1. Language Development

2. What Is Language? What is speech? What is literacy? Symbolic system
Socially constructed
What is speech?
What is literacy?
Ability to construct meaning
Ability to express meaning

3. 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

4. Primary Language Specialization Centers in the Brain

5. Current Understanding of Language Development
Biological component
Primed to discriminate all phonemes
Effect of environment
Synaptic pruning
Imitation, infant-directed speech
Children’s construction of language
bootstrapping

6. Components of Language
Phonology
Semantics
Syntax
Pragmatics
Lexicon

7. Infancy (Birth-12 months)
Developing Language
Infancy (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

8. Developing Language Holophrases Vocabulary explosion 2-Word sentences
Infancy ( months)
Use of single words
Holophrases
Vocabulary explosion
2-Word sentences
Telegraphic speech

9. Developing Language
Early Childhood (2-6)
Fast-mapping, vocabulary growing from ,000 words
Undergeneralization
Overgeneralization
Overregularization
3-word sentences
More complex sentences
Difficulty pronouncing some phonemes
Increasing ability to construct narratives

10. Developing Language Vocabulary increases 4x
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

11. 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

12. Developing Literacy 2-3 year olds: Enjoys short stories
Preschool
2-3 year olds:
Enjoys short stories
Labels objects in books
Scribbles using circles and lines
3-5 year olds
Enjoys books
Can answer questions about a story
Understands print carries a message
Pretends to read and write
Recognizes environmental print
Recognizes many letters

13. Preschool and Kindergarten
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

14. Identifying Cultural Differences in Sociolinguistic Conventions
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.

15. 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.

16. 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.