Development 10/2/2011
Language &
Diversity
Language Development
Receptive language
Verbal Spoken and Written
Listening comprehension
Non verbal
Expressive language
Verbal Spoken (holophrases,
telegraphic speech)
Written
Next Class 10/5
Read
Text: pp. 47 (bottom) 53 (top)
of in-class 10/3 language activity typed. (10
Hardcopy
Non verbal
Pragmatics
pts.)
Hardcopy
of Baseline data collected and graphed. (5 pts.)
The Brain and Language
Learning Language.. How does the brain
process language?
Cerebellum consists of two hemispheres:
Left has more responsibility for language.
Becomes specialized for language early in infancy
A. Thinking
about a
words
meaning
Right hemisphere can take over many of the left
hemispheres language functions.
B. Speaking
C. Silent
reading
Theories of Language Development
Behavioral Theories
From reinforcement, imitation, modeling
Role of
Imitation and Reinforcement
Theories Emphasizing Nature
Chomsky a neurological language acquisition
device (LAD) we are pre-wired
Modeling - Children attempt to produce
language by imitation.
Positive reinforcement - Positive
consequences for behavior
Caregiver responds to infants babbling with
more dialogue.
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Beyond Imitation and Reinforcement
Children produce sounds they have never
heard adults say.
Reinforcement of child grammar is not
necessary for language development.
People are motivated to speak grammatically,
even though ungrammatical statements
convey messages just as well.
Learning is based on:
Mother was sweeping childs room:
Child says:
Mommy, dont broom my mess.
Child based this invention on the structure of
this sentence:
Dont mop the floor.
Evidence for Innate
Capacity for Language
Children across the world acquire language
within a short period of time and at roughly the
same rate.
Sequence of language skills is similar across
cultures, for signed and spoken languages.
The sounds b, p, m, d, and n appear across
many languages in infant babbling.
All signed and spoken languages share first
words and rules for tense and plurality.
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Summary of Stages of Language Development
Prenatal
Cooing- vowel sounds;
universal
Babbling- distinct to
native
language
Two-Word utterances
Telegraphic Speech 1st
sentences
Basic Adult Sentence
Structure
One-Word utterances
(holophrases - 18 mos.,
3- 100 words)
Common Semantic Errors
Semantics - How words convey meaning
Holophrastic speech - Single words that
convey larger meaning
Overextensions - Using a word to convey a
range of concepts
Underextensions - Limiting use of a word to a
subset of objects it refers to
Similar to Piagets assimilation
overextension application of a concept label
- beyond legitimate use (using dog for all furry
animals). Or Look at the bird and pointing to
a butterfly. Similar to Piagets assimilation
Childhood Language Acquisition:
Semantics
underextension application too specific
(meat is only a hamburger; woman is only
Mom) I want a drink (and is referring only to
apple juice, not milk, not water).
Common Language Errors
over-regularization
Children often make
an error known as overregularization: They
apply syntactical rules in situations in which
such rules dont apply.
Look at the geeses!
In other words, they follow a rule rather than apply an
appropriate exception (ex. I buyed two candy bars.)
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Childhood Language Acquisition:
Syntax
Syntax The logical combination of words
into meaningful sentences
Telegraphic Speech Ordering two and three
words according to grammatical rules of the
childs language. The beginnings of syntax:
Linguistic (Language) Development
Pragmatics Knowledge about how to use
language in communication
Emerges in toddlerhood
5. Telegraphic speech simple syntax,
rules for word combination; 1000
words by age 3)
6. Basic adult sentence structure (age 4)
Sit floor mommy
Childhood Language Acquisition:
Pragmatics
4. Two-word utterances (age 2.5)
Regulate others behaviors
Imagination
Learn about environment
Inform others
Childhood Language Acquisition:
Metalinguistic Awareness
Metalinguistic awareness Knowledge about
language and how it works
Emerges in early childhood
Adjusting speech to different listeners
Pretend reading of books
Asking adult, Are you making words?
Writing marking on paper and asking an adult
to read the the marks
Bohlin, Durwin, & Reese-Weber
Ed Psych: Modules
Copyright 2009: McGraw-Hill
Publishers
Childhood Language Acquisition:
Metalinguistic Awareness
Phonological awareness Knowledge that
spoken words contain smaller units of sound.
Can be divided into:
Syllables
Onsets rimes
Phonemes and smallest units of sound
Decoding Sounding out phonemes
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School-Age Language Acquisition:
Semantics
Vocabulary growth can range from 6,000
words in 1st grade to 40,000 words in 5th
grade.
School-Age Language Acquisition: Syntax
Age 10 Begin producing subordinate
clauses with complex conjunctions
Begin to understand and use embedded
sentences by at age 7. By 12, understand
embedding in middle of sentences
By ages 8-12, can understand and
produce passive sentences
Figurative language development:
3rd grade W ords may have two meanings
Elementary school Similes, metaphors, idioms
Children do not master complex forms of proverbs
and sophisticated humor until late adolescence.
School-Age Language Acquisition:
Pragmatics
Student
Artifact
1st Grade
W ritten
Language
What has
this student
learned
about written
language?
Indirect requests Polite ways of requesting
and action from another
School-Age Language Acquisition:
Metalinguistic Awareness
Dramatically increases from ages 5 to 8
Upper elementary and secondary students:
Better understand words with multiple meanings
Construct sentences of various types
Become better at reading and writing strategies
Continues through adulthood
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Bilingual Language Acquisition
Involves the development of two different
language systems
Code mixing Using phrases from one
language as a substitute for another
Bilingualism
Hot topic; greatly debated; 50% of worlds children are
bi and tri-lingual
Additive bilingualism -second language builds on a
well-developed first language
The Move to Immersion
The debate has shifted to immersion
approaches
Two-way bilingual immersion:
Subtractive bilingualism -second language replaces
the first language
Differences in Development
Typical language development varies
considerably in terms of rate of acquisition
and style.
Individual Differences: Pragmatics
Distinct approaches to acquiring words may
indicate different ideas about pragmatics.
Typical development (rough estimates)
8-18 months First words
18 months to 3 years Telegraphic speech
1-2 yrs - Typically have vocabulary of 20-170
words
Spanish skills improved in both English-language
learners and monolingual students.
Both groups show proficiency in oral language,
reading, and writing proficiency in both
languages in upper grades.
Report positive attitudes toward school
Referential style Focus on informational aspects
of language
Expressive style Focus on interpersonal aspects
of language
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Individual Differences: Gender
Individual Differences: Disorders
Girls typically acquire first words faster, tend
to have larger vocabularies, and have a more
referential style than boys.
Articulation disorder A familiar adult cannot
understand the childs speech at age 3, or when
errors are evident at 8.
Dysfluency Lack of fluency in speech
production:
Repetition of syllables, words, or phrases
Interjections
Pauses
Revisions
Sound prolongation
Stuttering
Individual Differences: Disorders
Specific language impairment (SLI)
Difficulties in receptive and expressive
language that result in language
development significantly below age level
Children
have a superficial
understanding of what it means to
be a good listener.
Smaller vocabularies
Simpler sentences with more grammatical errors
Difficulties with pragmatic aspects of language
Improving Listening
Comprehension
Listening Comprehension
Expect children to listen for only small amounts of
time
(i.e., keeping their eyes on the
teacher means they are listening.)
Guidelines to Encourage Language
Development
1.
2.
Discuss courses of action that children should take
when they dont understand a speaker
Discuss the components of good listening
4.
Encourage critical listening
5.
Talk, sing, and read to young children.
Encourage development of listening skills.
3.
Active Listening Responding by clarifying a
message rather than criticizing it
Provide vocabulary instruction.
Provide opportunities for oral and written
language use.
Be sensitive to individual differences among
students.
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Key concepts: Check your
understanding .
Active listening
Articulation disorder
Babbling
Child-directed speech
Code mixing
Decoding
Dysfluency
English immersion
Expansion
Holophrastic speech
Joint attention
Metalinguistic awareness
Overextensions
Overregularizations
Phonological awareness
Pragmatics
Recasting
Semantics
Specific language impairment
Structured English immersion
Syntax
Telegraphic speech
Transitional bilingual education
Two-way bilingual immersion
Underextensions
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