Essential Linguistics Freeman Pdf Printer
Summary of Chapter 8: Essential Linguistics, (Freeman & Freeman, 2004).Chapter 8 attempts to answer how readers make us of their knowledge of word parts as they read, what is the best way to increase vocabulary, what it means to know a word, and how teachers can help ELLs acquire CALP. (Freeman & Freeman, 2004, p. 189).The authors inform us belief systems on how students learn to read and influence reading instruction.
Full Description. The bestselling first edition of Essential Linguistics presented the basic concepts of linguistics in everyday language, and showed the connections between linguistic theory and classroom practice. David and Yvonne Freeman make the Second Edition even more valuable by: clearly explaining English phonology, morphology, and syntax and the implications for teaching.
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Teachers who follow the word recognition view teach students to look for the little words that are inside of bigger words to help find the definition. This is called structural analysis. They also put an emphasis on phonics to decode words and words that do not follow phonics rules (like of and one) are taught as sight words. 189)Teachers who follow the sociopsycholinguistic view teach students to look at the whole language and form an understanding of common rules found as they read, such as the rule for adding er to a word. In the process, students may learn vocabulary and insight into the inner workings of the language itself. The focus here is on learning the whole language rather than on the structural analysis of each word.There are many difficulties in using structural analysis while reading.
There are many prefixes, suffixes, and root words that must be learned in order to break words into smaller parts. Students may have difficulty recognizing the word parts, learning the meaning of the word parts, and combining the meanings of the word parts to determine the meaning of the word. The definition of these small parts do not always add up to something that actually defines the word, and memorizing all of them can be just as tedious, if not more, than memorizing vocabulary words themselves. Furthermore, “the focus on the meaning of an individual word can distract the reader from constructing the meaning of the text” (Freeman & Freeman, 2004, p.
196).Teachers who take a word recognition approach often preteach vocabulary they are afraid their students may not know while teachers who take the sociopsycholinguistic approach build background knowledge for reading and engage students in extensive reading so they can learn vocabulary as they are reading. “Teachers help students develop their knowledge of the world by engaging them in activities that build concepts along with the vocabulary used to express those concepts. This is different from choosing words to preteach” (Freeman & Freeman, 2004, p. Frontloading is a method recommended for helping students build concepts and vocabulary. It involves learning about something, talking about it, wondering about it, and finally, reading ad writing about it. This background building activity teaches students important vocabulary words without focusing solely on the structural analysis of the word. Students should develop vocabulary through reading.
Studies have shown that when students acquire words, rather than learn them, they are retained into their vocabulary for longer periods of time.To know a word means that one has phonological, morphological, syntactic, semantic, and pragmatic information about the word (p.203). This means a person should be able to pronounce the word, know the inflectional and derivational affixes a word combines with to make complex words, know how the word functions in a sentence, know the definition and synonyms, and be able to use the word in real-world situations.Krashen’s Natural Order hypothesis says there is a natural order of acquisition of morphemes.
This says some morphemes appear in an ELL’s speech before others. The hypothesis consists of four sequential boxes and the language learner must acquire the content of one box before subsequent box contents can be learned.
The first box says, “-ing (progressive)/plural/copula (to be)”. The second says, “auxiliary (progressive: he is going)/article (a, the)”. The third box says, “irregular past”, and the fourth box says, “regular past/third singular-s (he walks)/possessives” (p.205). Teachers should be aware of their students’ location on the scale and teach them accordingly.Teachers must also help students learn academic language. It is easier for students to learn conversational English because they hear it everywhere they go.
Academic language, with its specialized vocabulary, will probably be confined to certain times within the classroom. The English language includes many words from Old English, Norman-French, Anglo-Saxon, French, and Latin. Many times, synonyms for words in English are derived from words from several of these languages.
Many words found in academic texts have their basis in Latin and this can be challenging for ELLs because Latin is not used commonly in conversational English. Therefore, teachers must make academic language attainable by using comprehensible input. Some strategies we have learned to use are building background knowledge, previewing texts, using graphic organizers, involving students in extensive reading.
“If students are reading content area texts, they will acquire academic language” (Freeman & Freeman, 2004, p. Teachers can enhance students’ learning of academic language by engaging students in cognate studies. Cognates are words that come from the same root but are in different language. For instance, past (English) and pasado (Spanish) are cognates.