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Frog, Where are You
Frog, Where are You
Frog, Where are You
Frog, Where are You
Narrative Competence in Monolingual and Bilingual School Children
Narrative Competence in Monolingual and Bilingual School Children
Narrative Competence in Monolingual and Bilingual School Children
Narrative Competence in Monolingual and Bilingual School Children
Narrative Competence in Monolingual and Bilingual School Children

: Rebecca. , . , Narrative Competence in Monolingual and Bilingual School Children.ppt zip- 767 .

Narrative Competence in Monolingual and Bilingual School Children

Narrative Competence in Monolingual and Bilingual School Children.ppt
1Narrative Competence in Monolingual 21-- but not equally in all aspects of the
and Bilingual School Children. Barbara task. Remake fig 7.1 (p. 154) to emphasize
Zurer Pearson University of Massachusetts story score equivalence and language score
University of Miami Bilingualism Study discrepancies. First for 2nd grade. Next
Group 1988-1998. page for 5th grade . (heading: language
2With special thanks to RAs: Patti gap narrows by 5th grade.) Next page
Ortega, Ana Ferrer, Yael Wiesner, (heading: Language gap closes at HiSES,
Esperanza Rodriguez, and a host of UM ESH: table 7.10 p. 158.) Next page: most
students (all of whom spoke much better persistent ML BL difference is in MS
Spanish than I did--and without whom I accuracy fig 7.6 (p. 160) (kids that
could not have studied narrative). dont talk so good cant think so good
3Questions: ? Linguality: ML > BL ? (but we saw in the story exerpts that that
IMS: Two-way > EI ?for Hi-SES ?for is not true, at least not in a
Lo-SES ? Interdependence: L1 predict L2. circumstance of on-going 2nd language
4The Core Design. Monolinguals learning.
Bilinguals. Replicated at Kindergarten, 22Question 1a: MLs outperform BLs
2nd and 5th Grades. Two-Way. English (mostly). (ML red/ BL blue 2nd gr solid/
Immersion. ESH. OSH. ESH. OSH. Hi. Lo. Hi. 5th grade bars.
Lo. Hi. Lo. Hi. Lo. Hi. Lo. SES. 23Question 1b: MLs outperform BLs
5Contribution of Narrative Analyses: 1. (mostly) Not equally in all aspects of
Can HEAR the children. (Theyre not just the task Story scores more equivalent;
scores.) 2. A SINGLE task combining both Most discrepancy in the Language Score .
oral language and the demands of literate 2nd grade Story vs Language.
language. 3. Encourage longer responses: 24Question 1c: MLs outperform BLs
more revealing than single word or short (mostly) Less so in the long term . 5th
phrases of the Woodcock-Johnson. grade: ML/BL gap narrows Story Language
6Findings from Narrative Analyses: ML Score.
> BL (mostly) Two-way = EI (partly) in 25Q1d Most persistent ML/ BL gap in MS
English Two-way = EI in Spanish Two-way Accuracy. (Story Lexicon and Complex
> EI L1 predict L2 oral language No Syntax catch-up).
literacy Yes. 26Question 1e: ML outperform BLs but
7SAMPLE STORIES (4): Handout from page Gap in Total Score closes at HiSES, ESH.
144-145 of LLBC (and on CHILDES archive Frog Total. ML. ML. BL. BL. n. n. F. p.
and in SALT, U WI) 400+ stories 10 each All 2nd grade. All 5th grade. 5th gr;
from all cells of 2nd and 5th graders 80 HiSES. 5:HiSes;ESH. Simple Effect --
ML 160 BL in English 160 BL in Spanish + Linguality. Simple Effect -- Linguality.
24 2nd stories from MLs (to test the Simple Effect -- Linguality. M. M. 40. 79.
effect of telling the story twice). 35.6. .01*. 40. 81. 3.29. .07. 20. 40.
8Frog, Where are You? By M. Mayer (Dial 2.59. .11. 20. 20. 0.98. .33. 63.0. 51.3.
1969). 67.3. 64.4. 70.6. 67.0. 70.6. 68.0.
9 27Hypothesis 2: 2-Way = EI (partly) IN
10 ENGLISH yes: Remake figure 7.4 p. 159 w/o
11Story 1. The dog looked in the MLs; make companion graph for Story Score
bottle and looked at the frog. And the boy Next page: look at MS Accuracy-Lex-and
was sitting on a chair, and his sock and comp. syntax for 2-way vs EI 2nd to 5th
his shirt was laying on the floor. And the (from scratch??) Next page: the
light was on, and the window was opened. interaction with SES and Language at home
When {the} the boy and the dog were (figure 7.8 p. 162) Next page: IN SPANISH
sleeping the frog stuck his head out no: 2-Way > EI: figure 7.9 (p. 165)
with his head and his arm out of the bigger difference is in Home Language.
bottle. 28Question 2a: EI = 2-way (partly) In
12Story 2. One day a boy and his dog had ENGLISH: YES. (EI green, 2-way blue) Story
found a frog. They kept him in the big Language.
jar. While the boy was asleep, the frog 29Question 2b: EI = 2-way (partly) In
climbed out of the jar and ran away. When SPANISH: NO. (EI green, 2-way blue) (OSH
the boy woke up the next morning, he was orange, ESH brown) IMS LSH.
very upset to see his frog missing. He 30Q2 b (cont). That is, For English IMS
searched everywhere. In boots and he has little effect. SES the biggest factor.
turned over tables. LLBC p. 156. In Spanish, IMS has largest
13Story 3. Once there was a little boy effect. SES has little effect; LSH less
with his little dog. It was already night potent than IMS. LLBC p. 164.
time. They were looking at the little 31Question 3a: L1 predicts L2 In
frog. The little boy and his dog went to Literacy Measures--YES.
sleep. The frog wanted to go out to see 32Question 3b L1 predicts L2 In Oral
{the w} the world. So he came out of the Language-- NO.
little can. It was morning already. The 33Q3c A note about story length Despite
puppy and the boy looked to the can and .43 correlation to Narrative Score, length
saw {that their} that the frog was not is NOT a clear measure of story quality.
there. ie. Story quality is better at 5th grade
14Story 4. One day there was a boy n a for everyone, BLs stories are getting
frog and a dog. And then while the boy longer; MLs are getting shorter. MLs tell
sleeps, {he} the frog came out. And then BETTER stories with fewer words (and
when he wake up, the dog and the boy, the presumably, eventually the bilinguals will
frog was gone. He found everywhere and the too.).
dog found almost found in the bucket. 34Summary of Narrative Analysis Results.
And the boy was calling to the frog. Mirror the results from the Standardized
15So..? Which one is a good story? tests: EI = 2 way in English; 2-way >
Which one is not good? Which are from EI in Spanish language of the home
bilinguals? monolinguals? Motivation to advantage for ESH (in English) disappears
split the task back up into ORAL LANGUAGE by 5th grade; language of the home
(Language Score) & LITERATE LANGUAGE advantage for OSH (in Spanish) persists
(Story Score). for oral language, NOT narrative skills
16Oral Language Element Examples. 1. 2. (where IMS and SES are more potent
3. 4. fluency. -- {}. -- {}. vocab influences).
example. Bottle. vs Jar. vs Can. [they] 35Key Contribution of Narrative Analysis
was laying. Pause for effect. For Results. Despite language deficits in
word-finding. vs Bucket Found xx. lexicon and MS-accuracy relative to ML
Morpho-syntactic accuracy. looked TO the peers, BLs demonstrated age-appropriate
can (boy with his dog). Boy sleeps, he skill in these DIFFICULT narrative tasks:
wake up. Creating a unified plot Motivating events
17Narrative Element Examples. 1. 2. 3. through reference to internal states
4. One day. Affective/ cognitive info. Providing narrators comments on the
none. Temporal links. while + wrong unfolding story Using compound
tense; when1. orientation. none. One time-referencing Using embedded structures
day..had found. Once there was. none which distinguished their own thoughts
(stuck head out). upset; saw frog missing; from those of the characters.
searched. when2 clause. while when1. 36Limitations of Narrative Analysis
wanted to see the world; saw the frog not Results. Not standardized; hard to
there. no clauses already replicate our scoring system, which would
night-morning. need to be simplified to be practical. Our
18What about Complex Syntax? subjects not the best bilinguals, possibly
Grammatical devices (language) to not representative of most bilinguals.
introduce complexity and point of view (Spanish surprisingly weak.) All born in
(story). In English Complement clauses: US (avoided Age-of-arrival variable), but
he saw that the frog was not there. children speak a contact variety: most
Non-finite verbs: was upset to see his BLs in Miami have non-native
frog missing. Relative Clauses: the boy English-language models AND non-native
who had the frog woke up In Spanish Spanish-language models. Bp: check how
Perfect tenses: vio que habian salido lo-ses osh did wrt IMS.
otras ranitas [he saw that HAD COME OUT 37Final word (from p. 172). By using
other frogs] Subjunctive: dijo que se the factorial design of the larger study,
callara [he said that he which balanced the effect of each factor,
was-to-be-quiet]. we have enhanced our ability to generalize
19Complex Syntax (contd). Between findings from the childrens stories. By
Clauses Causal conjunctions: in order expanding the performance demand on the
to; so that he could... Adverbs of children through the story task, we have
simultaneity: while; when2 provided an auditory snapshot of each
Retrospective reference: still; individual, to add to the perspective
already; todavia Language or Story provided by the standardized scores..
or both? 38Final word (cont). This snapshot
20Findings from Narrative Analyses: enriches our ability to [appreciate] what
(review) ML > BL (mostly) Two-way = EI the test scores are saying, and to have
(partly) L1 predict L2 oral language No greater confidence in the messages they
literacy Yes. convey. --LLBC p. 172.
21Question 1: ML outperform BLs (mostly)
Narrative Competence in Monolingual and Bilingual School Children.ppt

Narrative Competence in Monolingual and Bilingual School Children

Narrative Competence in Monolingual and Bilingual School Children

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