1. Early Language and Intercultural Acquisition Studies Multilateral Comenius Project funded by the European Commission First Language Acquisition Language Development Katharina Neils, Christian Trumpp

2. Early Language and Intercultural Acquisition Studies Katharina Neils, Christian Trumpp First Language Acquisition: Language Development 2 “Language is like a spark that is encapsulated in a stone. Before people learned to get it out, its existence seemed like a miracle. Once lit, it spread like a wildfire.” Wilhelm von Humboldt

3. Early Language and Intercultural Acquisition Studies Katharina Neils, Christian Trumpp First Language Acquisition: Language Development Outline The basis of language development Pre-requisites of language development Supporting language development Group Work Discussion

4. Early Language and Intercultural Acquisition Studies Katharina Neils, Christian Trumpp First Language Acquisition: Language Development Child Language Development It is not a task to learn language. A child grows into the way actions are expressed through language. The child acquires the rules of language implicitly through interactive exchange with important people in the child‘s environment Language has a genetic predisposition in the human developmental system and therefore has a biological basis. 4

5. Early Language and Intercultural Acquisition Studies Katharina Neils, Christian Trumpp First Language Acquisition: Language Development Language has a biological basis 5 Specialised NnetworkLanguage centres Biological window of development, Mechanisms of development Non-linguistic precursers of language

6. Early Language and Intercultural Acquisition Studies Katharina Neils, Christian Trumpp First Language Acquisition: Language Development Activation levels in the brain during language processing 6

7. Early Language and Intercultural Acquisition Studies Katharina Neils, Christian Trumpp First Language Acquisition: Language Development Language Opens a potential of knowledge Enables the expression of intentions, desires and dislikes Close connection to cognitive and social abilities and the regulation of behaviour Is dependent on further abilities and areas of achievements Disorders in linguistic competence often go together with disorders in non-linguistic areas

8. Early Language and Intercultural Acquisition Studies Katharina Neils, Christian Trumpp First Language Acquisition: Language Development Hannelore Grimm: 2002 8 Language development is a continuous, process that is looking for and developing structure

9. Early Language and Intercultural Acquisition Studies Katharina Neils, Christian Trumpp First Language Acquisition: Language Development Overview: Language Development 9 OutputInput Aptitude for language Language comprehension Language production

10. Early Language and Intercultural Acquisition Studies Katharina Neils, Christian Trumpp First Language Acquisition: Language Development Supporting language development Language support in preschools should therefore be integrated into everyday life in preschool and be directed towards all children. Both the method as well as the intensity of the support should match the individual needs of the child in question Language support in preschools will be successful if it takes account of everyday life, that is, if the teachers support the language of all children und use language as a key for education.

11. Early Language and Intercultural Acquisition Studies Katharina Neils, Christian Trumpp First Language Acquisition: Language Development Language Comprehension 11 Language comprehension dispostitons Language offer reception

12. Early Language and Intercultural Acquisition Studies Katharina Neils, Christian Trumpp First Language Acquisition: Language Development Language Understanding birth voice recognition voice attribution 6 month noice recognition noice attribution 8 month understanding key terms 1 year instructions language routines 18 month sentences 3 years context comprehension

13. Early Language and Intercultural Acquisition Studies Katharina Neils, Christian Trumpp First Language Acquisition: Language Development Language Comprehension 13 pre- language- level = basis concept construction basis of knowledge content representation

14. Early Language and Intercultural Acquisition Studies Katharina Neils, Christian Trumpp First Language Acquisition: Language Development Making use of Everyday life 14 Support Strategy Making use of everyday life talk a lot comment on actions create rituals repeat events through using language ask questions get to the bottom of things make plans negotiate solutions...

15. Early Language and Intercultural Acquisition Studies Katharina Neils, Christian Trumpp First Language Acquisition: Language Development 15 Support area: Narration K: Uhm, we had eaten those biscuits E: Mhm. K: and there were a few, some, some fell down. Those white things. E: And what happened then? K: then we picked them up and then we could eat the biscuits. Language Patterns: Abstract, Episodes, climax, ending, coherence, actors... Narration

16. Early Language and Intercultural Acquisition Studies Katharina Neils, Christian Trumpp First Language Acquisition: Language Development Reading Dialogue 16 Selection of books Clear Pictures, simple Story, short texts, Pictures rich in detail, repetitions... Vocabulary Listening, Wh-questions, follow the interests of the child, introduce terminology... Syntax Incomplete sentences, expansion, sentence patterns...

17. Early Language and Intercultural Acquisition Studies Katharina Neils, Christian Trumpp First Language Acquisition: Language Development Action-oriented play 17 Action-oriented play takes account of the motivation, creativity and emotional state of the child. Phases Introduction of the ingredients/materials/aids Transfer of the terms onto the level of pictures action planning Carrying out the actions Putting the action into language with the use of pictures Behaviour: Requests: for direction of attention Formulation of WH-questions: What did we do? How does this work? Naming of objects Commenting on the actions (verbs!) Corrective feedback

18. Early Language and Intercultural Acquisition Studies Katharina Neils, Christian Trumpp First Language Acquisition: Language Development Songs/motor games/rhymes 18 Use of as many pictures or real objects during play as possible Verwendung together with rhymes. Songs which are accompanied with actions depending on the content. Work out movements for representing verbs.

19. Early Language and Intercultural Acquisition Studies Katharina Neils, Christian Trumpp First Language Acquisition: Language Development Free, goal oriented play 19 Children have to learn to communicate with each other and to exchange intentions, needs and memories. Communicative exchange among children works best when they strive towards a goal together without the involvement of adults and when their results are presented later. Children in the group are assigned a common task, which they have to achieve together by planning, carrying out subtasks and achieving the task as a whole. In the beginning help might be required

20. Early Language and Intercultural Acquisition Studies Katharina Neils, Christian Trumpp First Language Acquisition: Language Development Accompanied, goal-oriened play 20 Games offer the opportunity to support language. Accompany actions with language Use deliberate corrective Feedback.

21. Early Language and Intercultural Acquisition Studies Katharina Neils, Christian Trumpp First Language Acquisition: Language Development Cross-over movements 21 The right and the left body part should move in harmony and in balance. Hands, arms and legs should cross the middle line of the body. Cross-over movements require the co- operation of the left and right hemisphere of the brain.

22. Early Language and Intercultural Acquisition Studies Katharina Neils, Christian Trumpp First Language Acquisition: Language Development Games to improve the motor development of the mouth 22 Games to improve the motor development of the mouth can be beneficial for children with articulation problems and/or who are breathing through the mouth. Closing of the mouth Breathing through the nose Grimaces Blowing Drawing in air Movements for tongue and lips

23. Early Language and Intercultural Acquisition Studies Katharina Neils, Christian Trumpp First Language Acquisition: Language Development Games involving sounds and listening 23 The development and differentiation of the auditory system plays a crucial role in language development.. Recognising sounds Recognising voices Distinguishing sounds Listenign to sounds Recognising sounds

24. Early Language and Intercultural Acquisition Studies Katharina Neils, Christian Trumpp First Language Acquisition: Language Development Language tests

25. Early Language and Intercultural Acquisition Studies Katharina Neils, Christian Trumpp First Language Acquisition: Language Development It is scientifically proven that children with language problems do not catch up any more after the age of three if language general support only is employed On the basis of this result, it is clear that a differential language assessment is the prerequisite so that every child with a language disorder can get what they need: language support of language therapy. In general, language therapy is given on a one-to-one basis. The treatment is carried out in a playful manner and adapted to the symptoms, the age and the developmental stage of the child. Therapy Requirement

26. Early Language and Intercultural Acquisition Studies Katharina Neils, Christian Trumpp First Language Acquisition: Language Development References 26 Fried, L. (2004). Expertise zu Sprachstandserhebungen für Kindergartenkinder und Schulanfänger: Eine kritische Betrachtung. München: Deutsches Jugendinstitut. Grimm, H., Aktas, M. & Frevert, S. (2001). Sprachentwicklungstest für drei- bis fünfjährige Kinder (SETK 3-5). Göttingen: Hogrefe. Lurija, A. (2001). Das Gehirn in Aktion. 6.Auflage. Hamburg: Rowohlt. Michaelis, R. & Niemann, W. (2004). Entwicklungsneurologie und Neuropädiatrie. 3. Auflage. Stuttgart: Georg Thieme Verlag. Roos, J. & Schöler, H. (2007). Sprachentwicklungsdiagnostik mittels standardisierter Tests. In H. Schöler & A. Welling (Hrsg.), Sonderpädagogik der Sprache (S. 531- 550). Göttingen: Hogrefe. Spitzer, M. (2003) Lernen: Gehirnforschung und die Schule des Lebens. Heidelberg: Spektrum, Akademischer Verlag. Suchodoletz, W. (2001). Sprachnetwicklungsstörungen und Gehirn. Stuttgart: Kohlhammer. Trepel, M. (1999). Neuroanatomie: Struktur und Funktion. 2.Auflage. München: Urban & Fischer.

27. Early Language and Intercultural Acquisition Studies Katharina Neils, Christian Trumpp First Language Acquisition: Language Development www.elias.bilikita.org The ELIAS project has been funded with support from the European Commission. Disclaimer: This product reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Grant Agreement Number: 2008 – 3378 / 001 – 001

28. Early Language and Intercultural Acquisition Studies Multilateral Comenius Project funded by the European Commission Logopädin: Katharina Neils www.logopaedie-magdeburg.de