language development quick take on theories about how we acquire or learn language:...

Language DevelopmentLanguage Development

Quick take on theories about how we acquire Quick take on theories about how we acquire or learn language:or learn language:

Behaviorism—the behavior of using Behaviorism—the behavior of using language and language approximations language and language approximations (babbling) is rewarded.(babbling) is rewarded.

Social Cognitive Theory—parents model Social Cognitive Theory—parents model language and children learn from watching language and children learn from watching and listening to their parents.and listening to their parents.

Nativist Theory—we are genetically Nativist Theory—we are genetically programmed to learn and use language. programmed to learn and use language. Exposure to language triggers this Exposure to language triggers this development.development.

Sociocultural Theory—(Vygotsky) parents Sociocultural Theory—(Vygotsky) parents scaffold their children’s use of language. scaffold their children’s use of language.

Feedback Cycle in LanguageFeedback Cycle in Language

Attempt to communicate

Reception

There is a critical feedback cycle in language. Children attempt to communicate and they get feedback on their attempts. The feedback is either positive or negative

Positive feedback:The baby says “mamamamamama” and the mom, in a wildly excited voice, says, “You said ‘mama’!!” Parents reward gross approximations of the use of language to communicate. Positive feedback helps the child to know s/he is on the right track and encourages the child to keep on trying.

The child gets negative feedback when an attempt to communicate does not work. For example, while crying is a first way of communicating, it is not very specific, so it takes parents time to figure out why the baby is crying. Negative feedback encourages children to move forward in linguistic development. Single words are so much better than crying, but even they are not as effective as multi-word phrases and later on specific, complete sentences.

Attempt to communicate

Reception

Behaviorism: approximations of language are rewarded

Social Cognitive Theory: Children imitate their parents when they are attempting to communicate. Nativist Theory:

The whole background: we are “hardwired” to use language. The Language Acquisition Device in our brains is a genetic set of language-processing skills that enables children to understand and use the rules governing speech.

Sociocultural theory: Parents scaffold language for their children. Babytalk is a form of scaffolding—a simplified version of language.

Piaget: Negative feedback creates disequilibrium and the processes of adaptation: accommodation and assimilation.

The feedback cycle explains all the theories about language acquisition.

Stages of Language AcquisitionStages of Language Acquisition Cooing & babbling (first few months of life)Cooing & babbling (first few months of life) First words (age 1). Holophrases—one or two words First words (age 1). Holophrases—one or two words

stand for a lot of words (“Cookie!!” means “I want a stand for a lot of words (“Cookie!!” means “I want a cookie!”). Overgeneralization—one word used to refer cookie!”). Overgeneralization—one word used to refer to too many things, such as “dog” referring to all 4-to too many things, such as “dog” referring to all 4-legged furry things. Undergeneralization—the oppositelegged furry things. Undergeneralization—the opposite—being too specific with a word.—being too specific with a word.

Fine-tuning (around age 2) developing verb forms. Fine-tuning (around age 2) developing verb forms. Overgeneralizes irregular grammar forms (“I goed to Overgeneralizes irregular grammar forms (“I goed to the store.”). the store.”).

Strategic use of language (age 3)—questions, positive Strategic use of language (age 3)—questions, positive & negative forms& negative forms

Complex sentences (age 6)Complex sentences (age 6)

Overgeneralization: occurs when a child uses a word to refer to a broader class of objects than is appropriate. When a child assimilates instead of accommodates, that is overgeneralization—see the slide on “Schemes and Organization.” The child in that example is overgeneralizing her scheme for “doggie.” Undergeneralization: occurs when a child uses a word too narrowly such as “kitty” for a specific cat but not for cats in general.

Language development in the Language development in the school yearsschool years

Pronunciation: most first graders can Pronunciation: most first graders can pronounce all the sounds of their pronounce all the sounds of their native language but some will native language but some will struggle, still.struggle, still.


Grammar: children master syntax (word Grammar: children master syntax (word order) in their native language early. But order) in their native language early. But some constructions are more complex and some constructions are more complex and while they understand these constructions, while they understand these constructions, they may not use them until late elementary they may not use them until late elementary school.school.

For example: passive voice.For example: passive voice. Active voice: “The dog played with the ball.”Active voice: “The dog played with the ball.” Passive voice: “The ball was played with by Passive voice: “The ball was played with by

the dog.” This is a more complex way of the dog.” This is a more complex way of stating the main idea. It is part of academic-stating the main idea. It is part of academic-style writing (it’s actually not the best style of style writing (it’s actually not the best style of writing, but it might be necessary sometimes).writing, but it might be necessary sometimes).


Vocabulary and meaning: Average 6 year Vocabulary and meaning: Average 6 year old’s vocabulary is 8,000-14,000 words. old’s vocabulary is 8,000-14,000 words. Average 11 year old’s vocabulary is Average 11 year old’s vocabulary is 40,000.40,000.

Early elementary school students may Early elementary school students may have a hard time with abstract words such have a hard time with abstract words such as “justice.” They may not understand as “justice.” They may not understand sentences such as “if I were…” because sentences such as “if I were…” because that is an abstraction. They may not that is an abstraction. They may not understand sarcasm.understand sarcasm.


Pragmatics: the rules for when and Pragmatics: the rules for when and how to use language to be an how to use language to be an effective communicator in a effective communicator in a particular culture.particular culture.

Turn-taking in conversation (not Turn-taking in conversation (not monopolizing the conversation)monopolizing the conversation)

Commands may be expressed in Commands may be expressed in many different ways besides directlymany different ways besides directly


Metalinguistic awareness: Metalinguistic awareness: understanding about one’s own use understanding about one’s own use of language.of language.

This is knowledge about language—This is knowledge about language—its rules and constructions and how its rules and constructions and how to use it.to use it.

Metalinguistic knowledgeMetalinguistic knowledge When I was in France, I wanted to be able to When I was in France, I wanted to be able to

use my French skills, but I had heard that use my French skills, but I had heard that people there tend to switch to English if they people there tend to switch to English if they think you aren’t speaking well enough. I think you aren’t speaking well enough. I decided to use conditional tense when I decided to use conditional tense when I asked for something as well as the formal asked for something as well as the formal version of “you.” I figured that conditional version of “you.” I figured that conditional tense would “mark” me as being beyond the tense would “mark” me as being beyond the beginning stages of speaking French and beginning stages of speaking French and that the formal “you” would let them know that the formal “you” would let them know that I understood its importance in that that I understood its importance in that culture. It worked!! I ordered tickets in a culture. It worked!! I ordered tickets in a railway station completely in French. railway station completely in French.


Partnerships with families—it is Partnerships with families—it is important to partner with students’ important to partner with students’ families in promoting their linguistic families in promoting their linguistic development. Home life can add to development. Home life can add to school life and parents often will add school life and parents often will add activities to their lives that you activities to their lives that you suggest (and provide materials for).suggest (and provide materials for).

Diversities and Diversities and convergencesconvergences

Children around the world develop at Children around the world develop at different ages, however, assessing different ages, however, assessing development needs to be done in ways that development needs to be done in ways that children understand in order to get an children understand in order to get an accurate picture of what a student is able to accurate picture of what a student is able to do. do.

Cultures create different pragmatics. Middle Cultures create different pragmatics. Middle class families tend to ask questions that are class families tend to ask questions that are “test-like” while parents from other families “test-like” while parents from other families tend to think of these questions as obvious tend to think of these questions as obvious and not particularly interesting.and not particularly interesting.

ConvergencesConvergences

Cognitive development requires physical Cognitive development requires physical and social stimulationand social stimulation

To develop, children need to be active in To develop, children need to be active in all areas of their lives. They need to all areas of their lives. They need to experiment and try things out for experiment and try things out for themselves. They need older people to themselves. They need older people to help.help.

Children need to play.Children need to play. Good teaching is in the learning zone—not Good teaching is in the learning zone—not

too hard, not too easy, but JUST right.too hard, not too easy, but JUST right. Challenge + Support = LearningChallenge + Support = Learning

VocabularyVocabulary

Adaptation

Accommodation

Assimilation

Centration

Classification

Concrete operational

stage

Conservation

Development

Egocentrism

Equilibrium

Formal operational

stage

Holophrases

Maturation

Nativist theory

Object permanenc

e

Organization

Over-generalization

Preoperational stage

Private speech

Reversability

Scaffolding

Schemes

Sensori-motor stage

Seriation

Shared understandin

g

Social experience

Sociocultural theory of developme

nt

Systematic reasoning

Transformation

Under-generalization

Zone of proximal

development

Physical development

Personal development

Social development

Cognitive development

Neurons

Synapses

Myelination Plasticity

Lateralization

DisequilibriumSemiotic function

Decentering

Collective monologue

Identity

CompensationAdolescent egocentrism

Neo-Piagetian theories

Co-constructed process

Cultural tools

Assisted learning

Funds of knowledge

Heritage language

Pragmatics

Syntax

Metalinguistic awareness

language development quick take on theories about how we acquire or learn language:...

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