guidelines of presentation -overall development of speech

7/30/2019 Guidelines of Presentation -Overall Development of Speech

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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.

guidelines of presentation -overall development of speech

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