讲座预告：Learning to talk by talking: from early speech acts to academic language

讲座预告：Learning to talk by talking: from early speech acts to academic language
2017-11-15
World Distinguished Scholar Forum—Sun Yat-sen University

Title： Learning to talk by talking: from early speech acts to academic language

Speaker: Professor Catherine E. Snow （Harvard Graduate School of Education, Elected member of American Academy of Arts and Sciences）

Date: November 21, 2017 (Tuesday)

Time: 4:15-6:15 pm

Place: Lecture Hall 101, School of Foreign Languages

Speaker Bio：

Catherine Snow is an expert on language and literacy development in children, focusing on how oral language skills are acquired and how they relate to literacy outcomes. Snow has chaired two national panels: the National Academy of Sciences committee that prepared the report "Preventing Reading Difficulties in Young Children," and the Rand Reading Study Group that prepared "Reading for Understanding: Toward an R&D Program in Reading Comprehension." Her research activities include a longitudinal study of language and literacy skills among low-income children who have been followed for 15 years since age three; following the language development of young children participating in the Early Head Start intervention; studying the vocabulary development of first- and second-language learners; and considering aspects of transfer from first to second language in the domains of language and literacy. Her book, Preparing Our Teachers: Opportunities for Better Reading Instruction, is one of several efforts she is involved in to develop consensus among teacher-educators about what pre- and in-service elementary teachers need to know about language and literacy. Snow has also written about bilingualism and its relation to language policy issues such as bilingual education in the United States and in developing nations, and about testing policy. She is currently involved in efforts to improve middle-school literacy outcomes, in partnership with other Boston area researchers and the Boston Public Schools.

Abstract:

Many scholars have concentrated on the role of input in language acquisition -- how, in either a first or a second/foreign language, the quality of talk heard from native speakers affects the process of learning.  In fact, though, language acquisition is at least as (or more?) dependent on the learner's output -- their efforts to express key intentions and understandings, and the problem-solving involved in succeeding at that task.  Roger Brown noted that children could no more learn language without observing sentences moving back and forth from themselves to their caregivers than they could learn about conservation of volume without pouring liquids into different sized vessels.  Similarly, I argue, students cannot learn the complexities of academic language and argumentation without participating in the back-and-forth of discussions, and without producing their own versions of these language forms so they can notice how they work and how others respond.  These claims suggest the value of much greater attention to opportunities for discussion in classrooms serving both first and second language learners.

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讲座题目：儿童语言发展：从早期言语行为到学业语言

主讲嘉宾: 凯瑟琳·斯诺（哈佛大学教授、美国人文与科学院院士）

讲座时间： 2017年11月21日下午4：15-6:15

地点：yl6809永利官网南校区yl6809永利官网101讲学厅

主讲嘉宾简介：凯瑟琳·斯诺教授是哈佛大学教育学院终身教授，国际知名儿童语言和读写能力发展研究的专家，曾任Applied Psycholinguistics主编（1984-2002），美国教育学会会长（1999-2000）、美国国家科学院预防儿童阅读困难研究委员会主席以及国际儿童语言数据交换系统（Child Language Data Exchange System）共同创办者。她主持编写的“预防儿童阅读困难”的研究报告基于一项长达15年的追踪研究，报告中汇报了美国低收入家庭中儿童的读写能力发展及其影响因素。她的主要研究成果还包括美国Early Head Start项目对儿童语言发展的影响；第一和第二语言的词汇发展；以及语言和读写能力方面的语言迁移问题。近十年来，斯诺教授获得美国国家科学院及教育部的经费支持，主持一项在美国规模最大的中小学生读写教育干预实验项目，研究覆盖数百个学区，取得了儿童读写发展与教育的理论和实践结合的丰富成果。另外，斯诺教授的研究也涉及双语发展、双语现象和语言政策研究。目前她的团队正与波士顿近20所中学合作研究中学生读写能力发展、课堂讨论及学业词汇和学业语言的发展与提高。

讲座内容简介：目前国际语言与教育的研究特别关注语言输入的作用，即语言输入的质量对母语/二语或者外语学习过程的影响。然而，语言习得更多是取决于学习者的输出，即学习者为表达自己意图或者解决某一问题所做出的努力。著名心理语言学家Roger Brown认为，儿童通过反复观察他们和家长之间话语往来学习语言和对话。 同理，语言学习者也是在阅读的基础上，通过围绕某个学习内容进行拓展性的讨论来体会这种话语形式怎样展开，而别人又是如何回应的。缺少这样的体验，他们就无法认识到学业语言和议论文的复杂性。语言教育工作者应认识到课堂讨论是通向学业语言成长的重要途径，参与课堂讨论可以帮助母语和二语学习者学习系统地学习使用学业语言进行表达。

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