Language Development and Linguistic Diversity

1. Language Development and Linguistic Diversity Kathryn Oswood, Linda Jodock, Star Miller

2. Personal Outcome • To understand how children learn language • To investigate the positive and negative impacts of second-language learning • To better serve students with language disorders

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4. Biological Foundations • Language is predominantly associated with the left hemisphere of the brain. • Wernicke’s Area • Affects comprehension in speech that is heard and text that is read. • Broca’s Area • Affects the production of language through speaking or writing. • Individual differences in language ability are due to genetics. • Critical Periods for Language Development • Lenneberg proposed that language must be acquired before adolescence. • Speed of Acquisition Relative to the Amount of Input for Language Development • Children acquire language with little intervention

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6. Language Acquisition • Comprehension and production of language involves a variety of skills. • Speech Perception • Speech Production and Phonological Development • Lexical Development • Semantic Development • Grammatical and Syntactical Development • Pragmatic Development • Metalinguistic Development

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8. Prelinguistic Development • Speech Perception • Phonemes • See Table 7.1 for vowel and consonant phonemes in English • Speech Production • Babbling

9. Prelinguistic Development:Speech Perception and Production

10. Phonological Impairment

11. Language Development: Deafness

12. Semantic Development • Referential Style • One-word utterances that refer to objects • Expressive Style • One-word expressions of emotion, feeling, and action • Vocabulary Growth • Fast Mapping • A child understands a word in one exposure • Extended Mapping • A child understands a word after multiple exposures

13. Semantic Development

14. Semantic Development

15. Syntactic Development • Morphemes • Small units of language that convey meaning. • Unbound morphemes • Words that can stand alone • Dog, fire, tractor • Bound morphemes • Cannot stand alone • Prefixes, suffixes • MLU • Mean Length of Utterance • The length of a child’s utterances calculated in morphemes. • See Figure 7.2, page 196

16. Syntactic Development • Stage 1 • Telegraphic Speech • “Doggie run” • Stage 2 • Overregularization • “”goed” instead of “went” • Stage 3 • Use of negatives • “I not eating” • Stage 4 and 5 • Compound and complex sentences and passive constructions • “The teddy and the doll are going to play.” • “You bettern’t do that.”

17. Syntactic Development

18. Syntactic Development

19. Pragmatic Development • The ability to understand the perspective of others contributes to the ability to communicate with others in dialogue.

20. Pragmatic Development

21. Metalinguistic Awareness • Metasyntax • Discrimination of syntactically correct sentences from incorrect ones • Metalexical / Metasemantic • Understanding the nature of a word • Metaphonological • Awareness that words are composed of separable sounds • Alphabetic Principle • Understanding that letters represent sounds

22. Metalinguistic Awareness

23. Bilingualism and Cognitive Development

24. Nature and Effects on Bilinguals

25. Social Consequences of Education

26. Effective Classroom Practices

27. Cognitive Differences in Deaf and Hearing-Normal Individuals

28. Connection to Learning Theory:Stages versus Continuous Development

29. Connection to Learning Theory:Nature versus Nurture

30. Connection to Learning Theory:Lasting versus Transient • Lack of exposure to language of any kind, oral or sign, will negatively impact language development. Early exposure is essential.

31. Conclusions

32. Recommendations: Speech and Language Pathologist

33. Recommendations: ELL

34. Recommendations for Further Reading

35. References • http://www.rhsmpsychology.com/images/language_brain.jpg