Six Characteristics of Learning: A Comparison     301
For Further Study     306
For Further Reading     306
Intercultural Communication     307
Seeing the World Through Different Lenses     309
Perspectives from Other Cultures     312
Implications for Intercultural Communication in the Classroom     313
Culture and Learning Styles     315
Culture and Communication Styles     317
Culture and School Achievement     318
Some Easy Fixes (and Some Others)     320
Conclusion     321
For Further Study      321
For Further Reading     322
Language and Learning Is All About Inclusion     323
12 Principles for Language Educators     323
There Are Many Right Ways to Teach     324
Second Language Acquisition in Children Bears a Strong Resemblance to First Language Acquisition     325
Know Why You Do What You Do     327
Remember That Language Learning Is a Whole-to-Part Enterprise     328
But Don't Forget the Parts     330
A Second Language Is an Asset Some Children Bring to School     331
Make Sure That the Method of Evaluation Corresponds to What Happens in the Classroom     331
Involve Parents and the Community     335
Don't Be Dogmatic     336
Be Professional     338
Remember That You Are Teaching Children, Not Language     338
It Is All About Inclusion     339
Conclusion     339
The Glen Duncan School     340
Looking Ahead...     349
For Further Study     350
For Further Reading     350
Glossary     351
Bibliography     355
Name Index     383
Subject Index     387

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