1. Y Letson 2007 Language development

2. Y Letson 2007 Language theories There are different views on how we develop language There are different views on how we develop language The nature/nurture debate is influential in these The nature/nurture debate is influential in these Behaviourist see language development in the same way that other behaviours develop Behaviourist see language development in the same way that other behaviours develop Others believe that we are born with an innate ability to communicate and decipher language Others believe that we are born with an innate ability to communicate and decipher language

3. Y Letson 2007 Behaviourist approach The psychologist B F Skinner believed that language developed through the same systems as other behaviours: The psychologist B F Skinner believed that language developed through the same systems as other behaviours: E.g. If a baby makes a noise the adult will give it attention and coo back or mimic the baby, therefore giving it rewards for communicating E.g. If a baby makes a noise the adult will give it attention and coo back or mimic the baby, therefore giving it rewards for communicating Babies repeat words and sounds they hear and are praised for it Babies repeat words and sounds they hear and are praised for it He believed that verbal behaviour was under the control of consequences mediated by other people. He believed that verbal behaviour was under the control of consequences mediated by other people.

4. Y Letson 2007 Language acquisition device Noam Chomsky a linguist challenged the behavourist approach Noam Chomsky a linguist challenged the behavourist approach Chomsky and other nativists believe that we are born with an innate ability to learn language. Why do children use rules of grammar incorrectly when they have never heard it e.g. I drinked it. Chomsky and other nativists believe that we are born with an innate ability to learn language. Why do children use rules of grammar incorrectly when they have never heard it e.g. I drinked it. The Language Acquisition Device (LAD) is a postulated "organ" of the brain that is supposed to function as a congenital device for learning symbolic language (ie. Language acquisition). The Language Acquisition Device (LAD) is a postulated "organ" of the brain that is supposed to function as a congenital device for learning symbolic language (ie. Language acquisition).

5. Y Letson 2007 Bruner Jerome Bruner believed that children are more active in their learning. Jerome Bruner believed that children are more active in their learning. He studied the interaction between babies and mothers in give and take games. He studied the interaction between babies and mothers in give and take games. He found that by 12 months giving and taking is equal between mum and baby He found that by 12 months giving and taking is equal between mum and baby  Bruner suggests that these games give children ideas about turn taking which they will practise with language.  He felt that the appearance of language allowed children to think in symbolic ways and categorise.  He felt that adults had an important role to play in this process

6. Y Letson 2007 Roger Brown Roger Brown conducted a very detailed 10 year, longitudinal, naturalistic observation study of the speech of 3 children. Roger Brown conducted a very detailed 10 year, longitudinal, naturalistic observation study of the speech of 3 children. Brown felt that each child mastered language at different ages but all went through the same five stages Brown felt that each child mastered language at different ages but all went through the same five stages He discovered some common features He discovered some common features

7. Y Letson 2007 Common features Children’s conversation concerns the immediate Holophrases- children use one word for lots of meanings, changing the sound slightly and using gestures Telegraphic speech e.g. ‘Read book’ Adults imitate their children’s speech and their replies provide models for the child to expand their understanding of language Children make mistakes because they are trying out the rules they have learnt e.g using ‘ed’ - I swimmed.

8. Y Letson 2007 Brown’s five stages 1. Simple 2 or 3 word sentences which describe actions or possession - telegraphic speech 2. Language becomes more complicated as children learn names for objects and events and they start using endings (e.g Jane sleeped) 3. Start asking questions; what, who, why, where 4. Join two short sentences into one e.g. ‘Who that?’ and ‘singing song’ becomes ‘Who’s that singing that song?’ 5. Children can now join more complicated sentences together and they can deal with sentences containing 2 subjects (Davenport 1994)

9. Y Letson 2007 Task Find out what pre-linguistic and linguistic stages of language are Which stage are the children you work with at? Draw up a guide to good practice for promoting children’s language development. (See handout on adult’s role)

10. Case study The Reception Class has been studying the theme of ‘floating and sinking’. During the first week of the theme the teacher asks you to work with the different ability groups within the class. She asks you to do experiments with floating and sinking with the children and record their findings. What activities could you use? What activities could you use? Give examples of language you will use during the activity and why. Give examples of language you will use during the activity and why. How will you help the children to develop and express their ideas? How will you help the children to develop and express their ideas?