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-WHAT IS LANGUAGE?
Language is a set of shared rules that allow people to
express their ideas in a meaningful way. Language
may be expressed verbally or by writing, signing, or
making other gestures, such as eye blinking or mouth
movements.
While speech involves the physical motor ability to
talk, language is a symbolic, rule governed system used
to convey a message. In English, the symbols can be
words, either spoken or written. We also have gestural
symbols, like shrugging our shoulders to indicate I
dont know or waving to indicate Bye Bye or the
raising of our eye brows to indicate that we aresurprised by something. I like how ASHA, the American
Speech Language Hearing Association, defines
language: Language is made up of socially shared rules
that include the following: What words mean (e.g.,
star can refer to a bright object in the night sky or a
celebrity). How to make new words (e.g., friend,
friendly, unfriendly). How to put words together (e.g.,
Peg walked to the new store rather than Peg walk
store new). What word combinations are best in what
situations (Would you mind moving your foot? could
quickly change to Get off my foot, please! if the first
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request did not produce results). Some of these rule
systems that govern a language can include syntax,
semantics, phonology, morphology, and pragmatics.-DEFINITION OF LANGUAGE.
-THEORIES OF SPEECH DEVELOPMENT
1. LEARNING PERSPECTIVE
2.NATIVIST PERSPECTIVE
3.INTERACTIONIST PERSPECTIVE(utsa ,passing)
-PRE LINGUISTICS PHASE
-EVOLUTION OF SPEECH(internet-theories)
We know little about the timing of language'semergence in our species. Unlike writing, speech
leaves no material trace, making it archaeologically
invisible. Lacking direct linguistic evidence, specialists
in human origins have resorted to the study of
anatomical features and genes arguably associatedwith speech production. While such studies may tell us
whether pre-modern Homo species had speech
capacities, we still don't know whether they actually
spoke. While no one doubts that they communicated
vocally, the anatomical and genetic data lack the
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resolution necessary to differentiate proto-language
from speech.
Using statistical methods to estimate the time requiredto achieve the current spread and diversity in modern
languages today, Johanna Nichols a linguist at the
University of California, Berkeley argued in 1998
that vocal languages must have begun diversifying in
our species at least 100,000 years ago.[78]
More recently in 2012 archeologists Charles
Perreault and Sarah Mathew used phonemic diversity
to suggest a date consistent with this.[79] 'Phonemic
diversity' denotes the number of perceptually distinct
units of sound consonants, vowels and tones in alanguage. The current worldwide pattern of phonemic
diversity potentially contains the statistical signal of
the expansion of modern Homo sapiens out of Africa,
beginning around 60-70 thousand years ago. Some
scholars argue that phonemic diversity evolves slowly
and can be used as a clock to calculate how long the
oldest African languages would have to have been
around in order to accumulate the number of
phonemes they possess today. As human populations
left Africa and expanded into the rest of the world,
they underwent a series of bottlenecks points at
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which only a very small population survived to colonise
a new continent or region. Allegedly such population
crash led to a corresponding reduction in genetic,phenotypic and phonemic diversity. African languages
today have some of the largest phonemic inventories
in the world, while the smallest inventories are found
in South America and Oceania, some of the last regions
of the globe to be colonized. For example, Rotokas, a
language of New Guinea, and Pirah, spoken in South
America, both have just 11 phonemes,[80][81] while
!Xun, a language spoken in Southern Africa has 141
phonemes. The authors use a natural experiment the
colonization of mainland Southeast Asia on the one
hand, the long-isolated Andaman Islands on the other
to estimate the rate at which phonemic diversity
increases through time. Using this rate, they estimate
that the world's languages date back to the Middle
Stone Age in Africa, sometime between 350 thousand
and 150 thousand years ago. This corresponds to thespeciation event which gave rise to Homo sapiens.
These and similar studies have however been criticized
by linguists who argue that they are based on a flawed
analogy between genes and phonemes, since
phonemes are frequently transferred laterally between
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languages unlike genes, and on a flawed sampling of
the world's languages, since both Oceania and the
Americas also contain languages with very highnumbers of phonemes, and Africa contains languages
with very few. They argue that the actual distribution
of phonemic diversity in the world reflects recent
language contact and not deep language history - since
it is well demonstrated that languages can lose or gain
many phonemes over very short periods. In other
words there is no valid linguistic reason to expect
genetic founder effects to influence phonemic
diversity.[82][83]
-WHAT IS SPEECH?
Speech is talking, which is one way to express
language. It involves the precisely coordinated muscle
actions of the tongue, lips, jaw, and vocal tract to
produce the recognizable sounds that make up
language.
When speech pathologists refer to the term speech we
are referring to three things: articulation/phonological
skills, speech fluency and voice. We are looking at a
childs ability to:
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1. Physically produce the individual sounds and sound
patterns of his/her language (Articulation).
2. Produce speech with appropriate rhythm, and freeof stuttering behaviour.
3. Produce speech with an appropriate vocal quality for
his/her age and sex.
You can have language without having speech
Though speech and language are related, you do not
have to have speech to have a language. How? The
best example of this is the use of Sign Language.
American Sign Language, or ASL, is its own language. It
is not just a gestural form of American English. It has its
own set ofrules to govern how it is used: Its own
symbols, syntax, pragmatics, etc. For example, in
spoken English, the symbol for a four legged animal
that says Meow is cat however the symbol for this
same thing in ASL is the sign for cat. You can
completely communicate in ASL without ever speaking
a word. This is a language that does not use speech.
--STAGES OF LANGUAGE ACQUISITION
Researchers have concluded that some aspects of
language are innate in humans; human beings are
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predisposed to learn and use language. The innate
form of language contains a universal grammar that is
later shaped by the particular forms of the language(s)a child is exposed to. Aitchinson outlines the
characteristics of biologically controlled behaviours
such as language as follows:
1 Language emerges before it is "necessary".
2 Language is not the result of a conscious decision.
3 Language is not triggered by external events.
4 Language is not the result of direct teaching or
intensive practice.
5 Language develops along standard lines correlatedwith age and other types of development.
6 Language is acquired during a "critical period".
How do infants acquire their first language?1. Not by imitation
2. Not by reinforcement
3. Not by memorizing grammar rules
4. In stages
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5. By assimilating rules
I have discovered by observation how I learned to
speak. I did not learn by elders teaching me words in
any systematic way, as I was soon after taught to read
and write. But of my own motion...I strove with cries
and various sounds and much moving of my limbs to
utter the feelings of my heartall this in order to get
my own way.
Stages of language development
1.pre-linguistic sounds
2.early linguistic sounds
3.babbling
4.holophrastic phrases
5.two-word phrases
6.telegraphic speech
Cross-language studies show that infants start
babbling with certain sounds, no matter
what language is spoken around them. Among the
first consonants made by infants
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around the world are (Data from O'Grady, et. al.
1994:364):
p t k
b d g
m n
w j h
s
How children learn the meaning of words
Over generalization
'Daddy' as any adult male
Under generalization
'doggie' as just the family pet
The critical age hypothesis
Pinker presents many aspects of the critical age
hypothesis. In summary, he says:
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Thus, language acquisition might be like other
biological functions. The linguistic
clumsiness of tourists and students might be the price
we pay for the linguistic
genius we displayed as babies, just as the decrepitude
of age is the price we pay
for the vigor of youth. Differences between children
and adult learners
linguistic patterns
emotional makeup
situational variety
time
types of input
These natives are unintelligentWe can't understand
their language.
(Chinweizu, "Colonizer's Logic" in Voices from
Twentieth-Century Africa, 1988)
In Paris they simply stared when I spoke to them in
French; I never did succeed in making those idiots
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understand their language. (Mark Twain). Paul
Robeson spoke twenty-five languages not as an
exercise but as a source
through which he could absorb the many cultures into
which he had not been
born, but to which he was instinctively determined to
belong. He consumed a
language for the cultural essence it contained and
became in practice, in custom,
and in habit a loyal member of all the groups whose
songs he sang. Charles V said that a man who knew
four languages was worth four men.
(Lord Macauley). Language is the building block of
consciousness. To accurately understand the
soul of a people, you not only search for their
outward manifestationsbut you
examine their language. (Haki Madhubuti)
Knowing your own learning style(s)
visual
auditory
tactile
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Adapting your language learning to your best learning
patterns
writing notes
interactive activities
active participation
-INTENTIONS OF COMMUNICATION
-MAIN ASPECTS OF LANGUAGE
(SEMANTIC DEVELOPMENT IN PASSING)
-WHAT WORDS CHILDREN LEARN FIRST?
-GRAMMAR(PASSING)
-WHAT WORDS DO CHILDREN LEARN FIRST?
-HOW DO CHILDREN LEARN TO TALK?
You can help your baby learn to talk if you:
Watch. Your baby may reach both arms up to say she
wants to be picked up, hand you a toy to say she wants
to play, or push food off her plate to say she's had
enough. Smile, make eye contact, and respond to
encourage these early, nonverbal attempts at baby
talk.
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Listen. Pay attention to your baby's cooing and
babbling, and coo and babble those same sounds right
back to your baby. Babies try to imitate sounds theirparents are making and to vary pitch and tone to
match the language heard around them. So be patient
and give your baby lots of time to "talk" to you.
Praise. Smile and applaud even the smallest or most
confusing attempts at baby talk. Babies learn thepower of speech by the reactions of adults around
them.
Imitate. Babies love to hear their parents' voices. And
when parents talk to them it helps speech develop. The
more you talk their "baby talk" with them, using short,simple but correct words, such as "dog" when your
baby says "daw," the more babies will keep trying to
talk.
Elaborate. If your baby points to the table and makes
noise, don't just give him more noodles. Instead, pointto the noodles and say, "Do you want some more
noodles? These noodles taste good with cheese, don't
they?"
Narrate. Talk about what you're doing as you wash,
dress, feed, and change your baby -- "Let's put on
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these blue socks now" or "I'm cutting up your chicken
for you" -- so your baby connects your speech to these
objects and experiences.Hang in there. Even when you don't understand what
your baby is saying, keep trying. Gently repeat back
what you think is being said, and ask if that's right.
Keep offering your loving attention so your baby feels
rewarded for trying to talk.
Let your child lead. During playtime, follow your child's
attention and interests to show that communication is
a two-way game of talking and listening, leading, and
following.
Play. Encourage children to play, pretend, and imagine
out loud to develop verbal skills as they become
toddlers.
Read aloud. Lifelong readers come from young children
who have plenty of fun, relaxing experiences of being
read to out loud.