Most children have had countless first-hand experiences with objects, toys, and the outdoors by the time they arrive at school for their first day of Kindergarten. The greatest number of high utility words can be mastered through these events. However, the quantity of pre-Kindergarten first-hand experiences has decreased significantly in the last decade with the advent of handheld technology.
More children today have a greater involvement with "in silico" experiences (not of the real world). Classroom practitioners have noticed a sharp decline in linguistic ability as a result of children spending more time playing with technology toys rather than having the normal "serve-and-receive" language exchanges with caregivers and older more language-capable children.
1. Children's books contain 627 of the high utility words
2. Primetime children's TV shows use 543 of the high utility words
3. Conversations among non-college graduates typically deploy only 496 of the high utility words
It is through discourse during active experiences with others that children learn syntax and vocabulary usage. When they are engaged in science activities and investigation, children have a opportunity to practice and further develop their proficiency in syntax and vocabulary. The chart below summarizes how such experiences can enhance language competency.
Vocabulary
|
Content-specific terms (atom, germ, osmosis,
photosynthesis)
Polysemous words (multiple meanings)
Morphology (prefixes, suffixes, root words and other
parts of words)
General academic terms (analysis, argument,
connotation, resolution, aspect, etc.)
Everyday vocab., specialized vocab (life cycle,
metamorphosis, pupa, chrysalis, larva), and
technical academic words and expressions
Understand and use abstract words/concepts (chaos,
energy, fragile, principle)
Functional language (making requests; giving advice,
etc. - “If I were you, I would…)
Figurative speech ("So hungry I could eat a bear.")
|
Syntax
|
Sentence structure (simple, compound, complex) and
length
Transitions/connectives (e.g., however, because,
therefore,)
Complex verb tenses (imperative verbs: preheat,
combine, mix, etc.)
Passive voice (“Magnetism is one of the four major
forces in our universe.”)
|
Discourse
|
Posing arguments using claims and evidence
Drawing conclusions
High amount and density of speech/written text
Using discipline-specific language
Understanding that voice, perspective and audience can
change
Clarity and cohesion of ideas across longer
sentences/paragraphs
Transitions of thoughts
Variety of sentence types
|
No offense intended towards English majors, but the purpose of developing competencies in language is to understand how to use them in disciplines/contexts like science and social science.
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