More about language development

• Language develops following typical, predictable stages.

• What aspects of oral language development are typical for children acquiring their 1st

language? Do you know?

• If you don’t know the stages of typical language development, how will you determine when a learner’s language development is atypical?

❏ Pre-language stage: Voice recognition;

discrimination of phoneme sounds for L1; babbling with

consonants & vowel sounds and intonation patterns.

❏ Early language: First words (labels from immediate

environment; holophrastic meaning that 1 word carries

a longer message).

Typical, predictable stages of language development in children

❏ Combining words: Telegraphic speech

(“mommy up!”); pivotal words (“more- _____”); an

understanding of syntax develops (subject_ verb_

object, such as, “mommy get cookie!”).

❏ Acquisition of morphemes: There is a regular

sequence of morpheme acquisition that tends to

occur. Children regularly acquire “- ing” before

plurals; plurals & possessive before articles (“MINE!).

Typical, predictable stages of language development in children (2)

More about language development

Did you know that language develops gradually through adolescence continuing into

the teen years?

In LCRT 5810, we will be reading about early childhood

language development and beyond.

So…… what is linguistics?

Linguistics is • the study of language;

• language rules as implemented by humans;

• principles of language organization; and,

• observable manifestations of language in use.

(Barry, chapter 1, 2008)

In LCRT 5810, we will focus on observable manifestations of language in use

• As teachers, we use language as a ‘tool of our trade.’

• Using the tools of linguistics, we will explore the implications of different discourse patterns & spoken varieties of English as well as differences in narrative styles that can accompany a range of social and cultural backgrounds.

• Using linguistic perspectives & principles of linguistics, we will examine the relationship between language use, language interactions, and language behaviors as we inform our approach to our classroom instruction.

(Barry, chapter 1, 2008)

Case Study Overview

In LCRT 5810, we will focus on observable manifestations of

language in use

• As you do this work, you will focus on an individual learner who is representative of the students with whom you work. (Barry, chapter 1, 2008)

Case Study Overview

Purpose:

• To examine language and literacy development as these apply to literacy instruction relevant to your teaching context, you will identify a learner whose language and literacy you will analyze in social and academic contexts.

• You will select a learner who is average or struggling with language or literacy and collect samples of oral language, reading, and writing.

• Using concepts and frameworks addressed in course readings, you will analyze the language and literacy samples.

Case Study: What You Will Do

• Select a learner who is average or struggling with language or literacy. Someone who maybe a ‘puzzle’.

• Choose a learner who is representative of the students in your classroom; either a native speaker of English or a learner acquiring English as an additional language depending on the classroom context & learners.

• Plan to have informal conversations with your learner about his/her understanding and beliefs about language and literacy.

Case Study: What You Will Do (2)

NEXT…..

• Record several samples of your learner’s oral language in academic and social settings.

• Collect several reading and writing samples (e.g., running records, DRAs, essays, dictated stories, etc.)

• Analyze oral language, reading, and writing and make connections between language and literacy use.

Case Study SectionsYour Case Study will have 8 sections with

added appendices items.1) An abstract

2) Learner Background

3) Analysis of Oral Language

4) Analysis of Reading

5) Analysis of Writing

6) Discussion of Findings and Conclusion

7) Works Cited

8) Appendix

• Learner Interview and Profile

• Coded Transcript Analysis

• Reading and Writing Samples

Warning: Major learning involved

Case Study Overview

• This is a BIG assignment…but NOT a ‘monster’… it is definitely do-able!

• The assignment is broken into separate components and the work is distributed throughout the semester.

• You will submit a draft of some components first, then have opportunities to receive feedback before you submit the finalized work.

• The CU Writing Center will support us with help on academic writing and using APA writing style.

• Following this work, you will never look at language and literacy as you do now.

• This learning will significantly impact your work with students and other colleagues.

Enhancing our Understandings of Language and Literacy (2)

• At your tables, consider and respond to 3-4 of the questions about language and literacy from each of the 3 columns.

• Discuss in partners or in small groups.

Enhancing our Understandings of Language and Literacy

• These questions connect to the case study.

• You will use these questions & modify some of them according to what is appropriate for the Case Study learner you select.

Case Study Learner Who to select? How to start?

• Select a learner who is average or struggling with language or literacy. Someone who maybe a ‘puzzle’.

• Plan opportunities to have informal conversations with your learner about his/her understanding and beliefs about language and literacy.

• Collect the data from these conversations using the Learner Conversation & Interview and the Learner Profile (We will review these shortly & they are posted on Canvas).

Case Study: Learner Background

NEXT…….

• Ask the interview questions provided or modify them to meet your learner’s cognitive, language, and experiential needs.

• Video or audio record these conversations for future analysis!

• You will summarize what you learn about your learner in the Learner Background Assignment.

• This is the 1st component of the CASE STUDY.

Case Study: Learner Background

Assignment

• Handouts

Working Lunch

• Look over the Learner Background Guidelines, the Learner Profile & the Learner Interview questions. Spend a few

minutes thinking about who you may choose as a learner

and note your questions about the assignment.

• Skim Linguistic Perspectives (pages 1-6) Ch. 1, “The Linguistic Perspective.” Take time with Exercise #1 on page 3 and consider your responses to questions #1 & 2.

• Read CLAD, Ch. 1 (pages 2-6), “Learning about the Learner.” Take some time to reflect on the psychological and sociological factors of the learner you are considering.

Thinking about

you will select as the Case Study learner

Case Study Learner

• Spend a few minutes thinking about who you may choose as a learner.

• Look over the Learner Profile document that reflects the language of the learner you are considering.

• Look over the Learner Interview questions and think about which questions you will ask and how they will be modified to meet the learner’s needs.

• Connect with someone near you or at your table to discuss your thinking or questions.

Learner Background Assignment

• After you have collected all the required data on the learner, you will summarize what you have learned.

• In Session 2, you will find a Power Point Slide presentation that will guide you through writing the Learner Background assignment.

Learner BackgroundNext Steps…• Submit a draft of your Learner

Background assignment by Sept 20.

• The Learner Profile and Learner Interview will also be due by Sept 20.

• Please check Session 2 and the syllabus to find out how to submit the assignment drafts.

• After getting feedback on the drafts, you will have time to finalize the Learner Background assignment.

Learner Background Assignment

Rubric Information for Final Assignment

• Include background information about learner – ten [10] or more details about learner, family, home language, academics, school behavior, interests, beliefs about literacy, etc.

• Include a thorough rationale for choosing this learner for your case study.

• Well written, high level use of grammar, no spelling or punctuation errors.

• General length of this work is about 3-5 pages.