Critical Period (Lenneberg- 'Jim')

•  The period of when a child (up to the age of 5) develops their language naturally.
• Once this period is passed language development is seen to become much more difficult.

Halliday's Functions - Regulatory

Influence the behaviour of others

e.g. 'pick up'

Halliday's Functions - Interactional

Develop and maintain social relationships

e.g. 'love you'

Halliday's Functions - Personal

To convey individual opinions, ideas and personal identity

e.g. 'me like Charlie and Lola

Halliday's Functions - Representational

To convey facts and information

e.g. 'it's hot'

Halliday's Functions - Imaginative

To create an imaginar world and may be seen in play predominantly

e.g. 'me shopkeeper'

Halliday's Functions - Heuristic

To learn about the environment

e.g. 'wassat?'

Dore's Language Functions - Labelling

Naming a person,object or thing

e.g. 'Mummy', 'ball' or 'dog'

NATIVISM

Language acquisition is an internal process because of the virtuous errors made by children.

We are all born with a Language Aquisition Device- proposed by CHOMSKY.

Dore's Language Functions - Repeating

Repeating an adult word or utterance

e.g. 'what are you doing?'

Dore's Language Functions - Answering

Responding to an utterance of another speaker

e.g. 'Yes'

Dore's Language Functions - Requesting Action

Asking for something to be done for them

e.g. 'Get cup?'

Dore's Language Functions - Calling

Getting attention by shouting

e.g. 'Mummy!'

Dore's Language Functions - Greeting

Greeting someone or something

e.g. 'Hello!'

CHOMSKY

Scaffolding is the provision of sufficient support to promote learning when concepts and skills are being first introduced to students.

Theorists: Bruner and Vgotsky

Example: Closed questions

Dore's Language Functions - Protesting

Objecting to requests from others

e.g. 'No!'

Dore's Language Functions - Practising

Using language when no adult is present

e.g. 'Draw picture' - as they go to get paper and pens/pencils

LANGUAGE ACQUISTION DEVICE

(LAD)

UNIVERSAL GRAMMAR

The languages all share some similarities, and share the principles of grammar despite surface differences in lexis and phonology.

casa/maison/house/haus/huis

Child language is developed through interaction with adults.

Theorist: Bruner and Vgotsky

Example: Tag Questions.

Using negatives in stages

Define:

1st stage: uses 'no' and 'not' at the beginning/end of a sentence.

2nd stage: moves 'not'/'no' inside the sentence

3rd stage: attaches the negative to auxilary verb and the couplar verb 'be' securely'.

Examples: 'no wear shoes' and 'i no want it'

VIRTUOUS ERRORS

Syntactic errors made in which the non standard utterance reveals some understanding, though incomplete of standard lexis.

They imply that children make choices from a linguistic basis, and therefore are logical.

'I runned' 'I not want'

• Children learn to breakdown whole words into phonemes and graphemes, looking for phonetic or orthographic patterns.
• to decode words by separating them into smaller units - onset (the vowel or syllable at the start of  word), rime (the rest of the word, always beginning with a vowel)

HOLOPHRASTIC STAGE

A one word utterance.

Acquired at 12-18 months

CLARKE

 Questions are formed when the child rises innotation during stages 1 and 2-

e.g. - 'juice', 'have book'

Behaviourism

• Skinner created the behaviourist theory, which is the belief that language is acquired through imitation and reinforcement.
• Skinner said that "Parents do use reinforcement when speaking to children, and that children do copy language heard around them".
• Children copy accents, and this is an argument for behaviourism.

CLARKE

UNCONTRACTIBLE COPULAR - "IS/WAS"

ARTICLES - "THE/A"

PAST TENSE REGULAR - "ED"

THIRD PERSON REGULAR "RUNS"

Rothery

Observation/Comment

The writer makes an observation (I saw a tiger)

then an evaluative commment (It was very large)

Or mixes with an observation (I saw a very large tiger)

TWO WORD STAGE

Two words combined to create simple syntactical structures

subject+verb or verb+object

Acquired at 18-24 months

THIRD PERSON IRREGULAR - "has"

UNCONTRACTABLE AUXILLARY VERB "THEY WERE RUNNING"

CONTRACTIBLE COPULA - "SHE'S"

CONTRACTIBLE AUXILLARY - "SHE'S RUNNing"

Analytic phonics

Breaking down whole words into phonemes and graphemes

Reading 'cat': 'k' - 'ae' - 't'

TELEGRAPHIC STAGE

Three or more words joined in increasingly complex and accurate orders

subject+verb+object

subject+verb+complement

subject+verb+adverbial

Acquired at 24-36 months

BELLUGI

STAGE 1

Uses 'no' or 'not' at the begining or end of a sentence 

As increasing complexity of morphemes acquires , it suggests a link between: 

cognitive development & language acquisition 

Piaget beleived that children will only acquire more complex forms of language when their cognitive development can cope