Language Development

What Is Language?

Symbolic systemSocially constructed

What is speech?

What is literacy?Ability to construct meaningAbility to express meaning

Theoretical Perspectives of Language Development

Behaviorism Stems from operant conditioning

Nativism Noam Chomsky – LAD language acquisition device

Interactionism Information Processing – Use working memory and attention to

explain Sociocultural – Social interaction and culture aid in language

development Functionalism – Language development provides practical

benefits to children

Primary Language Specialization Centers in the Brain

Current Understanding of Language Development

Biological componentPrimed to discriminate all phonemes

Effect of environmentSynaptic pruningImitation, infant-directed speech

Children’s construction of languagebootstrapping

Components of Language Phonology Semantics Syntax Pragmatics Lexicon

Developing LanguageInfancy (Birth-12 months)

• Interest in human voice • Cooing• Babbling• Understanding some words• Preverbal gestures• Preference for sounds combinations and syllable patterns of native language• Babbling reflects native language

Developing Language

Infancy (12 - 24 months)

• Use of single words• Holophrases• Vocabulary explosion• 2-Word sentences• Telegraphic speech

Developing LanguageEarly Childhood (2-6)

• Fast-mapping, vocabulary growing from 200-12,000 words

• Undergeneralization• Overgeneralization

• Overregularization • 3-word sentences• More complex sentences• Difficulty pronouncing some phonemes• Increasing ability to construct narratives

Developing Language

Middle Childhood (6-10)

• Vocabulary increases 4x• Increasing understanding of language concepts

• Sustained conversations about concrete topics• Pragmatics more sophisticated• Focus on literacy• Linguistic creativity and word play• Pronunciation mastered

Developing Language

Adolescence

• Increasing awareness of the terminology used in various academic disciplines • Ability to understand complex, multiclause sentences • Emerging ability to carry on lengthy conversations about abstract topics • Mastery of a wide variety of connectives• Ability to understand figurative language

Developing LiteracyPreschool

2-3 year olds: Enjoys short storiesLabels objects in booksScribbles using circles and lines

3-5 year oldsEnjoys booksCan answer questions about a storyUnderstands print carries a messagePretends to read and writeRecognizes environmental printRecognizes many letters

Developing Literacy

Preschool and Kindergarten

Excited by books and book talk Re-telling stories Phonemic awareness Alphabetic principle Print awareness Invented spelling Reading sight words

Characteristic Look for Implications

Talkativeness • Frequent talking, even about trivial matters, or• Silence unless something important needs to be said

Don’t interpret a child’s sudden or lengthy silence as necessarily reflecting apathy or intentional rudeness.

Style of Interacting with Adults

• Willingness to initiate conversations with adults, or• Speaking to adults only when spoken to

Keep in mind that some children won’t tell you when they’re confused. If you think they may not understand, take them aside and ask specific questions to assess what they have learned. Provide additional instruction to address any gaps in understanding.

Identifying Cultural Differences in Sociolinguistic Conventions

Characteristic Look for Implications

Eye Contact • Looking others in the eye when speaking or listening to them, or• Looking down or away in the presence of adults

Don't assume that children aren't paying attention just because they don't look you in the eye.

Personal Space • Standing quite close to a conversation partner, perhaps touching that person frequently, or• Keeping distance between oneself and others when talking with them

Give children some personal space during one-on-one interactions. So that they might more effectively interact with others, teach them that what constitutes personal space differs from culture to culture.

Identifying Cultural Differences in Sociolinguistic Conventions

Characteristic Look for Implications

Responses to Questions

• Answering questions readily, or• Failure to answer very easy questions

Be aware that some children are not accustomed to answering the types of questions that adults frequently ask during instruction. Respect children’s privacy when they are reluctant to answer questions about home and family life.

Wait Time • Waiting several seconds before answering questions, or• Not waiting at all, and perhaps even interrupting others

When addressing a question to an entire group, give children several seconds to think before calling on one child for an answer. When some children interrupt regularly, establish a procedure (e.g., hand-raising and waiting to be called on) to ensure that everyone has a chance to be heard.

Identifying Cultural Differences in Sociolinguistic Conventions