What are the 5 key systems of the brain and give one
function for each system.
What effect does poverty have on language development?
What could you do at school to help with
combat the effects of poverty on language development?
Respond to 2 others.
The five key systems of the brain are the prefrontal/executive system that allows us to delay gratification and plan; the left perisylvian/language system that encompasses the semantic, syntactic, and phonological aspects of language; the medial temporal/memory system that allows us to process what we have heard and seen and make the decision to store the information if appropriate; the parietal/spatial cognition system that allows us to organize, sequence, and visualize information; and the occipitotemporal/visual cognition system that allows pattern recognition and visual mental imagery.
ReplyDeletePoverty causes delayed and reduced language development in both quantity and quality of the words and phrased used. It can contribute to less thoughtful and reasoned responses than those of more affluent peers. As a result, poverty can negatively influence a child's ability to speak, read, and write, all disadvantages in school.
To combat the effects of poverty, teachers can pinpoint problem areas and use student strengths to differentiate instruction in addressing areas of concern. Teachers could rotate their students, occasionally allowing paras to work with stronger students while the teacher works individually or in small groups with students who struggle. Teachers could also work on building relationships with students who struggle and their families in providing a scaffold of support.
I agree with your combat effects of poverty. If the teacher can pinpoint the problem areas and get the child the help needed so much progress can be made. Also small groups are always a good idea in any classroom setting. It has been proven that students work better in small groups than whole groups.
DeleteI agree with you, building relationships is one of the keys to bringing people away from poverty. It is hard for a person to leave a lifestyle they've grown accustom to, but in order to break a cycle of poverty, an individual must truly leave it.
DeleteBuilding a relationship with a child is so very important. Sometimes it is as simple as taking a few minutes to just talk to the child. The cycle of poverty is brutal and very hard for families to escape from. One of the first ways is to give those children an education so that they have the chance for a good job and getting out of the poverty situation. I know from the literature on drop outs that poverty is a contributing factor and when a child does drop out of school it almost guarantees that they will stay in the poverty range, thus perpetuating the cycle.
DeleteThere are 5 key systems of the brain and they are as follows:
ReplyDelete1. The prefrontal/executive system is the part of the brain that primarly engages the prefrontal cortex this system gives us our capacity to defer gragification, make decisions, create plans, and the ability to hold thoughts in our mind. This system also allows us to reset our brain which creates rules on how to behave.
2. The left perisylvain/language system engages the left brain hemispheres the temporal and frontal lobe areas. This system of the brain creates the foundation for our reading, spelling, pronunciation, and writing skills.
3. The medial temporal/memory system allows explicit learning such as text, spoken words, and pictures. If this system is working appropriately this system will remember the text, spoken words, and pictures.
4. Parietal/spatial cognition systems allows the brain the ability to organize, sequence, and visualize information. This part of the brain is key for math, music and feeling the sense of organization.
5. The occipitotemporal/visual cognition system is responsible for pattern recognition along with visual mental imagery. This system is also responsible for the translating of visual memory knowledge into mental images.
Language is often times linked back to the child's poverty levels. This is a result of lack of communication and exposure to language as an infant. Parental lack of vocabulary skills, socio-demographic characteristics, and knowledge of child development plays an important part in the language patterns of their children. Therefore, if a child is exposed to a lower form of vocabulary, speech patterns that are not correct, and slang. This child will most likley be a low language student.
Schools can help this student's language by discovering the areas the child in lacking in. Once this is determined a speech consultation is the next step. This can give the child background knowledge of vocabulary that you are working on in the classroom, and also help with forming certain linguistictial problems. Also the teacher can work one-on-one with the children to help them gain the confidence and knowledge that they are missing.
Tammi, Language development is key to communicating in any society. It highly correlates with reading. Children books are rarely found in homes of poverty. In addition, many children have not been exposed to the language of Mother Goose or been sung lullabies. All of these are a basis for a well rounded, language enriched home. After modeling, I have encouraged students to get children books to read to their siblings as a way of practicing their own reading. With the technology we have access to, it is also good for poorer readers to listen to audio books for the cadence of the language, aiding in comprehension.
DeleteI love and use audiobooks a great deal with students. I have high school students follow along as they listen to an audiobook. It helps with word recognition and fluency.
DeleteJerry i have limited experience with books on tape. I have a student that may benefit from this. How do I get Started? Can you email me the settings that you use this strategy?
DeleteAlan:
ReplyDeleteI appreciate your last comment about scaffolding needs for parents. Not only is it important to work on meeting the needs of the student within his/her school day, but also continue to reach out to the parents. If the cycle of poverty is to be broken, continual attempts at home support need to be in place.
Tammie:
ReplyDeleteIt is important to keep in mind the language exposure children have growing up. I remember commercials about how many different words children are exposed to by preschool age. Students in poverty were on the low end. I do appreciate the early screenings they do here to help identify those kids who may need extra support and also groups like "Parents as Teachers" to help model language development.
The five key systems are:
ReplyDelete1. Prefrontal/executive system helps us create plans and make decisions.
2. The left perisylvian/language system helps build our foundation for reading, pronouncing, spelling, and writing skills.
3. The Medial temporal/memory system stores learning through processing explicit learning.
4. The parietal/spatial cognition system helps us understand and manipulate spacial relations. It is important for organizing, sequencing, and visuallizing information.
5. The occipitotemporal/visual cognition system translates mental images into abstract representations and help with visual memory knowledge of mental images.
Poverty creates a more limited range of language capabilities. It takes longer for a child to learn the quantity, quantity, and context of language due to lack of exposure from interactions with adults.
Schools can assist children from low SES situations learn language by stimulating and increasing student interactions with others. Language needs to be taught, just as other subjects are taught. By purposefully teaching students language, words for concepts, and visual images we can increase their skills.
I love it - -love that you think language needs to be taught as other subjects are. I agree that it is easy to embed language into the other subjects as it is all encompassing - -but often the mechanics of language have to be taught.
DeleteI agree that explicit instruction is necessary. I have a student who is struggling to learn her letter sounds because she is struggling to form her mouth the right way to say them. While this is a student with very specific speech issues, her siblings also seem to struggle with expressing themselves, not for lack of ability, but from lack of exposure.
DeleteIncreasing interactions with others is a great idea. If children develop good social skills they typically have good vocabulary skills.
Delete5 key systems:
ReplyDelete1. Prefrontal cortex: It think of this as the executive function of the brain - it helps to orchestrate thoughts and actions. It helps to make up our personalities and modulate social behaviors (i.e. impulsivity). It also support complex cognitive functions and decision making.
2. Left perisylvian - -the language system. This area encompasses word meaning, grammatical structures, as well as how we perceive sounds and apply that to articulation, reading, spelling and written language.
3. Medial temporal - memory system: processes learning and stores that information -also stores emotional memory
4. Parietal/Spatial system - -cognition. This involves mental representations of spatial information as well as organizing, sequencing. Key component to math and music.
5. Occipitotemporal - -visual memory and integration.
Language: Language is learned best when taught in real life situations - engaging with your child, talking to them about what they are doing, what you are doing. Children from poverty often do not have this model at home so come to school with lowe vocabulary and concept development. They don't have the real life learning experiences (trip to the zoo, swimming lessons) so their repertoire is limited. Most often they aren't asked to tell stories or talk about what has happened in the past or predict about the future.
I think the use of visuals as well as "doing" is KEY for low language kids - whether in poverty, ESL or language disordered. I think it is imperative to not only teach the child the new concept, word etc but to actually use it and experience for continual learning to occur. I also find it beneficial to get a baseline of what they know so you can use previous knowledge to build on new concepts.
I think it is pretty telling when we look at real life experiences that our own children have and we just take it for granted that other kids have those kinds of experiences too. But when you look at children of poverty their life experiences really are severely limited.
DeleteI agree that visuals are a great tool to use in teaching children language skills. They can be used for almost any child and they can be understood easily. Getting more examples of a concept in as many different modalities as possible is important to teaching low language kids - visuals, doing, listening, talking about it, etc.
DeleteI totally agree that visuals help develop language and vocabulary with children. A lot of my students don't have enough background knowledge to understand the vocabulary in books. I use vocabulary flash cards that have both the word and a real picture to teach pre-teach vocabulary with these students. Also, reading to students using literature and informational text that have the same topic as the unit or novel or whatever they are working on really helps build background knowledge where none or very little exists. Our school library has a good selection of videos and DVDs that I sometimes use (time permitting)to help build background knowledge and vocabulary.
DeleteI also agree with the use of visuals, pictures and actual objects when possible. It's such a disadvantage for these kids when they have such a low vocabulary. It makes everything so much harder when there is no background knowledge or word knowledge. Visuals allow them to see the word. Then giving them lots of opportunities to use and practice the words is good too.
DeleteI also agree with use of concrete representations and visuals with new vocabulary, even the emotion words. I'm reminded of what sign language interpreters do for hearing impaired students... they provide facial expressions, body language, so much more to add meaning than just the signs. Students just learning new words need that too.
DeleteSo often teachers stop at teaching the concept. They don't include the additional step of using it or experiencing it. That is exactly what students need to really learn and know the material.
Delete-Prefrontal/executive system-- The area that allows us to make decisions and create plans
ReplyDelete-Left perisylvian/ Language system-- foundation for reading, pronunciation, spelling and writing skills
-Medial temporal/ memory system-- allows us to process illicit learning and store that learning
-Occipitotemporal-- visual cognition, pattern recognition and visual mental imagery
-Parietal/spacial cognition--our ability to mentally represent and manipulate spacial relations (organizing, sequencing, math and music ability)
Students living in poverty tend to have underdeveloped language skills as opposed to peers in higher SES households, by up to 29% according to one study. Higher SES households tend to talk to children more with greater exposure to vocabulary and academic stimulation such as puzzles, games and books. This leads to low-SES children getting less cognitive stimulation in those crucial early years.
Teachers can help by helping to build those core skills;
-attention and focus
- short and long term memory
- sequencing and processing skills
- problem solving skills
- social skills
- hopefulness and self-esteem
Make sure you find out where these deficits are and target those areas for the student
~~~Tammy- I agree that the teacher needs to work one-on-one with these students. You need to have an in-depth understanding of each individual child's areas of deficiency before you can attempt interventions.
~~~Terrie-- I agree that these language skills need to be purposefully taught, but it would also be helpful if we could identify these at-risk kids at a younger age. We just happen to catch a few each year and intervene
with 3-5 year old programs. It really make a marked difference when we can not only help the children, but educate the parents. Some parents do not know how to help or that simple things such as talking and reading to their children can impact them in a huge way.
I think it's important to find out where the student's deficits are and address them in the classroom, whether it be with attention, sequencing, memory, focus, etc. These can all be embedded into other subjects and the student can learn information about a certain subject and gain cognitive skills that will help them in the future simultaneously.
DeleteThe five key systems of the brain are:
ReplyDeletePrefrontal/executive function system: This is the language organization portion of the brain, it is responsible for planning and making decisions.
Left Perisylvian/language system: This encompasses semantic, syntactic, and phonological aspoects of language and is the foundation for reading, pronunciation, spelling, and writing.
Medial temporal/memory system: This helps us process information and store it.
Parietal/spatial cognition system: We use this system for organizing, sequencing, and visualizing information.
Occipitotemporal/visual cognition system: Pattern recognition and visual mental imagery is the focus of this system.
Low SES has a negative affect on language development. I was surprised to learn that a study found that children with low SES hd a 30% variance in left perisylvian/language stem and a smaller variance in the other systems of the brain. This will result in a decrease in langauge development, affecting vocabulary, reading, spelling, and writing. Also parents with low SES have fewer interactions with their chidl, use simpler sentences, and lower vocabulary which put their children at a disadvantage. They also have decreased 'world knowledge' because they have fewer opportunities to go on trips, be involved with activities, sports, etc.
Encouraging children to read is a great way to increase language development. This can help with vocabulary, sentence structure, spelling, and reading. If you encourage parents to read to their children this may increase the amount of interactions they have with their child. Some parents probably do not realize how important it is to interact with their children. Helping to education them about how they can build language is important.
Also, getting books into those homes increases the likelihood of parents reading to their children or children reading for enjoyment. Whenever the library thins out books, the Title teachers are getting rid of older books, or the school gets "sample" books from publishers, I always snap them up. I give these books, along with magazines like Boy's Life, Ranger Rick, Highlights, etc. that my children have subscriptions to, read once and then they are done with them, to my students. I try to make sure they go home with their own books and other reading materials that are theirs to keep. Ownership is a big thing for students who have very little.
DeleteI like your idea of educating parents how important it is to "talk with" their children - not just at them through daily interactions. If all parents would do that simple tasks..... wonder where their kids would be.
DeleteBravo! This one reason early childhood programs are so invaluable. The influence the parents/caregivers have on children can not be ignored. In order to break the perpetual cycle of poverty, the influence on the home has to be one of loving, caring, and language rich support. What could be achieved if we were to look outside ourselves.
DeleteStudent word knowledge is something I struggle with everyday. they will read the worl but have know comprehension of it. I believe this is a severe lack in prior knowledge. There are no 'hooks' to hang the new information.
DeleteWhat are the 5 key systems of the brain and give one function for each system.
ReplyDelete*prefrontal/executive system: defer gratification, create plans, make decisions, and hold thoughts
*left perisylvian/language system: various aspects of language
*medial temporal/memory system: process explicit learning
*parietal/spacial cognition system: mentally represent and manipulate spatial relations
*occipitotemporal/visual cognition system: pattern recognition and visual mental imagery
What effect does poverty have on language development?
Typically children in poverty are not exposed to the various aspects of language beginning at a young age that children of middle/upper classes are exposed to. The vocabulary and the conversations are lacking. This deficit has a direct correlation to how student develop language and the lasting impact it has on their overall abilities in school.
What could you do at school to help with combat the effects of poverty on language development?
Continuing to support early intervention is very important. Schools also can connect families with community resources to encourage language development. Teachers need to post vocabulary and when at all possible pair it with a picture/action/or object. Repetition of vocabulary terms can also help. Incorporating explicit instruction for various language activities can also be beneficial. Students should have access to books, magazines, and books on tape.
Rachel, I agree that early intervention is very important: to break the cycle of poverty and to fill in the educational gaps where the parents aren't able. In this computer age magazines seem a bit "old fashioned", but I believe that there is benefit in holding that book or magazine.
DeleteRachel, I agree about the importance of early intervention. If children can get targeted instruction before they come to school, they will be more prepared to learn and at less of a disadvantage. As far as community resources, many public libraries provide many programs for preschool children.
DeleteI'll echo the support of parent instruction in indirect language stimulation. Just talking about what you are doing with children can build so much vocabulary and costs so little time.
DeleteThe 5 key systems of the brain are:
ReplyDelete1) prefrontal/executive system -- engages the prefrontal cortex which allows us to defer gratification, create plans, makes decisions and hold thoughts in our minds.
2) left perisylvian/languge system -- engages the temporal and frontal areas of the left brain hemisphere, which is the foundation for our reading, pronunciation, spelling, and writing skills.
3) medial temporal/memory system -- allows us to process explicit learning and store that learning.
4) parietal/spatial cognition system -- underlies our ability to mentally represent and manipulate the spacial relations among objects and primarily engages the posterior parietal cortex. This area helps with organizing, sequencing, and visualizing information.
5) occipitotemporal/visual cognition system -- responsible for pattern recognition and visual mental imagery, translating mental images into more abstract representations of object shape and identity and reciprocally translating visual memory knowledge into mental images.
Poverty greatly affects language development. Children in low SES homes often have care-givers that speak in shorter, more grammatically sentences. The children are engaged less often in conversations as their wealthier peers, are asked fewer questions and given fewer explanations. The result of this is that these children have much lower and limited vocabularies and are more likely to have speech problems. Children from low SES homes are less likely to be read to, be coached in learning skills, helped with homework, taken to the library or have educational experiences like being taken to a museum. They have less play areas in their homes, less access to computers, have fewer books, toys, and other educational materials, and tend to watch more television than their wealthier peers. All of these greatly affect these students skills of reading, phonological awareness, fluency, vocabulary, phonics and comprehension.
As stated before, schools can provide early intervention. Educating parents about the early childhood services that are available at school and in the community is vital. Many parents take advantage of these programs if they know they can get them for free. Teachers can teach those core skills of attention and focus skills, short and long term memory skills, sequencing and processing skills, problem solving skills, perseverance and ability to apply skills, social skills, hopefulness and self-esteem.
5 key systems of the brain:
ReplyDelete* The prefrontal/executive system: the portion of the brain that allows us to defer gratification, create plans, make decisions, and hold thoughts in mind; as well as 'reset' our brains rules for how to behave
* The left perisylvian/language system: engaging the temporal and frontal areas of the left brain hemisphere, encompassing semantic, syntactic and phonological aspects of language.
* The medial temporal/memory system: processing explicit learning and the storing of that learning.
* The parietal/spatial cognition system: the spatial relations center allowing us to organize, sequence and visualize information
* The occipitotemporal/visual cognition system: responsible for pattern recognition and visual mental imagery, translating mental images into more abstract representations of object shape and identity, and reciprocally translating visual memory knowledge into mental images
It is amazing how students come into the middle school and if the teacher is in tune to the speech of the student, he/she can tell by the language the student uses if he/she was raised in poverty. Sentences are shorter, often incorrect grammar usage. Word usage (semantics) usually is limited. This is reflected in their writing also. By the time kids are ready to start school, they will have been exposed to five million words. What has happened when poorer kids come to kindergarten and move on through the system?
This year I am fortunate to be with a couple of English teachers and the three of us an opportunity to use literature circles to enrich the language of a small group of lower level students in 7th and 8th grades. It is our job to provide all kids an enriched language based class, no matter the subject.
What are the 5 key systems of the brain and give one function for each system.
ReplyDeleteWhat effect does poverty have on language development?
What could you do at school to help with combat the effects of poverty on language development?
(1) Prefrontal/executive system: engages the prefrontal cortex. Effects our ability to defer gratification, create plans, make decisions and hold thoughts in mind. Also allows us to reset our brain rules for how to behave (i.e. how we behave at work and how we behave at home). (2) Left perisylvian/language system: Engages the temporal and frontal areas of the left brain hemisphere and encompasses semantic, syntactic, and phonological aspects of language. It is the foundation for reading, pronunciation, spelling and writing skills. (3) Medial temporal/memory system:llows us to process explicit learning (text, spoken words, and pictures) and when needed store learning. It includes the hippocampus (indexing structure) and amygdala (emotional processor). (4) Parietal/spatial cognition system: This area of our brain is important for organizing, sequencing, and visualizing information. Essential for mathematics and music and for a sense of organization. (5) Occipitotemporal/visual cognition system: Responsible for pattern recognition and visual mental imagery, translating mental images into more abstract representations of object shape and identity, and reciprocally translating visual memory knowledge into mental images.
Children who grow up in poverty quite often have parents that do not speak to them with grammatically correct or complex language. Children’s vocabulary is influenced by the mother’s socio-demographic characteristics, personal characteristics, vocabulary and knowledge of child development. I have seen this first hand with family members. One mother majored in child development in college and grew up in a family that valued education and encourages conversation that provokes learning and vocabulary development. Another family has children of similar ages, but the mother was homeschooled by parents who did not finish high school. While she encourages education and learning, her background puts her at a disadvantage to promote that in the same way as the first family.
At school, I can encourage language development by role modeling good vocabulary and grammar. I also talk to the students about current events in our state and nation. When their English assignments involve reading a “classic” and vocabulary, I try to enhance that learning by talking with them about the book.
Five key systems of the brain:
ReplyDelete1. prefrontal/executive - is in control of being able to defer gratification, make plans and decisions, and hold our thoughts in our minds.
2. left perisylvian/language system - encompasses semantic, syntactic, and phonological aspects of language and is the foundation for reading, writing, pronunciation, and spelling skills.
3. medial temporal/memory system - allows us to process explicit learning, like text, spoken words and pictures. It can store that learning.
4. parietal/spatial cognition - underlies our ability to mentally represent and manipulate the spatial relations among objects. Important for organizing, sequencing, and visualizing information. Essential for math, music, and a sense of organization.
5. occipitotemporal/visual cognition -responsible for pattern recognition and visual mental imagery, translating mental images into more abstract representations of object shape and identity, and translating visual memory knowledge into mental images.
Poverty has a huge impact on language development. Low income caregivers often speak in shorter, less grammatically correct sentences, ask fewer questions and give fewer answers. Children in those families tend to have lower and a more limited range of language. They do not add vocabulary at the same rate as other children. This puts them behind their peers when it comes to learning and being successful in school.
Since all aspects of reading must be taught (they are not hardwired into the brain)then children CAN learn these skills. Teachers must pinpoint where the deficiency is, then find ways to explicitly target and teach those skills. It is important for schools to "fill the gaps" that these kids have by using assessments and evidence based strategies.
The five key systems of the brain are identified as:
ReplyDelete1. The prefrontal/executive system which allows us to delay gratification, plan, make decisions, hold thoughts, and think about our thinking and our behavior.
2. The left perisylvian/language system engages the temporal and frontal areas of the left hemisphere and is responsible for semantic, syntactic, and phonological aspects of language which are the basis for reading, spelling, writing, and pronunciation.
3. The medial temporal/memory system allows explicit learning and storage of that learning.
4. The parietal/spatial cognition system underlies ability to represent and manipulate spatial relationships important for organizing, sequencing, visualizing, as in math and music.
5. The occipitotemporal/visual cognition system responsible for pattern recognition and visual mental imagery, translating mental images into more abstract representations and visual memory knowledge into mental images.
Poverty impacts language development as caregivers use simpler sentences, ask fewer questions, give fewer explanations, and are less likely to attempt to evoke thoughtful and reasoned responses from their children. Given this, children's vocabulary develops more slowly.
For impact, I'm reminded of another book I'm reading "Bringing Words to Life: Robust Vocabulary Instruction" promoting instruction on 400 new words a year (2 a school day), choosing words that occur in high frequency across domains, and teaching them to the level of generalization, application, breadth, precision, and availability in daily use. Methods include teaching words as they are encountered, defining words in the everyday language of the students, not dictionary definitions, providing examples and counterexamples, associations, instructional context, word walls, and assignments with open ended questions like
When might you...?
How might you...?
Why might you...?
Lois, Thanks for sharing the "Bringing Words to Life" Vocabulary Strategy. 400 hundred new words a year seems like a lot of new words at first glance and then I think about the vocabulary that my students encounter that they don't know..... I want to incorporate some of these strategies in my classroom.
Delete1. Prefrontal/executive system - this allows us to create plans, make decisions, delayed gratification, and hold onto thoughts.
ReplyDelete2. Left perisylvian/language system - deals with language and is the foundation of reading, pronunciation, spelling, and writing skills.
3. Medial temporal/memory system - allows us to process explicit learning (text, spoken word, and pictures)
4. Parietal/spatial cognition system - is important for organizing, sequencing, and visualizing information.
5. Occipitotemporal/visual cognition system - pattern recognition and visual mental imagery, and translating mental images into more abstract concepts/pictures.
Poverty affects these areas because students are not exposed to the vocabulary and concepts that students from middle and upper SES are exposed to. They lack the skills others have acquired and have to play catch up. Low SES students are also more likely to suffer from damage to 1 or more of these areas due to lack of prenatal care, nutrition, exposure to drug and alcohol in the womb, and environmental exposure to toxins.
Educators can help these students by teaching children vocabulary, reading different kinds of nursery rhymes, books, poetry ect. We can also make sure we start with concrete concepts and move them to the abstract. Make sure to differentiate and scaffold to aid these students.
I like your idea of starting with concrete concepts and moving to abstract. Doing that with scaffolding and differentiation sounds like an excellent way to help all learners to feel successful in the classroom while still learning the content.
Deletereading nursery rhymes are one of my favorite things to do with young children-rhyming is very important for reading skills, so being exposed to them early is very important.
DeleteYou have listed some good ideas on help to children. I was shocked when I first started teaching Head Start back in the 90's how many children had no idea what nursery rhymes were. I had to rethink my ideas and help expose them to many different stories. Good post.
DeleteResponses:
ReplyDeleteLois: I like your idea of using open ended questions to help students.
Karen: It is so important to model the use of proper vocabulary and to correct students as needed.
The executive system of the brain is responsible for making decisions and plans. The language system is responsible for communication including writing and reading. The memory system helps the brain to store information that has been given explicitly. The spatial cognition system allows the brain to organize and sequence information. The visual cognition system helps a person to recognize patterns and create mental images.
ReplyDeleteLanguage development can be effected by poverty because of a lack of exposure to language use. Parents who work long hours and have very little time to communicate spend less time in meaningful conversations than parents who have the time to spend.
Students who live in poverty need to experience language by speaking, listening, reading and writing. Traditional schooling requires mostly reading, writing and listening, but doesn't provide opportunities for students to speak in a classroom setting very much throughout the day. To combat language development issues, teachers need to provide these opportunities and restate things in order to be sure that the student is truly understood.
1) prefrontal/executive system- making plans and decisions
ReplyDelete2) Left prrisylvian/language system- Language foundations, reading, writing, pronunciation, spelling
3) Medial temporal.memory system- processessing explicit learning (text, spoken words and pictures)
4)parietal/spacial cognition system- recognizing cataloging organizing sequencing and visualizing information
5) occipitotemporal.visual cognition system-pattern recognition and visual mental imagery, translating mental images into more abstract representations
Im my school most of out ESL population is poverty. These students struggle with learning english because the only time they speak or hear englis is at school. Once they leave school they speak spanish with their friends and family. Theu families do not speak english so the 'practice' of english is not happening outside of school. In addition to this the books say thatLow SES studnets are only spoken to by parents laround 500 words per day. No matter what language is spoken, the practice and modelling proper language habits are not being learned.
Our school systems have ESOL classes that emmerse students into the English language classrooms with para support and have classes in which specific language are taught explicitly.
1.) The Prefrontal/Executive System: Defers gratification
ReplyDelete2.) The Left Perisylvian/Language System: Engages the temporal and frontal areas of the left brain hemisphere
3.) The Medial Temporal/Memory System: Allows individuals to process explicit learning (i.e. text, spoken words, pictures, etc.)
4.) The Parietal/Spatial Cognition System: Underlies an individual’s ability to mentally represent and manipulate the spatial relations among objects
5.) The Occipitotemporal/Visual Cognition System: Pattern recognition and visual mental imagery
Children’s language development is very much influenced by their environment and interactions with others. Children in poverty tend to have caregivers who speak in shorter, more grammatically simple sentences. Additionally, there are fewer reciprocal interactions and sometimes an almost complete lack of attention. Therefore, because of their limited exposure, children in poverty tend to have a more limited range of language capabilities, both in quantity and quality.
I think to help combat the effects of poverty on language development in schools, we need to model good language skills for students to imitate, as well as provide them with the opportunities to practice their language skills. Asking students to share about their weekend, encouraging them to read and journal, and double-checking to make sure they understand what’s discussed in the classroom would all be helpful.
Jerrie~
I agree with your opinion that language needs to be taught, just like anything else. I think sometimes we take for granted that not every student has come in with the same type of exposure that we feel is appropriate. Personally, I think I’ve noticed this more with behaviors than language (although I feel it’s the same for either). Kids will tend to do what they know. If the only thing they’ve ever known is to hit when they become mad, or speak in 2-word utterances, that’s probably what they’re going to do when they come to school.
Jamie~
I agree with you on the importance of educating parents on language development. I know I’ve thought before, “Wow… I can’t BELIEVE those parents. They don’t do this, they haven’t done that…” When really, it may just be that they don’t understand this, and they’ve never been taught that. Often, when I’ve made suggestions to parents about one thing or another, they’re very receptive and excited to try something. It’s just that they’ve truly never realized any of it before.
The 5 Key systems and a function are:
ReplyDeleteThe Prefrontal/Executive System involves our ability to create plans.
The Left Perisylvian/Language System is the foundation for our ability to read, pronounce, write, and spell.
The MedialTemporal/Memory System allows us to process and store explicit learning.
The Parietal/Spatial Cognition System is the part of the brain that allows us to organize.
The Occipitotemporal/Visual Cognition System is where we are able to recognize patterns.
One way to improve language at school is to emphasize "talk time." Having students engage in conversations with the teacher and other students would have the students accessing and using the words they already know and learning new words as well.
The 5 key systems and a function:
ReplyDeleteprefrontal/executive system-helps with deferring gratification
left perisylvian/language system-affects the phonological aspects of language
medial temporal/memory system-helps to process text/spoken words and pictures
parietal/spatial cognition system-helps us to organize information
occipitotemporal/visual cognition system-helps translated visual memory knowledge into mental images
Poverty can affects a child's language developmental in that they may have less vocabulary than their peers because they typically don't have books read to them and/or spoken to as much.
Schools can help with language development by providing a variety of opportunities for children to be read to and those books should be a of good quality. Another way to help is to be sure the environment children are in are very stimulating.
It is always amazing to me how many parents do not realize the importance of talking to their children. So many concepts can be taught with just everyday conversations with children. I think schools are a very important part of helping to teach the parents ways to help their children. I like your post.
DeleteListed are the 5 key systems of the brain:
ReplyDelete1. The prefrontal/executive system--includes our ability to defer gratification, create plans, make decisions, and have different sets of rules for different situations.
2. The left perisylvian/language system--deals with aspects of language that creates a basis for our reading, pronunciation, spelling and writing skills.
3. The medial temporal/memory system--allows us to process explicit learning, store it including organizing and emotional processing.
4. The parietal/spatial cognition system--ability to mentally represent and manipulate data which in necessary for math, music and organization.
5. The occipitotemporal/visual cognition system--deals with recognizing patterns and turningmental images into abstract representations.
Children reaised in poverty experience a more limited range of language capabilities like: simpler sentences, less back and forth, fewer questions, less exposures to vocabulary, and less thoughtful and reasoned responses.
Schools can help provide a language enriched environment, read to their students no matter the age of the children, inform parents about the importance of reading to their children and help give practical strategies for the parents to use, provide support and encouragement to children and to parents, and provide good training for school staff.