Language Development

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Language Development
30 minute warning

• 3 online readings
• 2 on language development
• 1 important reading on basic language processes
  and components

Card Q Pick one of the terms to the right,
define it, and come up with an example of a
problem a student may have with this aspect of
language

• Concepts
• Receptive language
• Expressive language
• Syntax
• Fluency
• Semantics

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Announcement

• Quiz at end of class today30 minute warning
• Long-range bonus activitycan be done any time
  between today and Nov. 5th
• Powerpoints for next 2 classes linked to online
  scheduleone set for next 2 classes

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Universality of language development Download
todays first readings for pdfs. http//www.ted.com
/talks/patricia_kuhl_the_linguistic_genius_of_babi
es.html
Language Development
4 Big ideas about Language universality
Important language concepts
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4 big universal ideas of language development
Download 3rd online reading from Oct 23rd for the
important language concepts information. . .

• Also keep track of the important concepts as we
  go along

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Idea 1 Reception Precedes Expression

• Children understand language before speaking or
  writing it
• Childrens understanding level is higher than
  their speaking level
• ELL students understand more language in English
  than they can use (same for you)

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Language is both Expressive and Receptive
Language leaves your mind and goes out to the
world speaking, writing, singing? Art? Dance?
Expressive langauge You send out language
You see, hear, or read language of some sort and
make sense of it.
Receptive language You receive language
In these videos, what do you note about receptive
and expressive language as students age?
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Concepts Related to Receptive Language
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Receptive language concept 1 Auditory memory

• Auditory memoryhow much that is heard can be
  remembered?
• Young children chronological age of simple
  items retained (video clip)
• Implications Younger students simpler
  directions
• 2-part, simple directions not until age 3
• 1 or 2 part directions only for younger kids
• Shorter directions for younger learners
• ELL learners can remember less in English than in
  their own language

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Language comprehension

• Definition How well students understand what
  they hear
• Affected by knowledge of vocabulary, cognitive
  level, auditory memory, and complexity of
  thinking
• ELL learners understand more English than they
  can speak

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Concepts Related to Expressive Language
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Expressive language concept MLU (Mean Length of
Utterance)

• Mean Length of Utterance words a person usually
  uses in a sentence
• Minimal expectations during toddler and early
  childhood yearsMLUchronological age.
• You can count words in sentences to see how a
  student does with this. Lets try
  http//youtu.be/4Wer6rRxrwk
• http//youtu.be/q00Mb-bXi_0

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Expressive language concept Fluency

• Smoothness of speaking
• Correct pacing of speaking.
• What should teachers do?
• Discuss with parents
• Discuss with speech clinician
• Allow students to respond using technology and
  other alternate means
• http//youtu.be/2Jk3AtlfWKQ

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Expressive language concept Articulation

• Wide range in age these skills learned
• Some common first sounds
• r, th, sl, dr lastnot all until 2nd or 3rd grade
• Pronunciation in ones native tongue is
  cemented by the end of the toddler years
• Articulation disordersbrain clip

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Idea 2 Reading, Thinking, and Speaking are
Closely Related

• Strengths or weaknesses in one of these areas
  often go along with similar strengths or
  weaknesses in the other areas
• Example Children with cognitive delays often
  have similar language and reading delays.
• Example ELL students have difficulty with
  speaking, reading, and thinking in English

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Examples of the relationship between language,
thinking, and reading

• ELL students have difficulty comprehending ideas
  presented in their second language but not in
  their native language
• Students with cognitive delays have delays in
  vocabulary development and reading
• Reading complex material increases both language
  and thinking skills

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How might poverty influence language?

• Limited language experiences
• Limited formal languagecan learn to switch
  between formal and informal language with teacher
  help
• Affects reading vocabulary, comprehension, and
  writing

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Formal and Casual Register Discourses (Ruby Payne)
Linked to online schedule
Formal Casual
The primary language of the middle class Used in school and business Less emotional Proper English Uses larger vocabulary Is necessary for most people to succeed. Used as primary language by many low SES students. More emotional and often large non-verbal elements. Lower vocabulary (400-800 words.) improper language with incomplete sentences and grammar errors.
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Idea 3 Language follows universal patterns but
with individual variations
What was the first word you spoke?
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Universal Patterns

• Cooing http//youtu.be/z9Am18cXU0E Babbling
  (6-7 months) http//youtu.be/PI42LSbwc8E
• First words (1 to 1 ½ years) By age 2 between 50
  and 550 words
• Vocabulary explosionages 2-4
• By age 6about 10,000 words
• Parallel language systems built in tandem for
  bilingual kids

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Semantics The meaning of words (your text calls
this vocabulary)

• Universal patterns in semantic development
• Lexical words- (nouns and verbs)develop
  soonerbut not in all languages
• Grammatical words (at, the, etc.)develop later
• Children speak first word at what age?
• How many words does the average 6 year old know?

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Syntax

• Syntaxthe rules of language we use to combine
  words together (grammar)
• Learned at an unconscious level, but shaped by
  cultural language traditions
• Early English speakers have basic syntax
  (noun/verb organization)
• Developmental problems with syntax
• Holophrasic speech
• http//youtu.be/22aMls0Cg-A
• Over-regularizationapplying rules that dont fit
• Confusion with passive sentences, multiple clauses

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Idea 4 Language is Shaped by Experience and
Biology

• Brain development limits language skills until
  certain ages--universality.
• Learning and culture determine HOW language is
  used.

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Biological Influences We are genetically
programmed to speak

• Development of oral structures
• Normal brain development patterns of structures
  that support speech
• But. . .experiences (nurture) also play a role .
  . .

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How Experience Shapes Language

• First yearall brain involved in language
• End of first yearmoves to left side
• First yearcan hear all sounds
• After first year, can hear sounds needed in their
  own language
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  width"560" height"315" frameborder"0"
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  width"560" height"315" frameborder"0"
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  mozallowfullscreen allowFullScreen gtlt/iframegt

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How experience influences language pragmatics
and sociolinguistics
Pragmatics The ability to use language to get
your needs met
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Pragmatics The practical use of words

• Goes beyond just knowing and understanding
  wordscan the person use those words to get needs
  met when they need to?
• Have to understand the setting where language is
  needed
• Have to be able to use enough verbal/non-verbal
  language to say what is needed
• Have to be able to read social cues for feedback

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What Affects Pragmatics?

• Developmental aspects (age, disability)
• Language exposurelow SES example (formal
  informal slide)
• Second language statusactivity coming up

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Sociolinguistics Making Language fit the
Context and the Culture
Baby on cell phone
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Sociolinguistics

• How language gets used in ways influenced by
  context and culture
• Cultural patterns, eg, how children address
  adults, how questions get asked, what kind of
  words are emphasized, etc in particular cultures.
• Social norms, eg. Dr. office language vs.
  lunchroom language vs. making a speech
• Requires flexibility in matching language to the
  context

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Context

• The context in which language occurs influences
  how language is used

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Culture

• The culture in which language is used influences
  what is appropriate

Speaking conventions Personal space Questions and
answer patterns Eye contact
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• In your opinion, should we correct the slang or
  informal language of students when it is the way
  people talk in their communities and/or cultural
  groups? Why or why not?

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Summarizing activity

• Pick one idea from todays class and discuss it
  with a partner. Tell what interested you about
  this idea and how you might apply it.

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Supporting Language Development
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Tip 1

• Educators must respect (and celebrate) the
  language students bring to the classroom. Video
  clip with ELL students.

Learn and use some words in first language
Ask students to provide first language words,
allow them to teach others basic language skills
in their native lang.
Treat language differences as assets, not deficits
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Tip 2 Hold asset views of student ability to
use language Gradually Increase Use of Formal
Language
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Examples

• Have students first write or speak in casual
  register, then have students translate (try this
  out with a partner)
• Use requirement to write out feelings in formal
  register when disciplining
• Give specific scaffolds for proper sentence
  structure when appropriate
• Vocabulary enrichment
• Require students to express needs and ask
  questions in school using formal discourse

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Tip 3

• Help students know when formal register is needed
  by studying language with them.(code-switching)

Example Do role plays where formal language
would be used and have students practice it
Example Allow students to write with slang,
then rewrite with formal language
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Tip 4 remember that content and meaning is
often more important than the actual form of
language used.
Avoid overcorrection of language if at all
possible.
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• Overcorrection of language may interfere with
  thinking and reading
• Overcorrection negative social outcomes
• Extension is a good way to correct if needed
• I want lunch. (ELL student)
• Yes. I know you want to eat lunch. (teacher)
• Allow time to allow ELL learners to do the mental
  translation needed. (ELL stages)

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Use the grid below to gauge how language changes
over time. . .
Language development feature Early Childhood Middle childhood Adolescent
Clarity and smoothness of speech
Ability to understand what is asked
Ability to get their meaning across
Other things you notice