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First Language Acquisition Language Development

First Language Acquisition Language Development. Katharina Neils, Christian Trumpp. “Language is like a spark that is encapsulated in a stone. Before people learned to get it out, its existence seemed like a miracle. Once lit, it spread like a wildfire.” Wilhelm von Humboldt. Outline.

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First Language Acquisition Language Development

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  1. First Language AcquisitionLanguage Development Katharina Neils, Christian Trumpp

  2. “Language is like a spark that is encapsulated in a stone. Before people learned to get it out, its existence seemed like a miracle. Once lit, it spread like a wildfire.” Wilhelm von Humboldt

  3. Outline • The basis of language development • Pre-requisites of language development • Supporting language development • Group Work • Discussion

  4. Child Language Development It is not a task to learn language. A child grows into the way actions are expressed through language. The child acquires the rules of language implicitly through interactive exchange with important people in the child‘s environment Language has a genetic predisposition in the human developmental system and therefore has a biological basis.

  5. Language has a biologicalbasis

  6. Activationlevels in thebrain duringlanguageprocessing

  7. Language • Opens a potential of knowledge • Enables the expression of intentions, desires and dislikes • Close connection to cognitive and social abilities and the regulation of behaviour • Is dependent on further abilities and areas of achievements • Disorders in linguistic competence often go together with disorders in non-linguistic areas

  8. Hannelore Grimm: 2002

  9. Output Input Overview: Language Development

  10. Supporting language development • Language support in preschools should therefore be integrated into everyday life in preschool and be directed towards all children. Both the method as well as the intensity of the support should match the individual needs of the child in question • Language support in preschools will be successful if it takes account of everyday life, that is, if the teachers support the language of all children und use language as a key for education.

  11. Language Comprehension 11

  12. Language Understanding

  13. Language Comprehension 13

  14. Making useofEverydaylife Support Strategy Making useofeverydaylife • talk a lot • comment on actions • createrituals • repeateventsthroughusing language • askquestions • gettothebottomofthings • makeplans • negotiatesolutions...

  15. Narration Support area: Narration K: Uhm, wehadeatenthosebiscuits E: Mhm. K: andtherewere a few, some, somefell down. Thosewhitethings. E: Andwhathappenedthen? K: thenwepickedthemupandthenwecouldeatthebiscuits. Language Patterns: Abstract, Episodes, climax, ending, coherence, actors...

  16. Reading Dialogue Selectionofbooks Clear Pictures, simple Story, shorttexts, Pictures rich in detail, repetitions... Vocabulary Listening, Wh-questions, followtheinterestsofthechild, introduceterminology ... • Syntax Incompletesentences, expansion, sentencepatterns...

  17. Action-orientedplay Action-orientedplaytakesaccountofthemotivation, creativityand emotional stateofthechild. Phases Introductionoftheingredients/materials/aids Transfer ofthetermsontothelevelofpicturesactionplanning Carrying out theactions Puttingtheactionintolanguagewiththeuseofpictures Behaviour: Requests: fordirectionofattention Formulationof WH-questions: Whatdidwe do? Howdoesthiswork? Namingofobjects Commenting on theactions (verbs!) Correctivefeedback

  18. Songs/motor games/rhymes Use of as many pictures or real objects during play as possible Verwendung together with rhymes. Songs which are accompanied with actions depending on the content. Work out movements for representing verbs.

  19. Free, goalorientedplay Children have to learn to communicate with each other and to exchange intentions, needs and memories. Communicative exchange among children works best when they strive towards a goal together without the involvement of adults and when their results are presented later. Children in the group are assigned a common task, which they have to achieve together by planning, carrying out subtasks and achieving the task as a whole. In the beginning help might be required

  20. Accompanied, goal-orienedplay Games offer the opportunity to support language. Accompany actions with language Use deliberate corrective Feedback.

  21. Cross-overmovements The right and the left body part should move in harmony and in balance. Hands, arms and legs should cross the middle line of the body. Cross-over movements require the co-operation of the left and right hemisphere of the brain.

  22. Games toimprovethemotordevelopmentofthemouth Games toimprovethemotordevelopmentofthemouthcanbebeneficialforchildrenwitharticulationproblemsand/orwhoarebreathingthroughthemouth. Closingofthemouth Breathingthroughthenose Grimaces Blowing Drawing in air Movementsfortongueandlips

  23. Games involvingsoundsandlistening The development and differentiation of the auditory system plays a crucial role in language development.. Recognising sounds Recognising voices Distinguishing sounds Listenign to sounds Recognising sounds

  24. Language tests

  25. Therapy Requirement It is scientifically proven that children with language problems do not catch up any more after the age of three if language general support only is employed On the basis of this result, it is clear that a differential language assessment is the prerequisite so that every child with a language disorder can get what they need: language support of language therapy. In general, language therapy is given on a one-to-one basis. The treatment is carried out in a playful manner and adapted to the symptoms, the age and the developmental stage of the child.

  26. Fried, L. (2004). Expertise zu Sprachstandserhebungen für Kindergartenkinder und Schulanfänger: Eine kritische Betrachtung. München: Deutsches Jugendinstitut. Grimm, H., Aktas, M. & Frevert, S. (2001). Sprachentwicklungstest für drei- bis fünfjährige Kinder (SETK 3-5). Göttingen: Hogrefe. Lurija, A. (2001). Das Gehirn in Aktion. 6.Auflage. Hamburg: Rowohlt. Michaelis, R. & Niemann, W. (2004). Entwicklungsneurologie und Neuropädiatrie. 3. Auflage. Stuttgart: Georg Thieme Verlag. Roos, J. & Schöler, H. (2007). Sprachentwicklungsdiagnostik mittels standardisierter Tests. In H. Schöler & A. Welling (Hrsg.), Sonderpädagogik der Sprache (S. 531- 550). Göttingen: Hogrefe. Spitzer, M. (2003) Lernen: Gehirnforschung und die Schule des Lebens. Heidelberg: Spektrum, Akademischer Verlag. Suchodoletz, W. (2001). Sprachnetwicklungsstörungen und Gehirn. Stuttgart: Kohlhammer. Trepel, M. (1999). Neuroanatomie: Struktur und Funktion. 2.Auflage. München: Urban & Fischer. References 26

  27. www.elias.bilikita.org The ELIAS project has been funded with support from the European Commission. Disclaimer: This product reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Grant Agreement Number: 2008 – 3378 / 001 – 001

  28. Logopädin: Katharina Neils www.logopaedie-magdeburg.de

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