1. A system of rules for using symbols to share meaning
Language
A system of rules
for using symbols
to share meaning

2. modes
Receptive
Expressive

3. methods
Oral
Written
Visual

4. Receptive
Expressive
Oral
Listen
Speak

5. Receptive
Expressive
Oral
Listen
Speak
Written
Read
Write

6. Receptive
Expressive
Oral
Listen
Speak
Written
Read
Write
Visual
Appreciate
Create

7. Read aloud Receptive Expressive Oral Listen Speak Written Read Write
Visual
Appreciate
Create
Read aloud

8. Language Rule Systems Phonology (sounds) Semantics (meaning)
Syntax (structure)
Pragmatics (function)

9. 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)

10. Phonology ~ 77 Phonemes ~ 45 in English Int’l. Phonetic Alphabet (IPA)
Articulatory Phonetics
Voice anatomy

11. Semantics Meaningful cries: Vocabulary Fast mapping Hart and Risley
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

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

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

14. 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

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

16. 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)

17. Nurture = Behaviorism
Attention
Repetition
Approval (reinforcement)

18. Nature = Nativist Language Acquisition Device
Chomsky: Colorless green ideas sleep furiously
Pinker: Language Instinct (1995)

19. Biological Influences
Brain’s role
Hemispheric specialization
Broca’s area – structure
Wernicke’s area – comprehension

20. Biological prewiring Chomsky’s view: Language Acquisition Device
Critical Period for Language
Case of Genie
Critical period not certain

21. 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

22. Social interaction Piaget: Thought and Language
Egocentric
Addressed to no one
Vygotsky: Language and Thought
Private speech
Inner speech
Communication with the self

23. Social interaction
Whole Language approach
Emergent Literacy

24. 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

25. Milestones
FIRST WORDS
12 months –
Holophrases
Overgeneralized speech

26. 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?

27. Bilingualism
Simultaneous
Successive

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

29. Bilingualism English as a Second Language
Content curriculum in English
Assistance in ESL
Intervention

30. Read aloud Teaching Receptive Expressive Oral Listen Speak Written
Write
Visual
Appreciate
Create
Read aloud

31. Learning about speech
Prenatal auditory experiences influence neonatal auditory preferences
(DeCasper & Spence 1986)
Caregiver speech
Extensions, expansions, recasts
Dramatic play
Metalinguistic awareness

32. Learning about Print
Environmental Print
Book Print

33. Learning about writing
Letter like forms
Constancy of position in space
Reversals
Dyslexia
Spacing
Spelling: public and private (invented)

34. Learning about reading
Five Big Ideas in Early Literacy
Phonemic awareness
Phonics
Vocabulary
Comprehension
Fluency
(National Reading Panel, 1999)

35. 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

36. 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.

38. 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

39. 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)

40. Middle and Late Childhood: 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.

41. Debate
There is debate about the whole language approach vs. the basic skills-&-phonics approach.

42. 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.

43. Basic skills-&-phonics approach
emphasizes teaching phonetics and its rules for translating written symbols into sounds.

44. A combination of the two approaches is probably best.