language a system of rules for using symbols to share meaning
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Language
A system of rules for using symbols to share meaning
modes
Receptive Expressive
methods
Oral
Written
Visual
Receptive Expressive
Oral Listen Speak
Receptive Expressive
Oral Listen Speak
Written Read Write
Receptive Expressive
Oral Listen Speak
Written Read Write
Visual Appreciate Create
Receptive Expressive
OralListen Speak
WrittenRead Write
Visual Appreciate Create
Read aloud
Language Rule Systems Phonology (sounds)
Semantics (meaning)
Syntax (structure)
Pragmatics (function)
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)
Phonology ~ 77 Phonemes ~ 45 in English Int’l. Phonetic Alphabet (IPA) Articulatory Phonetics Voice anatomy
Semantics Meaningful cries:
hunger, anger, pain Vocabulary Fast mapping
12 months = 1 word, 18=20, 24=270 Hart and Risley
Professional / Middle / Poor families 11 / 6 / 3 million words by age 3
Over- and underextension
Syntax Grammatical structure S-V-O, S-O-V Morphemes Overregularization Nouns, verbs, adjectives, articles Conjunctions, embedded sentences,
tag questions, ido-do, passive
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
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
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
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)
Nurture = Behaviorism Attention Repetition Approval (reinforcement)
Nature = Nativist Language Acquisition Device
Chomsky: Colorless green ideas sleep furiously
Pinker: Language Instinct (1995)
Biological Influences Brain’s role
• Hemispheric specialization• Broca’s area – structure • Wernicke’s area – comprehension
Biological prewiring
Chomsky’s view: Language Acquisition Device
Critical Period for Language Case of Genie Critical period not certain
Social interaction Responsive interaction Siegel: “human connections shape
the neural connections from which the mind emerges”
Bruner’s Language Acquisition Support System (LASS)
Caregiver speech
Social interaction Piaget: Thought and Language
Egocentric Addressed to no one
Vygotsky: Language and Thought Private speech Inner speech Communication with the self
Social interaction Whole Language approach Emergent Literacy
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
Milestones
FIRST WORDS 12 months –
Holophrases Overgeneralized speech
MilestonesTELEGRAPHIC 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?
Bilingualism
Simultaneous
Successive
Bilingualism
True Bilingual education• Teach immigrant children in native
language• Add English gradually
Bilingualism does not interfere with language development.
Bilingualism
English as a Second Language Content curriculum in English Assistance in ESL Intervention
Teaching
Receptive Expressive
OralListen Speak
WrittenRead Write
Visual Appreciate Create
Read aloud
Learning about speech Prenatal auditory experiences
influence neonatal auditory preferences
(DeCasper & Spence 1986)
Caregiver speech Extensions, expansions, recasts
Dramatic play Metalinguistic awareness
Learning about Print
Environmental Print
Book Print
Learning about writing Letter like forms Constancy of position in space
Reversals Dyslexia
Spacing Spelling: public and private
(invented)
Learning about reading
Five Big Ideas in Early Literacy Phonemic awareness Phonics Vocabulary Comprehension Fluency
(National Reading Panel, 1999)
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
Reading aloudis the single most important
activity for building the understandings and skills that are essential for later
reading successNAEYC (1998) Learning to Read & Write.
Language DevelopmentLanguage 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
Copyright (c) 2001 by The McGraw-Hill Companies, Inc. All rights reserved.
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)
Language DevelopmentLanguage Development
Copyright (c) 2001 by The McGraw-Hill Companies, Inc. All rights reserved.
Middle and Late Middle and Late Childhood: ReadingChildhood: Reading
Chall’s 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.
Copyright (c) 2001 by The McGraw-Hill Companies, Inc. All rights reserved.
Debate There is debate about the whole
language approach vs. the basic skills-&-phonics approach.
Whole language approach stresses that the learning to
read should parallel the child’s natural learning of language. The premise is that reading should be integrated with other skills.
Basic skills-&-phonics approach emphasizes teaching phonetics
and its rules for translating written symbols into sounds.
A combination of the two approaches is probably best.
