HOW DO WE ACQUIRE LANGUAGE

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HOW DO WE ACQUIRE LANGUAGE?

• A WebQuest for
•  
• ESE 305A 
• LANGUAGE DEVELOPMENT FOR EXCEPTIONAL STUDENTS
• Designed by
• DR. SHARON PIETY-NOWELLpietys_at_cookman.edu

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THE TASK

• THE TEACHER CANDIDATES IN ESE 305 LANGUAGE
  DEVELOPMENT FOR EXCEPTIONAL STUDENTS WILL
• A.   USE THE WEBQUEST TO RESEARCH THE BASES AND
  MODELS OF LANGUAGE DEVELOPMENT TO INCREASE THEIR
  KNOWLEDGE OF HOW LANGUAGE IS ACQUIRED. 
• B.  THEN THEY WILL  IDENTIFY A PERSONAL LANGUAGE
  HABIT THAT THEY EXHIBIT.
• C.  FINALLY THEY WILL PREPARE A POWERPOINT
  PRESENTATION TO ILLUSTRATE HOW THEY ACQUIRED THIS
  LANGUAGE HABIT.

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THE PROCESS

• Divide into groups of two or three. In your group
  you will have a computer expert, a
  writer/researcher, and an organizer.
• Discuss the project within your group.
• Brainstorm how you will work together.
• Go to resources and explore.
• Summarize your key findings for inclusion in your
  power point.
• Brainstorm the the types of language habits you
  might possess.
• Each team will identify a language habit for each
  individual team member and analyze it's origin
  based on the various theories researched.
• Meet as a team, analyze your findings, and
  develop your power point.
• Present the power point to the class the class.

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Evaluation

• Your projects will be assessed in two ways. First
  your group work will be assessed using the
  following rubric. Click on this link to view the
  assessment rubric.
• Second, your power point will be assessed using
  the following scale
•    Content - 60 points
•    Aesthetics - 15 points
•    Clear communication - 15 points
•    Group Work - 10 points

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Question How did you learn to talk?

• Explore the following link to find out about your
  first learning experiences.
• Take notes to use for your power point
  presentation.
• After you finish this research, check out the
  information in the class text.

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CONCLUSION

• After completing this WebQuest you will have a
  better idea of the various theories on how
  language is acquired.   You also will have
  learned how to use the computer as a resource,
  how to create a power point presentation, how to
  work with a group of people, and how to conduct a
  WebQuest journey.
• Do you think you will change your language
  habits because of what you learned?
• Do you think you will change the way you
  communicate with your current or future children?
• Do you think you could use the computer to
  investigate other areas of interest?

Return to Course Webpage
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Bases of Language Acquisition

• Physiological Bases of Language Acquisition
• Cognitive Bases of Language Development
• Social Bases of Language Development
• Return to the Task

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Class Text Assignments

• Go to chapter 3 of the course text, Teaching
  Students with Language and Communication
  Disabilities Second Edition by S.J. Kuder, to
• a. Read about the following three (3) bases for
  language acquisition
• b. Answer the questions under each
• c. Save your answers for possible use in your
  power point presentation.
• Physiological Bases of Language Acquisition pg.
  25-32
• How might a problem in one of the four processes
  of speech production impact your speech?
• Cognitive Bases of Language Development pg.
  32-35
• Use the four views for how language and cognition
  interact to explain how you know what you want to
  say or write.
• Social Bases of Language Development pg. 35-37
• Why do young children learn to gesture?
• Return to Question

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Physiology of Speech ProductionReturn to Class
Text
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LANGUAGE AND COGNITION

• Language determines what we think. (Benjamin
  Whorf, 1956)
• Language is dependent on cognition. (Jean
  Piaget, 1954)
• Language and cognition are interdependent.
  (Vygotsky, 1962)
• Language and cognition are both dependent on
  physical maturation.
• Return to Class Text

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Models of Language Acquisition

• There are numerous theories about how language is
  acquired. The four we will discuss in class are
• Nativist Model (Chomsky, 1968)
• Behavioral Model (Skinner, 1957)
• Semantic-Cognitive Model (Bloom, 1970 and
  Fillmore, 1968)
• Pragmatic-Interactionist Model (Searle, 1965 and
  Bruner, 1975)
• Return to the Task

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Collaborative Learning Scoring Rubric

• 4 - Thorough Understanding
• Consistently and actively works toward group
  goals. Is sensitive to the feelings and learning
  needs of all group members. Willingly accepts and
  fulfills individual role within the group.
  Consistently and actively contributes knowledge,
  opinions, and skills. Values the knowledge,
  opinion and skills of all group members and
  encourages their contribution. Helps group
  identify necessary changes and encourages group
  action for change.
• 3 - Good Understanding
• Works toward group goals without prompting.
  Accepts and fulfills individual role within the
  group. Contributes knowledge, opinions, and
  skills without prompting. Shows sensitivity to
  the feelings of others. Willingly participates in
  needed changes.
• 2 - Satisfactory Understanding
• Works toward group goals with occasional
  prompting. Contributes to the group with
  occasional prompting. Shows sensitivity to the
  feelings of others. Participates in needed
  changes, with occasional prompting.
• 1 - Needs Improvement
• Works toward group goals only when prompted.
  Contributes to the group only when prompted.
  Needs occasional reminders to be sensitive to the
  feelings of others. Participates in needed
  changes when prompted and encouraged. 
• Return to Evaluation