Republic of the Philippines
PAMPANGA STATE UNIVERSITY
(former Don Honorio Ventura State University)
College of Social Sciences and Philosophy
Educational Psychology
Prepared by: Dr. Flor Ann C. Lingat
Lesson 5 – Language Development
This lesson organizes the core concepts from your lecture slides into three primary sections:
Language Diversity, Dialect Differences, and Teaching English Language Learners (ELLs) with Special
Challenges
I. Language Diversity
Language is not just a single skill; it is a complex system of interacting parts. Understanding these
parts helps teachers identify where a student is succeeding and where they need support.
A. The Five Components of Language
1. Phonology: The sound system. Understanding and producing the distinct sounds of a
language (e.g., the difference between the vowels in "ship" and "sheep").
2. Semantics: Word meanings and concepts. This includes breadth (how many words) and
depth (understanding multiple meanings, like "table" as furniture vs. "table" as data).
3. Syntax: The rules for sentence structure and grammar (word order and tense).
4. Pragmatics: The social rules of language. Knowing how to speak appropriately in different
contexts (e.g., turn-taking, politeness, and eye contact).
5. Metalinguistic Awareness: The ability to think about language as an object (e.g.,
understanding how the prefix "un-" changes a word's meaning).
B. Emergent Literacy
This refers to the skills and attitudes developed before formal reading and writing.
• Inside-Out Skills: Decoding skills (letter names, sounds).
• Outside-In Skills: Meaning-based skills (vocabulary, background knowledge).
• Key Concept: Skills often transfer across languages. A student who understands narrative
structure in Spanish can apply that knowledge to English.
C. Bilingualism & Dual-Language Development
• Simultaneous Bilingualism: Learning two languages from birth.
• Sequential Bilingualism: Learning a second language after the first is established.
• Benefits: Increased cognitive flexibility and metalinguistic awareness.
• Risk of Language Loss: If the home language isn't supported, students may lose their
connection to family and identity.
II. Dialect Differences in the Classroom
Dialects are systematic variations of a language used by specific groups or regions. They are not
"broken" versions of a language or signs of low intelligence.
A. Dialects and Genderlects
• Dialects: Teachers should respect a student’s home dialect while teaching code-switching
(choosing the appropriate language style for the setting).
• Genderlects: Different ways of speaking associated with gender socialization. Teachers
should ensure participation structures (how students take turns) are equitable for all.
BACOLOR (MAIN) • MEXICO • PORAC • STO. TOMAS • LUBAO • CANDABA • APALIT • SAN FERNANDO
Office Address | 2/F CAS Building, Cabambangan, Bacolor, Pampanga, Philippines
Email Address | cssp@[Link] • Telephone | (045) 649-8050 • Website | [Link]
Republic of the Philippines
PAMPANGA STATE UNIVERSITY
(former Don Honorio Ventura State University)
College of Social Sciences and Philosophy
Educational Psychology
Prepared by: Dr. Flor Ann C. Lingat
B. Academic vs. Contextualized Language
• Contextualized Language: Language used in everyday conversation, supported by gestures
and immediate surroundings.
• Academic Language: The abstract, complex language of school (e.g., "analyze," "evaluate").
This takes much longer to master than conversational fluency.
III. Teaching ELLs and Students with Special Challenges
Effective instruction requires balancing content learning with language support while recognizing
the unique needs of different student profiles.
A. Profiles of English Language Learners (ELLs)
• Newcomers: Recent immigrants, potentially with interrupted schooling.
• Refugees: May have experienced trauma that affects learning.
• Generation 1.5: Students who grew up in the U.S. and are orally fluent but may struggle with
academic reading/writing.
B. Instructional Strategies
• Sheltered Instruction: Teaching grade-level content using clear objectives, visuals,
modeling, and pre-taught vocabulary.
• Affective Support: Reducing anxiety and creating a classroom where it is safe to make
mistakes.
• Funds of Knowledge: Valuing and using the specific skills and cultural knowledge that
families bring from home.
C. Special Challenges: Disabilities and Gifts
• ELLs with Disabilities: It is vital to distinguish between a language barrier and a learning
disability. Use culturally and linguistically responsive evaluations to avoid
misidentification.
• Special Gifts (Giftedness): Look for high ability in ways other than English vocabulary.
Check for:
o Creativity and leadership.
o Strong problem-solving skills.
o High performance/fluency in their home language.
BACOLOR (MAIN) • MEXICO • PORAC • STO. TOMAS • LUBAO • CANDABA • APALIT • SAN FERNANDO
Office Address | 2/F CAS Building, Cabambangan, Bacolor, Pampanga, Philippines
Email Address | cssp@[Link] • Telephone | (045) 649-8050 • Website | [Link]