| Language Acquisition Device (LAD) |
|
| Chomsky says that humans possess an “internal language” or set of linguistic principles that are activated for all languages. |
|
|
|
| a learning strategy that young children frequently use to replicate someone’s behaviors, actions, phrases, etc.. |
|
| One-word stage of language acquisition |
|
| children who are at this stage use the strategy of imitation for language development. |
|
|
|
|
|
|
| the study of the sound system of a language. (sounds of letters and words) |
|
|
|
|
|
|
*graphophonemic relationships
*letter-sound associations
*letters-sound correspondences
*sound-symbol correspondences
*sound-spellings |
|
|
|
individual letters represent phonemes.
(“through” has 7 graphemes/letters that represent only 3 sounds /th,r,u/) |
|
|
|
| the study of the structure of words and word formations. |
|
|
|
| are the smallest representation of meaning. (“cars” is made up of 2 morphemes-the basic word or root word and the plural morpheme “s”.) |
|
|
|
| students need an understanding of the morphology of a language to decode. |
|
|
|
| entails the ways in which words are organized and arranged in a language. |
|
|
|
| specific basic sentence structures. |
|
|
|
refers to the vocabulary of a language.
(ie. word “hot” has several meanings) |
|
|
|
| meaning is conveyed in a language thru the use of its vocabulary. |
|
|
|
| implied meaning of words and ideas. |
|
|
|
| literal meaning of words and ideas. |
|
|
|
| how context can affect the interpretation of communication. |
|
| Stage of Language Development |
|
Babbling or Pre-Language Stage 0-6 months
Holophrastic One-Word Stage 11-19 months
2-Word Stage 13-24 months
Telegrapghic Stage 18-27 months
2-3 years 200-300 words then up to 1000 |
|
|
|
high semantic value that can be used in multi situations
(ie..nouns, adjectives, and verbs)
Telegrahic Stage |
|
|
|
prepostitions and articles are introduced but used limitedly.
(Telegrahic Stage) |
|
|
|
refers to words that can be used to accomplish multiple functions.
(ie..no,up,all,see,more,and gone)
2-Word Stage |
|
|
|
contains words that are generally used to refer to one concept.
(ie…home, milk, doggy, juice, and pants)
2-Word Stage |
|
Language Development
AGE 2 – 3 YEARS |
|
200-300 words at age 2
900-1000 words at age 3
Use preposition and pronouns (inconsistantly)
By age 3 : use 3-4 word sentences |
|
Language Development
AGE 4 |
|
1500 words
Complex sentence structure
Understand more than they can verbalize |
|
Language Developement
AGE 5 |
|
2100 words
Working knowledge of the grammar of language.
Begin to understand time concepts and use verbs. |
|
Language Development
6-7 YEARS OLD |
|
2100 words (speaking)
20000 words (comprehension)
/v/ /th/ /ch/ /sh/ still having problems |
|
Language Development
8-12 YEARS OLD |
|
| Become language makers in academic settings. |
|
Texas Observation Protocol
TOP |
|
| this instrument was designed to assess the language proficiency of ELL in TX. |
|
Language Disorders
4 Classifications |
|
Voice, Fluency, Articulation, and
Language processing. |
|
|
|
pitch, timbre, volume
One of 4 classification for language disorders. |
|
|
|
| any kind of abnormality in the vibration of the vocal fold (ie. hoarseness) |
|
|
|
| created when sound passes through the vocal tract. (nasal) |
|
|
|
condition that affects the ability to produce coherent and fluent communication.
2 of 4 classifications of language disorders. |
|
Stuttering
Under Fluency Disorders |
|
| multiple false starts or the inability to produce the intended sounds. |
|
Cluttering
Under Fluency Disorders |
|
| communication in an excessively fast mode that makes comprehension difficult. |
|
|
|
sound production, most common is lisping
3 of 4 classifications of language disorders. |
|
Lisping
Under Articulation |
|
| produce the sound /s/, /sh/, /z/, /ch/ with tongue between the upper and lower teeth. |
|
| Cooperative Learning Procedures |
|
1-Identify
2-Research
3-Investigate
4-Organize
5-Present
6-Self-eval and Group-eval |
|
|
|
| a style that allows speachers the option of deviating form the main topic without being penalized. |
|
|
|
1-Stickes to topic. 2-Builds support for the subject. 3-Speaks clearly 4- Takes turns and waits to talk 5- Talks so others in the group can hear 6-Speaks smoothly 7-Uses courteous language 8-Presents in an organized and interesting way 9-Supports the topical thesis 10-Answers questions effectively
11-Is comfortable speaking publicly 12- Maintains listeners’ interest 13-Volunteers to answer in class. |
|
|
|
| by providing questions before and after the listening activity. |
|
| Language processing disorders |
|
| caused by a brain-based disturbance called aphasia. There are 3 types: Receptive, Expressive, and Global. |
|
|
|
“sensory aphasia”
results from a lesion to a region in the upper back part of the tempral lobe of the brain. Creates problems with listening comphension and retrieval of words from memory.(ie..repeating formulaic phrases and producing unitelligible sequences of words or sounds.) |
|
|
|
| results from damage to the lower back part of the frontal lobe. Affects the speaking ability with problems in articulation and fluency.(ie. very slow speech and short sentences) |
|
|
|
“irreversible aphasia”
a brain-based disorder that affects both the receptive and expressive features of language.
No known help for this disorder. |
|
| Activities to Promote Oral Communication |
|
Dramatic Play
Lanuage Play(rhymes, tongue twisters,songs)
Show-and-Tell
Puppet Show
Pair Interview
Presentations |
|
|
|
| refers to a child’s ability to understand that words have smaller components called sounds, and that these sounds together create sylables and words. |
|
