Language Development
Please make sure you have completed this unit's readings before coming to Seminar, especially the article, "The Language Use Inventory for Young Children: A Parent-Report Measure of Pragmatic Language Development for 18-47-month-old children" by O'Neil. Be prepared to answer the following questions:
Notes from O'Neil Article (O'Neil, 2007):
Researchers studying young children's pragmatic development have focused on a wide range of topics and ages. Longitudinal studies that have concentrated on children's earliest gestural and verbal communicative intents have demonstrated that children begin as early as 9 to 10 months of age to use their gestures and vocalizations for such pragmatic functions as requesting, labeling, answering, greeting, and protesting
No standardized test (observational or stand-alone parent report) is currently available that is specifically designed to assess toddlers' and preschool children's (i.e., under age 4 years) pragmatic language competence.
How does screening link to follow up assessments?
The LUImay also provide a measure to equate children…...
mlaWorks Cited
O'Neil, D. (2007). The Language Use Inventory for Young Children: A Parent-Report Measure of Pragmatic Language Development for 18- to 47-Month-old Children. Journal of Speech, Language, and Hearing Research, 214-228.
his study hoped to prove that these implants were in fact, beneficial for the development of language in young hearing impaired babies.
Dependent Variables:
he Dependent variables consisted of the actual four-month-old infants who were being implanted with the device. he infants were then assessed for their language development periodically after their implantation. hey were tested at 6, 12, 18, 24, and 32 months of age.
Measures/Scales used:
With the framework that language development occurs as the child gets older, the researchers formulated a model which gave predicted scores according to test analysis. hese scores were then compared to each individual infant's scores.
Statistics/Analysis Used:
hese comparisons were analyzed through using a "to-way repeated measures analysis of varience," (Svirsky, 2000). ANOVA provided workable information to formulate a conclusion.
Results/Conclusions:
Results showed that the infants all still lagged behind in compared to the development of language seen in normal infants, all infants implanted with the cochlear device show…...
mlaThese comparisons were analyzed through using a "to-way repeated measures analysis of varience," (Svirsky, 2000). ANOVA provided workable information to formulate a conclusion.
Results/Conclusions:
Results showed that the infants all still lagged behind in compared to the development of language seen in normal infants, all infants implanted with the cochlear device show improvement when compared to those deaf infants without the implant. Therefore the study concludes that the implants do benefit the development of language in hearing impaired children.
English Language Learning (Native Speakers)
Stage/Age
Language Overall
Phonology
Morphology
Syntax
Semantics
Implications on reading and writing
Practical Approaches
Birth -3 mo.
Cries, responds to tone, attentive to special sounds, and begins to vocalize.
eflexive and diverse cries, coos and gurgles.
Verbal play, some consonants, laughing.
No understanding
Sounds or intensity as opposed to meaning.
Music and talk to child
Double syllables, MAMA, tunefully vocalize
Vocalizes pleasure and pain; initiates speech, reproduces babbles.
Increased sounds and imitation
Very little understanding
Truck red; hungry eat, etc.
Use of words and instructi8ons, jargon and jabber before frequent
Imitates some words, asks questions using intonation, vast improvement in tone and sound.
Stage I morphemes; nomination,
Most language is noun based, finger pointing, usually sentences are 2 words.
Action + Agent, Agent + Object, etc. (Daddy is laughing, I push the truck)
Very imitative stage
Show pictures of nouns and ask questions
2-4 years
Talks to self, asks questions, begins using sentences, large amount of vocabulary acquisition
May omit some phrases or parts of phrases, uses final consonants most of the time fewer omissions…...
mlaResources. New York: Guilford Press.
Sax, N., Weston, E. (2007). Language Development Milestones. Retrieved November 2013 from: http://www.rehabmed.ualberta.ca/spa/phonology/milestones.pdf
Devel
Language skills are fundamental to child social and psychological development, because language provides the means by which children learn about the world and other people. Parents impart language skills cues to their children by teaching coded and decoded messages. Some parental messages are encoded subtly, as with emotional responses. For example, Paulson, Keefe, & Leiferman (2009) found that parental depression impacts the reading habits of parents, which in turn impacts the reading habits of children. Parents who read regularly to their children, but who also solicit a two-way dialogue, promote more advanced reading skills in their children vs. parents who only offer one-sided conversation (Zimmerman, et al., 2009).
Furthermore, language shapes the child's social identity construction and conceptions of reality. The importance of language in social identity construction and reality construction is evident as early as infancy (Hoff, 2012). Identity becomes a salient feature of language development as children get…...
mlaReferences
Dickinson, D.K., Golinkoff, R.M. & Hirsch-Patek, K. (2010). Speaking out for language. Educational Researcher 39(4): 305-310
Hoff, E. (2012). Language Development. Cengage.
Paulson, J.F., Keefe, H.A. & Leiferman, J.A. (2008). Early parental depression and child language development. Journal of Child Psychology 50(3): 254-262.
Wells, G. (1986). The Meaning Makers. Heinemann.
Language Development in Normal Cases: A Chronological Sequence
In normal cases, “babies and children, irrespective of the country in which they are born, all follow a similar pattern of development” (Tassoni, 2007, p. 44). The broad language development stages highlighted by Tassoni (2007) are the pre-linguistic stage and the linguistic stage. Below, I discuss the chronological sequence of the said stages, as highlighted by Tassoni.
A: Pre-Linguistic Stage
6 Weeks – Cooing
In this stage, pleasure is expressed by way of making cooing sounds.
6 - 9 Months – Babbling (phonemic expansion)
This stage is marked by the making of tuneful sounds by way of blending of consonants and vowels. Examples of sounds made include, but they are not limited to, da, ma, ta.
9 - 10 Months - Babbling (phonemic contraction) and Echolalia (repetition of syllables in words)
At this stage, babies produce a more limited range of sounds. The said sounds also start becoming a reflection…...
mlaReferences
Tassoni, P. (Ed.). (2007). Child Care and Education Level (3rd ed.). Heinemann
These results are quite striking considering that the mothers come from non-professional backgrounds and had no more than 12 years of schooling on average. Another study on low-income mother-child dyads shows that the rate of vocabulary production is also positively influenced by early exposure to diverse words. In particular, children whose mothers consistently used more varied vocabulary had faster and more linear growth in child vocabulary production between 14 and 36 months than children whose mothers consistently used less varied vocabulary (Pan et al., 2005). These findings support the contention that maternal speech quality has powerful benefits in child language acquisition.
A striking feature of the vocabulary development studies recently described is the presence of a loving, supportive environment in which they occur. In other words, the benefits of qualitative and quantitative vocabulary input can be fully realized if they occur in the context of instructive and helpful interaction. For…...
mlaSecond, parents should start reading to their kids as early as they can. The benefits of reading are enormous, improving both quantitative and qualitative aspects of vocabulary development. Book reading sessions are found to produce the highest number of vocabulary words compared to other interactive activities like playtime and mealtime (Weizman and Snow, 2006). Reading informative books, in particular, generate a high word density in a relatively short period of time (Weizman and Snow, 2006). The frequency of object labels and of explicit labeling (e.g., "This is a tiger.") is also greater during book reading than toy-play interactions (Choi, 2000 and Ho?, 2003c in Hoff, 2006). Further, maternal speech during book reading is structurally more complex and uses a larger vocabulary compared to other activities (Weizman & Snow, 2001; Ho?-Ginsberg, 1991; Jones & Adamson, 1987; Goddard, Durkin, & Rutter, 1985; and Snow et al., 1976 in Hoff, 2006).
Finally, parents must take advantage of mealtimes and playtimes as possible vocabulary expanding activities. These activities are shown to generate as much as seven times more spontaneous, sophisticated vocabulary than reading (Weizman and Snow, 2001). Further, because of the informal nature of these activities, the resulting conversations and interactions are also likely to be more engaging and interesting.
In summary, vocabulary development among young children is significantly impacted by the experience that parents provide. Specifically, this experience includes the quantity and quality of vocabulary input, the benefits of which are more pronounced if given in a supportive and engaging setting. Parents can help improve the vocabulary outcomes in their children by reading to them from an early age and using richer, more sophisticated vocabulary during play and mealtime interactions.
Nature-Nurture and Language Development
The development of language in an individual is considered as an antecedent from the cognitive ability that is found to be enacted from the genetic structure which helps in the retention and effective utilization of language in the early stages of life. However, the external stimuli with respect to culture and environment also play an effective role in the language development. Moreover, the application of language development program in the computers and machines has provided the evidence for the co-existence about the phenomena of nature and nurture for the learning capability.
ole of nature in the process of language development
ole of nurture in the process of language development
Computer Generated Speech and nature-nurture debate in human language development
EFEENCES
ole of nature in the process of language development
The progressive process of language development provides individuals with a way to communicate and express their thoughts either verbally or nonverbally, however, the language…...
mlaREFERENCES
Arditi, R., & Ginzburg, L.R. (2013).It's wonderful gift.
Gass, S.M. (2013). Input interaction and the second language learner. Routledge.
Gruber, T.R. (2013). Nature, nurture, and knowledge acquisition. International journal of human-computer studies, 71(2), 191-194.
Harley, T.A. (2013). The psychology of language: From data to theory. Psychology Press.
Education -- Oral Language Development
Oral language development has the five stages of Phonology, Morphology, Syntax, Semantics, and Pragmatics. All five stages are vital to appropriate oral language and reading development. Furthermore, each stage has its own characteristics and methods for supporting proper development in children of varying abilities.
Matrix -- Stages of Oral Language Development
STAGES OF ORAL LANGUAGE DEVELOPMENT
Stage
Description
Utterances
Support
Phonology
1st stage of development; single-syllable sounds that children use to learn pronunciations and form dialect (Net Industries, n.d.; (Tompkins, 2002).
Cooing and babbling (Center for Early Literacy Learning, n.d.),
Speaking and otherwise vocalizing in response to cooing and babbling in order reinforce the cooing and babbling and encourage more vocalization from the infant (Center for Early Literacy Learning, n.d.).
Morphology
2nd stage of development; simple words are used to form sentences; increasingly uses more complex words and sentences with root words, prefixes, suffixes and punctuation (Net Industries, n.d.; (Tompkins, 2002).
"Mommy drive."
Eventually, "Mommy driving" (Stowe, n.d.)
Using "foldables" and…...
mlaWorks Cited
American Speech-Language-Hearing Association. (n.d.). Pragmatic Language Tips. Retrieved June 1, 2015 from www.asha.org Web site: http://www.asha.org/public/speech/development/PragmaticLanguageTips/
American Speech-Language-Hearing Association. (n.d.). Social Language Use (Pragmatics). Retrieved June 1, 2015 from www.asha.org Web site: http://www.asha.org/public/speech/development/Pragmatics.htm
Amstutz, R. (2012, May 9). School Age Speech and Language Development. Retrieved June 1, 2015 from www.slideshare.net Web site: http://www.slideshare.net/rosieamstutz/school-age-speech-and-language-development
Center for Early Literacy Learning. (n.d.). Increasing Infants' Cooing and Babbling. Retrieved June 1, 2015 from www.earlyliteracylearning.org Web site: http://www.earlyliteracylearning.org/cellnotes/CELLnotes_v4n1.pdf
The ability to learn and recall information when it is needed is essential for virtually every human activity, so it is important to develop a better understanding concerning how young children differ in this capacity compared to older children when formulating interventions to facilitate this process (Silva & Britto, 2013). The purpose of this paper is to provide a review of the relevant literature concerning these issues as well as what interventions have been proven effective in improving memory recall in different age cohorts. Finally, the paper provides a summary of the review of the literature and key findings concerning how young children differ from older children in their ability to recall information in the conclusion.
How do young children differ from older children in the ability to recall information?
On the one hand, the world in which very young children live is one of magic and wonder, and countless novel events…...
mlaReferences
Crestani, A. H., Moraes, A. B. & de Souza, A. P. (2015, January-February). Association analysis between child development risks and children early speech production between 13 and 16 months. Revista CEFAC, 17(1), 169-176.Howell, E. F. (2011). Understanding and treating dissociative identity disorder: A relational approach. New York: Routledge.Huey, E. & Swinehart, C. (2015, July 1). Applying imagery to vocabulary instruction. Perspectives on Language and Literacy, 41(3), 45-49.Moeller, M. P. (2000, September). Early intervention and language development in children who are deaf and hard of hearing. Pediatrics, 106(3), 37-41.Naveh-Benjamin, M. & Cowan, N. (2009, October 1). Age-related differences in immediate serial recall: Dissociating chunk formation and capacity. Memory and Cognition, 35(4), 724-737.Perez, C. (2015, June 29). U.S. has more Spanish speakers than Spain. New York Post. Retrieved from Silva, T. R. & Britto, D. B. (2014, November-December). Revista CEFAC, 15(6), 1654-1663.https://nypost.com/2015/06/29/us-has-more-spanish-speakers-than-spain/.
Language and Thinking
Language is the one aspect, which distinguishes human beings from lower species of life (Faccone et al. 2000). Sternberg (1999 as qtd in Faccone et al.) lists its properties as including communication, arbitrary symbolism, regular structure, structure at multiple levels, generation and production and dynamism. Sternberg assumes that language is most likely acquired naturally from the environment where a person is raised as an infant. The stages seem universal. The first is the cooing stage at two to four months. At this initial stage, an infant seems able to produce and possible phonemes or basic speech sounds. An infant's need to distinguish between phonemes of different languages gradually disappears around 8 months. This is when he recognizes the relationship between sound and meaning in his native language. This is how language begins to have importance to him. The findings of Sternberg's study reveal that human beings are born…...
mlaBIBLIOGRAPHY
Faccone, Claudia et al. The Effct of Language on Thought. The Psychology 20 Course:
University of Carolina, 2000. Retrieved on November 29, 2013 from http://www.unc.edu/~jdumas/projects/languagethought.htm
Hampton, James. A. Language's Role in Enabling Abstract, Logical Thought.
Commentary/Peter Carruthers. Psychology Department: University of London, 2002.
Language Autism
Language and children with autism:
Sources of cognitive deficits
Deficits in language development are one of the most commonly-noted, early signs a child may be autistic. Autistic children often fail to meet appropriate developmental milestones in language. High-functioning autistics or individuals with Asperger's Syndrome usually do not show developmental delays in using language, but may communicate in an inappropriate manner. "Autism is diagnosed on the basis of three primary areas of impairment: social functioning, language and communication, and repetitive and stereotyped patterns of behavior, interests or activities...esearch on autism and other neurodevelopmental disorders suggests that the social and communication impairments are unique and specific deficits, that define the autism phenotype" (Tager-Flusberg 2006).
The extent to which social and communicative impairments in autism are interlinked remains hotly debated. It is generally agreed upon and noted by researchers and parents alike that there is a wide spectrum of difference in terms of language deficits…...
mlaReferences
ABA therapy. (2011). Bright Tots. Retrieved November 1, 2011 at http://brighttots.com/aba_therapy.html
Engaging with the self. (2011). Bio Portfolio. Retrieved November 1, 2011 at http://www.bioportfolio.com/resources/pmarticle/86890/Engaging-With-The-Self-Mirror-Behaviour-In-Autism-Down-Syndrome-And-Typical.html
Schoenstadt, Arthur. (2011). Language development in autistic children emedtv.
Retrieved November 1, 2011 at http://autism.emedtv.com/autism/language-development-in-autistic-children.html
Language and culture are inextricably linked. The ways in which one's culture is directly attributed to language development are well documented in the academic literature, though there seems to be little consensus on the processes involved in language acquisition and the ways that culture is manifested in both socialization and language development. One assertion, however, seems widely accepted; culture is a learned attribute that language helps convey to others. Because people use language to impart cultural beliefs and societal mores, the nexus between language and culture is an important consideration in the field of education and communication, especially concerning the varied pedagogical theories of child development. Much of what has been studied in the field of both communications and education concerning the connection between language and culture is attributed to a ussian born educator named Lev Vygotsky.
Lev Vygotsky
Vygotsky believed that children developed and acquired knowledge through the assistance of competent…...
mlaReferences:
Kyratzis, A. (2005). Language and Culture: Socialization through Personal Story-Telling Practice. Human Development, 48(3), 146-150.
Miller, P.J., Hengst, J. Alexander, K., & Sperry L.L. (2000). Versions of personal storytelling/versions of experience: Genres as tools for creating alternate realities. In K. Rosengren, C. Johnson & P. Harris (eds.), Imagining the impossible: The development of magical, scientific, and religious thinking in contemporary society (pp. 212 -- 246). New York: Cambridge University Press.
Miller, P.J., & Mehler, R. (1994). Personal story-telling, socialization, and self-construction at home and in kindergarten. In A. Haas Dyson & C. Genishi (eds.), The need for story: Cultural diversity in classroom and community. Urbana, IL: National Council of Teachers of English.
Vygotsky, L. (1978). Problems of Method (pp. 52-75). In Mind in Society. (Trans. M. Cole). Cambridge, MA: Harvard University Press.
Initiating joint attention related to activity in the frontal-cortical system, especially the left hemisphere and responding to joint attention to the parietal lobes. Heimann et al. (2006) found that that deferred imitation and joint attention both influence the development of language and communication skills in infancy. Deferred imitation at nine months was the strongest of the predictors of nonverbal communication at 14 months, but the predictive power increased significantly in situations when deferred imitation and joint attention were used together.
ecently studies have been conducted with other areas of cognitive behavior. For example, de Villiers (2007) has been looking at the association of language and what he calls Theory of Mind. Theory of Mind refers to the folk psychological theory humans use to predict and explain others' behavior on the basis of their internal workings: feelings, intentions, desires, attitudes, beliefs, knowledge and point-of-view. In other words, people have to create…...
mlaReferences
Bowerman, M., & Levinson, S. C (2001). Introduction. In M. Bowerman & S.C. Levinson (Eds.), Language acquisition and conceptual development. Cambridge: Cambridge University Press.
Delgado, C.E.F., Mundy, P., Crowson, M., Markus, J., & Schwartz, H. (2002). Responding to joint attention and language development: A comparison to target location. Journal of Speech, Language, and Hearing Research, 45, 715-719.
A de Villiers, J. (2007) Interface of language and theory of mind. Lingua 117 1858-1878
Doherty, M.J., 2006. The development of mentalistic gaze understanding. Infant and Child Development 15, 179-186.
Pinker maintains that evolution follows a branching, rather than linear pattern. Many species develop concurrently, each with their own survival instincts. Humans, and their survival instinct of language, are just one branch of the evolutionary process rather than a pinnacle rung.
Holding the belief that we can, or might someday communicate with animals creates empathy, which leads to humane treatment of animals. A belief that animals cannot communicate with us due to inferiority leads to a sense of dominion over them.
This is also a pattern of belief and behavior that is seen with regard to humans who are perceived to have inferior languages or grammars. They are somehow less human, and therefore less deserving of humane treatment.
Pinker states that it is ridiculous to attempt to teach human language to animals. They are not biologically configured for human speech or sign. They have no need for human language as a survival…...
mlaBibliography
Pinker, Steven. The Language Instinct: How the Mind Creates Language. New York: William Morrow and Company, Inc., 1994.
language of Geoffrey Chaucer and its relationship to the development of English
In both literature and language, Geoffrey Chaucer made an important contribution to the development of English. In terms of the development of the English language his works and their popularity are related to the importance of the Midland dialect. This dialect formed part of the Mercian dialect of Old English, which was to assume significance due to the fact that it,
developed into centers of university, economic, and courtly life. East Midland, one of the subdivisions of Midland, had by that time become the speech of the entire metropolitan area of the capital, London, and probably had spread south of the Thames River into Kent and Surrey. "(ibid)
This form of the English language was disseminated and popularized partly by poets in the 14th century -- including Chaucer. In essence the works of Chaucer therefore added to the prominence of…...
mlaBibliography
Baugh, Albert C. A History of the English Language. 2nd ed. London: Routledge and Kegan Paul, 1959.
Chaucer, Geoffrey 1340-400) August 15, 2005.
http://www.cartage.org.lb/en/themes/Biographies/MainBiographies/C/chaucergeoffrey/2.html
English Language. Encarta. August 16, 2005. http://encarta.msn.com/encyclopedia_761564210_2/English_Language.html
Language development refers to the process by which infants develop their language skills. Understanding how speech and language develop, as well as understanding speech milestones, can help people assess whether a person’s language development is on-time or is experiencing delays.
Language Development Essay Topics / Essay Titles
1. Analyzing the use of figurative language in WIDA language assessments
2. Exploring the role of syntax and sentence structure in WIDA writing prompts
3. Investigating the inclusion of literary devices in WIDA reading passages
4. Discussing the importance of vocabulary acquisition in WIDA language development
5. Examining the integration of cultural elements in WIDA language arts tasks
6. Evaluating the effectiveness of incorporating multimedia resources in WIDA language assessments
7. Comparing the language skills developed through WIDA assessments with traditional language arts instruction
8. Exploring the connection between WIDA language proficiency levels and academic achievement in language arts
9. Investigating the impact of language arts instruction on....
The process of lexical borrowing promotes language evolution and cultural enrichment by facilitating communication and fostering cross-cultural exchange. To improve upon this thesis statement, one could consider focusing on a specific aspect of lexical borrowing or a particular language or culture. For example, one could examine the impact of lexical borrowing on a specific language, such as English, or on a specific culture, such as the influence of French on English vocabulary. Additionally, incorporating a clear argument or perspective on the topic can help to strengthen the thesis statement. For instance, one could argue that lexical borrowing should be embraced as....
Certainly! Here are some ideas for essay topics related to language development:
1. The role of parental language input in early language acquisition
2. The impact of bilingualism on language development in children
3. Language development in children with speech and language disorders
4. The effects of technology on language development in young children
5. The relationship between socio-economic status and language development
6. The benefits of early intervention and speech therapy for children with language delays
7. The development of pragmatics and social communication skills in children
8. The influence of culture on language development
9. The role of play in language acquisition and....
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