Card Q: Pick one of the terms to the right, define it, and come up with an example of a problem a student may have with this aspect of language

Language Development

3 online readings: 2 on language development1 important reading on basic language processes and components

ConceptsReceptive languageExpressive languageSyntaxFluencySemantics

30 minute warning

Announcement

• Quiz at end of class today—30 minute warning

• Long-range bonus activity—can be done any time between today and Nov. 5th

• Powerpoints for next 2 classes linked to online schedule—one set for next 2 classes

Universality of language development: Download todays first readings for pdfs.http://www.ted.com/talks/patricia_kuhl_the_linguistic_genius_of_babies.html

4 Big ideas about Language universality

Important language concepts

4 BIG UNIVERSAL IDEAS OF LANGUAGE DEVELOPMENT

Also keep track of the important concepts as we go along

Download 3rd online reading from Oct 23rd for the important language concepts information. . .

Children understand language before speaking or writing it

Children’s understanding level is higher than their speaking level

ELL students understand more language in English than they can use (same for you)

Language is both Expressive and Receptive

Language leaves your “mind” and goes out to the world: speaking, writing,

singing? Art? Dance?

You see, hear, or read language of some sort and

make sense of it.

Expressive langauge: You send out language

Receptive language: You receive language

In these videos, what do you note about receptive and expressive language as students age?

Receptive language concept 1: Auditory memory

• Auditory memory=how much that is heard can be remembered?

• Young children: chronological age= # of simple items retained (video clip)

• Implications: Younger students= simpler directions– 2-part, simple directions not until age 3– 1 or 2 part directions only for younger kids– Shorter directions for younger learners

• ELL learners can remember less in English than in their own language

Language comprehension

• Definition: How well students understand what they hear

• Affected by: knowledge of vocabulary, cognitive level, auditory memory, and complexity of thinking

• ELL learners understand more English than they can speak

Expressive language concept : MLU (Mean Length of Utterance)

• Mean Length of Utterance=# words a person usually uses in a sentence

• Minimal expectations during toddler and early childhood years—MLU=chronological age.

• You can count words in sentences to see how a student does with this. Let’s try: http://youtu.be/4Wer6rRxrwk

• http://youtu.be/q00Mb-bXi_0

Expressive language concept : Fluency

• “Smoothness” of speaking

• Correct pacing of speaking.

• What should teachers do?– Discuss with parents– Discuss with speech clinician– Allow students to respond using technology

and other alternate means

• http://youtu.be/2Jk3AtlfWKQ

Expressive language concept : Articulation

• Wide range in age these skills learned

• Some common first sounds

• r, th, sl, dr last—not all until 2nd or 3rd grade

• Pronunciation in one’s native tongue is “cemented” by the end of the toddler years

• Articulation disorders—brain clip

Strengths or weaknesses in one of these areas often go along with similar strengths or weaknesses in the other areas

Example: Children with cognitive delays often have similar language and reading delays.

Example: ELL students have difficulty with speaking, reading, and thinking in English

Examples of the relationship between language, thinking, and reading

• ELL students have difficulty comprehending ideas presented in their second language but not in their native language

• Students with cognitive delays have delays in vocabulary development and reading

• Reading complex material increases both language and thinking skills

How might poverty influence language?

• Limited language experiences

• Limited “formal” language—can learn to switch between formal and informal language with teacher help

• Affects reading vocabulary, comprehension, and writing

Formal and Casual Register Discourses (Ruby Payne)

Formal Casual

The primary language of the middle class

Used in school and business

Less emotional

“Proper” English

Uses larger vocabulary

Is necessary for most people to succeed.

Used as primary language by many low SES students.

More emotional and often large non-verbal elements.

Lower vocabulary (400-800 words.)

“improper” language with incomplete sentences and grammar errors.

Linked to online schedule

What was the first word you spoke?

Universal Patterns• Cooing http://youtu.be/z9Am18cXU0E

Babbling (6-7 months) http://youtu.be/PI42LSbwc8E

• First words (1 to 1 ½ years) By age 2– between 50 and 550 words

• Vocabulary explosion—ages 2-4• By age 6—about 10,000 words• Parallel language systems built in tandem

for bilingual kids

Semantics: The meaning of words (your text calls this “vocabulary)

• Universal patterns in semantic development:– Lexical words- (nouns and verbs)—develop

sooner—but not in all languages– Grammatical words (at, the, etc.)—develop

later

• Children speak first word at what age?

• How many words does the average 6 year old know?

Syntax

• Syntax—the rules of language we use to combine words together (grammar)– Learned at an unconscious level, but shaped by

cultural language traditions– Early English speakers have basic syntax

(noun/verb organization)– Developmental problems with syntax

• Holophrasic speech• http://youtu.be/22aMls0Cg-A • Over-regularization—applying rules that don’t fit• Confusion with passive sentences, multiple clauses

Brain development limits language skills until certain ages--universality.

Learning and culture determine HOW language is used.

Biological Influences: We are genetically programmed to speak

• Development of oral structures

• Normal brain development patterns of structures that support speech

• But. . .experiences (nurture) also play a role . . .

How Experience Shapes Language:

• First year—all brain involved in language

• End of first year—moves to left side

• First year—can hear all sounds

• After first year, can hear sounds needed in their own language

• <iframe src="http://embed.ted.com/talks/patricia_kuhl_the_linguistic_genius_of_babies.html" width="560" height="315" frameborder="0" scrolling="no" webkitAllowFullScreen mozallowfullscreen allowFullScreen></iframe>

• <iframe src=“ http://embed.ted.com/talks/patricia_kuhl_the_linguistic_genius_of_babies.html" width="560" height="315" frameborder="0" scrolling="no" webkitAllowFullScreen mozallowfullscreen allowFullScreen ></iframe>

How experience influences language: pragmatics and sociolinguistics

Pragmatics: The practical use of words

• Goes beyond just knowing and understanding words—can the person use those words to get needs met when they need to?– Have to understand the setting where language is

needed– Have to be able to use enough verbal/non-verbal

language to say what is needed– Have to be able to read social cues for feedback

What Affects Pragmatics?

• Developmental aspects (age, disability)

• Language exposure—low SES example (formal & informal slide)

• Second language status—activity coming up

Baby on cell phone

Sociolinguistics

How language gets used in ways influenced by context and culture

• Cultural patterns, eg, how children address adults, how questions get asked, what kind of words are emphasized, etc in particular cultures.

• Social norms, eg. Dr. office language vs. lunchroom language vs. making a speech

– Requires flexibility in matching language to the context

Context

•The context in which language occurs influences how language is used

Culture•The culture in which language is used influences what is appropriate:

Speaking conventions

Personal space

Questions and answer patterns

Eye contact

• In your opinion, should we correct the “slang” or informal language of students when it is the way people talk in their communities and/or cultural groups? Why or why not?

Summarizing activity

• Pick one idea from today’s class and discuss it with a partner. Tell what interested you about this idea and how you might apply it.

Tip #1:

Educators must respect (and celebrate) the language students bring to the classroom. Video clip with ELL students.

Learn and use some words in first language

Ask students to provide first language words, allow them to teach

others basic language skills in their native lang.

Treat language differences as

assets, not deficits

Tip #2: Hold asset views of student ability to use language: Gradually Increase Use of Formal Language

• Have students first write or speak in casual register, then have students translate (try this out with a partner)

• Use requirement to write out feelings in formal register when disciplining

• Give specific scaffolds for proper sentence structure when appropriate

• Vocabulary enrichment• Require students to express needs and ask

questions in school using formal discourse

Examples

Tip #3:

Help students know when formal register is needed by studying language with them.(code-switching) Example: Allow students

to write with slang, then rewrite with formal language

Example: Do role plays where formal language would be used and have students practice it

Tip #4: remember that content and meaning is often more important than the actual form of language used.

Avoid overcorrection of language if at all possible.

• Overcorrection of language may interfere with thinking and reading

• Overcorrection = negative social outcomes• Extension is a good way to correct if

needed:– “I want lunch.” (ELL student)– “Yes. I know you want to eat lunch.” (teacher)

• Allow time to allow ELL learners to do the mental translation needed. (ELL stages)

Use the grid below to gauge how language changes over time. . .

Language development feature

Early Childhood Middle childhood

Adolescent

Clarity and smoothness of speech

Ability to understand what is asked

Ability to get their meaning across

Other things you notice