Language

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Language

• A system of rules
• for using symbols
• to share meaning

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modes
Receptive Expressive



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methods

Oral
Written
Visual
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Receptive Expressive
Oral Listen Speak


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Receptive Expressive
Oral Listen Speak
Written Read Write

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Receptive Expressive
Oral Listen Speak
Written Read Write
Visual Appreciate Create
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Receptive Expressive
Oral Listen Speak
Written Read Write
Visual Appreciate Create
Read aloud
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Language Rule Systems

• Phonology (sounds)
• Semantics (meaning)
• Syntax (structure)
• Pragmatics (function)

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Language Rule Systems

• Gunning (2008, p. 4) adds two more
• Morphology word formation (a part of syntax)
• Prosody intonation and rhythm of speech (a part
  of pragmatics)

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Phonology

• 77 Phonemes
• 45 in English
• Intl. Phonetic Alphabet (IPA)
• Articulatory Phonetics
• Voice anatomy

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Semantics

• Meaningful cries
• hunger, anger, pain
• Vocabulary
• Fast mapping
• 12 months 1 word, 1820, 24270
• Hart and Risley
• Professional / Middle / Poor families
• 11 / 6 / 3 million words by age 3
• Over- and underextension

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Syntax

• Grammatical structure
• S-V-O, S-O-V
• Morphemes
• Overregularization
• Nouns, verbs, adjectives, articles
• Conjunctions, embedded sentences, tag questions,
  ido-do, passive

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Pragmatics

• Communicative competence
• Knowing when to speak, when not to, what to talk
  about and with whom, when, where, and in what
  manner to interact
• Burst feeding

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Pragmatics, continued

• Infants must
• Focus attention
• Recognize gaze and gesture
• Associate sounds and voices with certain events
  and people
• Develop reciprocity
• Use language to communicate

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Pragmatics, continued

• Cultural context
• Dialect, hierarchy, space
• Language functions
• Halliday, Tough
• Baron Affection, Control, Information, Pedagogy,
  Social exchange
• Discourse - Tele-talk, greetings, lecture,
  caregiver speech

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Language Acquisition Theories

• Virtually every child, without special training,
  exposed to surface structures of language in many
  interaction contexts, builds for himself in a
  short period of time and at an early stage in his
  cognitive development a deep-level, abstract,
  and highly complex system of linguistic structure
  and use. (Lindfors 1987)

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Nurture Behaviorism

• Attention
• Repetition
• Approval (reinforcement)

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Nature Nativist

• Language Acquisition Device
• Chomsky Colorless green ideas sleep furiously
• Pinker Language Instinct (1995)

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Biological Influences

• Brains role
• Hemispheric specialization
• Brocas area structure
• Wernickes area comprehension

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Biological prewiring

• Chomskys view Language Acquisition Device
• Critical Period for Language
• Case of Genie
• Critical period not certain

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Social interaction

• Responsive interaction
• Siegel human connections shape the neural
  connections from which the mind emerges
• Bruners Language Acquisition Support System
  (LASS)
• Caregiver speech

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Social interaction

• Piaget Thought and Language
• Egocentric
• Addressed to no one
• Vygotsky Language and Thought
• Private speech
• Inner speech
• Communication with the self

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Social interaction

• Whole Language approach
• Emergent Literacy

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Language Development Milestones

• COOING
• 4 weeks precursors to vowels
• 8 weeks real vowels
• 12 weeks discovers own voice
• BABBLING
• 6 months Echolalia
• m, p, b, k, g with vowels
• 8 months Vocables

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Milestones

• FIRST WORDS
• 12 months
• Holophrases
• Overgeneralized speech

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Milestones

• TELEGRAPHIC SPEECH
• Identificaton See doggie
• Location Book there
• Repetition More milk
• Nonexistence Allgone thing
• Negation Not wolf
• Possession My candy
• Attribution Big car
• Agent-action Mama walk
• Action-direct object Hit you
• Action-indirect object Give Papa
• Action-instrument Cut knife
• Question Where ball?

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Bilingualism

• Simultaneous
• Successive

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Bilingualism

• True Bilingual education
• Teach immigrant children in native language
• Add English gradually
• Bilingualism does not interfere with language
  development.

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Bilingualism

• English as a Second Language
• Content curriculum in English
• Assistance in ESL
• Intervention

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Teaching
Receptive Expressive
Oral Listen Speak
Written Read Write
Visual Appreciate Create
Read aloud
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Learning about speech

• Prenatal auditory experiences influence neonatal
  auditory preferences
• (DeCasper Spence 1986)
• Caregiver speech
• Extensions, expansions, recasts
• Dramatic play
• Metalinguistic awareness

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Learning about Print

• Environmental Print
• Book Print

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Learning about writing

• Letter like forms
• Constancy of position in space
• Reversals
• Dyslexia
• Spacing
• Spelling public and private (invented)

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Learning about reading

• Five Big Ideas in Early Literacy
• Phonemic awareness
• Phonics
• Vocabulary
• Comprehension
• Fluency
• (National Reading Panel, 1999)

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Learning about reading

• Alphabetic principle
• Sight words
• Part-to-whole instruction
• Whole-to-part instruction
• Genres
• Baby board books
• Predictable books
• Fairy tales and Mother Goose
• Poems and Songs

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Reading aloud

• is the single most important activity for
  building the understandings and skills that are
  essential for later reading success
• NAEYC (1998) Learning to Read Write.

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Language Development

• Infancy
• Vocalization Begins with babbling
• Early communications are pragmatic
• One-word (holophrase) stage 10 to 13 months
• Two word (telegraphic) stage 18 to 24 months
• Roger Brown Mean Length of Utterance (MLU)
• Five stages of MLU index language maturity

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Language Development

• Early childhood Advances in
• Phonology
• Morphology
• Syntax
• Semantics
• Pragmatics
• Sequences of development
• Words/vocabulary emerge (12 months)
• Transition to combining words/phrases into
  sentences (24 months)
• Transition to complex sentences (age 2 to 3
  through elementary years)

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Middle and Late Childhood Reading

• Challs model describes the development of
  reading in five stages with the first ranging
  from birth to first grade and the final stage in
  the high school years.

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Debate

• There is debate about the whole language approach
  vs. the basic skills--phonics approach.

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Whole language approach

• stresses that the learning to read should
  parallel the childs natural learning of
  language. The premise is that reading should be
  integrated with other skills.

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Basic skills--phonics approach

• emphasizes teaching phonetics and its rules for
  translating written symbols into sounds.

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• A combination of the two approaches is probably
  best.

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