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LANGUAGETHE GREAT EQUALIZER
Education Neuroscience Language Development Kathleen Leos
President Global Institute for Language & Literacy Development
EDUCATION NEUROSCIENCE
Education Neuroscience and Language Learning
NEWPATHWAYS
TO HIGH
ACADEMIC ACHIEVEMENT
The Global Institute for Language & Literacy Development, LLC.
EDUCATION NEUROSCIENCE
New Field of Study
KEY DISCOVERY
Brain Science, Education and Language Empirical Science on How the Brain Thinks
How the Brain Learns, Processes Information Acquires Knowledge and Comprehends
Key to Learning is Language
The Global Institute for Language & Literacy Development, LLC.
DISCOVERY
Key to Learning is Language
The Global Institute for Language & Literacy Development, LLC.
Researchers
Pettito, Laura Ann. (2008). Bilingual Brain Map. Bilingual Brain.
Snow, Catherine. (2010). Language is the KEY to Literacy. Time to Act.
Lyon, Reid. (2012). Language is the KEY to Reading. Brain Health Institute.
Bialystock, Ellen. (2014). Learning multiple Languages Increases Cognitive Capacity and Delays Alzheimers. Bilingual Brain.
The Global Institute for Language & Literacy Development, LLC.
Language is the Foundation
Language is essential to society. It forms the foundation of our perceptions, communications, daily interactions. (Stice, Bertrand and Bertrand; 1995).
Language is the foundation for thinking, conceptual knowledge, comprehension and communication. (GILD; 2010).
Without language a society cannot exist. (Otto, Beverly; 2014).
The Global Institute for Language & Literacy Development, LLC.
INSIGHT
Without language one cannot think, develop concepts, acquire knowledge or effectively communicate its meaning.
Language is the key to learning! Language is the key to reading! Language is the key to developing cognition,
comprehension and executive function skills!
The Global Institute for Language & Literacy Development, LLC.
WHAT IS LANGUAGE
Language is the specific capacity “internal brain neural networking system” (nature) and external intentional interactive development (nurture) for developing, acquiring and using complex systems of communication.
The scope and dimension of language development include linguistic skills in speaking, listening, reading and writing.
Language uses logical structures and real-world references to process, convey and assign meaning to thought and manage and resolve obscurity.
The Global Institute for Language & Literacy Development, LLC.
Learning . . . Past, Present & Future
In the past, LEARNING was a means of acquiring knowledge.
WHAT TO THINK
Now, LEARNING must foster cognitive abilities to construct knowledge in meaningful ways in order to develop higher order thinking, executive function and problem-solving skills.
HOW TO THINK
The Global Institute for Language & Literacy Development, LLC.
LANGUAGE DEVELOPMENT
Knowledge and comprehension is developed through learners’ interaction with language
• Adults • Peers• The environment• Materials, books, technology, diverse
media • To stimulate cognitive, social, emotional,
physical and behavioral development
The Global Institute for Language & Literacy Development, LLC.
EXECUTIVE FUNCTION
How the brain receives, interprets, organizes, delivers and processes information (input) to select, retrieve, choose and deliver accurate information (output) that corresponds to each complex demand involved in a given task.
Executive Function or Higher Order Thinking is the highest form of brain activity required of the human mind. It is this aspect of the brain that produces complex thought. This neurological process, which occurs in the Prefrontal Cortex or upper portion of the brain develops in individuals between the ages of 8-25, is the last neurological area to mature.
The Global Institute for Language & Literacy Development, LLC.
Executive Function and Language
Develop thinkers, creative problem-solvers and leaders with strong executive function skills including:
• planning, flexibility, tolerance, • risk assessment, informed decision-
making, • reasoning, analysis, effective
communication• delay of immediate gratification to
achieve long-term goals. The Global Institute for Language & Literacy Development, LLC.
HOW
Students become 21st century’s creative thinkers and problem-solvers by…… developing foundational skills in: critical
analysis, induction, deduction, relational thinking with prior knowledge activation, inference, prediction and communication.
These processes must be explicitly taught first.
TEACH HOW THE BRAIN LEARNS!
The Global Institute for Language & Literacy Development, LLC.
The Baby Human
The process begins here ……
http://www.dailymotion.com/video/x77gfp_the-baby-human-3-to-talk-babbling_lifestyle
The Global Institute for Language & Literacy Development, LLC.
THE LANGUAGE STORY
Babies are born Universal Linguists Hear every sound in any language regardless of
language or country. Every child is born with the ability to process any
and all languages from birth to 1yr old. Babies begin to discriminate language sounds
beginning 6mos to 1yr. Babies respond to language/s of primary
caregiver early in language process.
The Global Institute for Language & Literacy Development, LLC.
Optimal Window of Learning
Children hearing 2-more languages from birth learn both languages equally.
Learning 2-more languages does NOT delay the language development process in either.
There are optimal “windows of time” for language/s learning. Birth to 8 is first window
Children who do not develop ANY language by 12-13yrs window of language learning CLOSES
The Global Institute for Language & Literacy Development, LLC.
NATURE v NURTURE
Bilingual Brain Map Children born with inherent ability to hear and
discriminate all sound/s BUT discreet sound articulation/discrimination
must be taught EXPLICTLY. (Pettito) Language must be taught by age 12-14 or lose
ability to develop language. (Indiana University) Dual language Brain Imprint: 2 Sides of Brain
The Global Institute for Language & Literacy Development, LLC.
Bilingual Brain Map
Children learning to read in 2 Languages have a ‘Bilingual Brain Map’ with equal development on 2 sides of the brain. 3yrs - 3rd grade.
Students who read in 2 languages outperform ALL other students who read in 1 language.
Students and Adults who learn multiple languages and read in more than 1 delay onset of Alzheimers and aging brain maladies.
The Global Institute for Language & Literacy Development, LLC.
Developing the Whole Child
Brain research indicates that physical, social, emotional and cognitive processing are interrelated in developing the whole child.
One of the essential foundational skills in developing and organizing social, emotional and cognitive process is through the ability to develop, organize and manipulate language.
Beverly Otto
The Global Institute for Language & Literacy Development, LLC.
MYTH BUSTERS o No right-left brain distinction in learning o No specific time allocated to learn language/s o No silent period in language development o No preferred learning style o Children born with ability to hear all languageo 3-6 months begin discriminating sounds
ALL CHILDREN UNIVERSAL LINGUISTS
ALL LEARNERS PROCESS LANGUAGE THE SAME
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MYTH BUSTERS
Learning 2 languages simultaneously or sequentially interferes with either
Hydration matters: no research Lose the ability to acquire 2nd language if not
begin by age 3-5 or in early years. Older learners do need emphasis on sound
differentiation and articulation or ‘ learn the discreet articulation of sound’
The Global Institute for Language & Literacy Development, LLC.
New Language Discoveries
There is no ‘silent period’ in language development or acquisition; brain is active
No specific amount of time allocated to language acquisition or development, including complex higher order language skills
There are 3 pathways to language learning: what, where and how
The Global Institute for Language & Literacy Development, LLC.
NEW Education Landscape
Whole brain engaged in learning Optimal “windows of learning language” Whole brain is engaged in language development
continual process in 4 domains Children hear all sounds in every language:
discriminate at 6 months hear “mom” Learners process language/s same way
regardless of language/s spoken
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3 BRAIN PATHWAYS
WHAT: you hear - discriminate sound WHERE: where sound originates and travels HOW: you hear it - scramble and organize from
sound to visual imagery and concept
What Happens When you don’t effectively and efficiently process language/s.
The Global Institute for Language & Literacy Development, LLC.
CHALLENGE
The National Assessment for Educational Progress (NAEP) Report (2012).
91% of ‘language minority students’ or English Language Learners (ELLs) DO NOT read at the proficient level in the 4th grade.
86% of ELLs DO NOT perform at the proficient level in math in the 8th grade.
The Global Institute for Language & Literacy Development, LLC.
READING ACHIEVEMENT
Reading Achievement is tied to: Understanding concepts Language: receptive and productive Mastery: well-formed full expression Demonstration of knowledge Integrating language with literacy
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LITERACY
Literacy is the ability to use/manipulate language in order to access knowledge and thought. It’s a skill that is learned in order to identify, find, evaluate, contemplate, use and communicate, employing a broad range of resources including text, visual, audio, and video sources to gain knowledge, learn and communicate ideas, thoughts and concepts, and demonstrate understanding.
The Global Institute for Language & Literacy Development, LLC.
Language & Literacy . . . . 21st Century
LANGUAGELanguage refers to the specific capacity for acquiring and using complex systems of communication. The scope of language that includes linguistic skills in speaking, listening, reading and writing. Language uses logical structures and real-world references to convey, process, and assign meaning, as well as to manage and resolve obscurity.
LITERACYThe ability to use/manipulate language in order to access knowledge. It’s the ability to identify, find, evaluate, use, and communicate using a broad range of resources including text, visual, audio, and video sources to gain knowledge, learn and communicate ideas, thoughts, knowledge and demonstrate ability.
28The Global Institute for Language & Literacy Development, LLC.
A WALK DOWN MEMORY LANE
o National Reading Panel non-ELLS 2000
o 5 Components o Phonemic Awarenesso Phonicso Fluencyo Vocabulary o Comprehension
• National Literacy Panel ELLS 2007
• 5 Components• Phonemic Awareness• Phonics• Fluency• Vocabulary• Comprehension
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WHAT IS MISSING
Same Components
DIFFERENT RESULTS
ADDITIONAL RESEARCH
Same Components
DIFFERENT RESULTS
FOCUS ON LANGUAGE
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Power Through Language
Lau v Nichols; 1974 Supreme Court requires each district to provide
equal access to equal educational opportunity by providing language education programs for “language minority students” and ‘immigrant children and youth’.
Language may not be a barrier to grade-level academic content knowledge =‘s equal access!
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THE ERA OF STANDARDS
States must establish and implement rigorous academic content standards in math, science, reading/ language arts. ESEA 2002 Title I
States must establish English Language Proficiency Standards that ALIGN to the states high academic content and academic achievement standards and objectives set by the state for all students. ESEA 2002 Title III.
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PAST
States attempt to establish English Language Proficiency Standards did not match the level of language demands needed to access grade-level academic content.
(MISMATCH)
ELP standards focused on 4 language domains with a broad range of language knowledge that did not meet or align with the academic concepts within each content area.
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PRESENT
2nd generation of ELP standards states attempt to develop language proficiency standards and expectations that MATCH language demands present in academic content standards.
Identify a range of language development and acquisition knowledge and parameters necessary to access specific academic content concepts at each grade-level.
CURRENT STANDARDS
Rigorous Academic Standards are Process Standards: Infer, Predict, Compare, Contrast, Analyze, Evaluate,
English Language Proficiency Standards are Process Standards: how to develop language in 4 domains of reading, writing, speaking and listening aligned to content standards in each content area at grade-level.
However, concern is current language standards do not integrate new information from education neuroscience on required and explicit language processing instruction.
The Global Institute for Language & Literacy Development
Alignment is a KEY to ELL Academic Achievement
English LanguageProficiency Standards
Curriculum
INSTRUCTION(Language Development/Acquisition
& Content) &
Professional Development
Aligned
Aligned
Aligned
AcademicContent Standards
Scientific Based Research
AcademicContent
Assessment
DataDat
a
CurriculumEnglish
LanguageProficiencyAssessment
Aligned Aligned
Annual Measurable
Achievement Objectives
State AcademicContent Objectives
HOW
Comprehensive ALIGNED Education System
STANDARDS/ASSESSMENTSCURRICULUM
ACTIONABLE DATA ANALYSISPROFESSIONAL DEVELOPMENT
CURRENT CLASSROOM RESEARCH EDUCATION NEUROSCIENCE
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WHAT IS MISSING?
Basic understanding and utilization of the importance of language in reading
How to teach aligned language and content simultaneously based on STANDARDS
The complexity of language components current evidence-based scientific research neuroscience how the brain learns concepts through language development/acquisition
The Global Institute for Language & Literacy Development, LLC.
TALK TALK TALK TALK TALK
PreK- 12th grade!! Establish developmentally appropriate highly
interactive talkative noisy learning environments! Align standards and performance expectations Use actionable data Teach language and grade-level content
simultaneously
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TALK TALK TALK TALK TALK
3-year-olds know about 1,000 words and speak in 3-5 word sentences
4-year-olds increase speech intelligibility and sentence length
5-year-olds speak in lengthy, grammatically correct sentences and know anywhere from 6,000-14,000 words (HirshPasek & Golinkoff, 2003)Source: Celebrate Our Rising Stars Summit VI;
“Preparing ELLs to Succeed in the 21st Century.” GILD, 2007
The Global Institute for Language & Literacy Development, LLC.
TALK and Keep Talking
300 words per year are added to children’s receptive vocabulary base (Clark, 1995)
High School senior MUST navigate 80,000 words.
Students must expand language use and learn academic language and expectations in 4 domains.
WHYDevelop Ability to Think at Meta-Cognitive
Level
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TEACHING LANGUAGE
ALL TEACHERS
Development and AcquisitionForm
ContentUse
Aspects of Language Components of Language
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Components of Language
44
FORM: STRUCTURE OF LANGUAGE
CONTENT: WHAT DOES IT MEAN
USE: HOW IS IT USED IN CONTEXT
FORMUSE
CONTENT
USEUSE
CONTENT
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ASPECTS OF LANGUAGE
Phonological
Semantic
Syntactic
Morphemic
Pragmatic
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9 Language Components
The NINE Language Components Grammar Syntax Morphology Phonological processing Vocabulary Memory Discourse Pragmatics Executive Function
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POWER TO ACHIEVE
THE PATHWAY TO POWER IS
THROUGH LANGUAGE & LITERACY
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LANGUAGE & LITERACY
YES, we have to teach them together!
All instruction is organized to develop language, reading, literacy, content knowledge, comprehension, deep thinking, demonstration, mastery…….
and
Academic Success
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LANGUAGE IS POWER
Increase Income Capacity Enter Diverse Markets Workforce Opportunities Define New Global Institutions: Leadership Enhance Creativity Increase Comprehension and Think Tank Power Deepen Cognition Delay Age Related Challenges: Expand Life
Choices
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