DAYANGFIRST AND SECOND LANGUAGEDEVELOPMENT CHAPTER 4
First Language Development Strickland & Feeley – caretakers ofyoung children constantly negotiatemeaning as they communic...
Theories of First LanguageDevelopmentConstructivist Theory (Jean Piaget)- Stages of Language DevelopmentSocial Interacti...
Constructivist Theory (JeanPiaget, 1969) Language development is an aspect ofgeneral cognitive development. Conceptualiz...
Stages of LanguageDevelopment Sensorimotor Stage (0-2 years old)- Preverbal- Crying, Babbling (pa,pa…. ma,ma….) Preopera...
 Concrete Operational Stage (7-11 years old)- Logical Reasoning & Socialized Speech- similar to adult speech- children pr...
Social Interaction Theory (LevVygotsky, 1986) Language development is determined by theinteraction of physical, linguisti...
Zone of Proximal Development Connecting new knowledge with previousknowledge. Caretakers play major role as they provide...
Language Structure & Systems Phonological Rules : sounds patterns oflanguage Semantic Rules : the meaning of wordsand se...
Second LanguageDevelopment
Theories of Second LanguageDevelopmentContext-Embedded Communication- Basic Interpersonal CommunicationSkills- Cognitive ...
Context – EmbeddedCommunication (Cummins) Cummins – the amount of contextual supportpresent when someone is learning a se...
Cummin’s Model ofLanguage Proficiency
Comprehensible Input (StephenKrashen) Understandable language experiences Characteristics of comprehensible input- langu...
Teaching About Vocabulary Dev. Semantic Mapping- diagrams that helps children see how words arerelated toone another (Joh...
BedsBunkbedWaterbedHospitalbedRecliningbedSemantic Map for Beds
 Word Play- synonyms and antonyms- homonyms (same look, same sound, diff. spellingand meaning)- parts of speech- onomatop...
Assessing and DifferentiatingInstruction Teaching Speakers of Nonmainstream English- teachers build on what students brin...
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First and second lang. dev. carole cox

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First and second lang. dev. carole cox

  1. 1. DAYANGFIRST AND SECOND LANGUAGEDEVELOPMENT CHAPTER 4
  2. 2. First Language Development Strickland & Feeley – caretakers ofyoung children constantly negotiatemeaning as they communicate withchildren. Focusing on what children say, not howthey say it.
  3. 3. Theories of First LanguageDevelopmentConstructivist Theory (Jean Piaget)- Stages of Language DevelopmentSocial InteractionTheory (Lev Vygotsky)- Zone of Proximal Development- Language Structure and System
  4. 4. Constructivist Theory (JeanPiaget, 1969) Language development is an aspect ofgeneral cognitive development. Conceptualization precedes language. Language will follow experience.
  5. 5. Stages of LanguageDevelopment Sensorimotor Stage (0-2 years old)- Preverbal- Crying, Babbling (pa,pa…. ma,ma….) Preoperational Stage ( 2-7 years old)- Vocabulary and True Language- can name things, use two-word, simplesentences- cannot pronounce clearly, but is able to conveymeaning- repeats words
  6. 6.  Concrete Operational Stage (7-11 years old)- Logical Reasoning & Socialized Speech- similar to adult speech- children pretty much mastered their nativelanguage Formal Operational Stage ( 11- 15 years old )- Abstract Reasoning & World of Symbols- speaks like adult- use language for communicative purposes- can guide others in using language for thedevelopment oflanguage level
  7. 7. Social Interaction Theory (LevVygotsky, 1986) Language development is determined by theinteraction of physical, linguistic and social factors. Interaction with the environment, especially withadults, plays critical role in language development. Babies use language to communicate their needs. Caretakers – suit their language level to children’slanguagelevel, do not point out errors, pay moreattention to meaning, provideenvironment forsocial interaction.
  8. 8. Zone of Proximal Development Connecting new knowledge with previousknowledge. Caretakers play major role as they provideguidance to children.
  9. 9. Language Structure & Systems Phonological Rules : sounds patterns oflanguage Semantic Rules : the meaning of wordsand sentences Syntactic Rules : how to combine words insentences Pragmatic conventions : how language isused
  10. 10. Second LanguageDevelopment
  11. 11. Theories of Second LanguageDevelopmentContext-Embedded Communication- Basic Interpersonal CommunicationSkills- Cognitive Academic LanguageProficiencyComprehensible Input
  12. 12. Context – EmbeddedCommunication (Cummins) Cummins – the amount of contextual supportpresent when someone is learning a secondlanguage determines his/her proficiency in twoimportant dimensions of language: Basic interpersonal communication skills (BICS)-used in daily social speaking situations (0-3years of practice) Cognitive academic language proficiency (CALP)-language skills used in school tasks (takingnotes, report writing – 5 to 7 years of practice)
  13. 13. Cummin’s Model ofLanguage Proficiency
  14. 14. Comprehensible Input (StephenKrashen) Understandable language experiences Characteristics of comprehensible input- language that is already known + new language(i+1)- contextual clues (objects in familiar situationd)- paralinguistic clues (gestures and facialexpressions)- linguistic modification(intonation, repetition, paraphrasing)- meaningful topics + prior knowledge on the topic
  15. 15. Teaching About Vocabulary Dev. Semantic Mapping- diagrams that helps children see how words arerelated toone another (Johnson and Pearson, 1984)
  16. 16. BedsBunkbedWaterbedHospitalbedRecliningbedSemantic Map for Beds
  17. 17.  Word Play- synonyms and antonyms- homonyms (same look, same sound, diff. spellingand meaning)- parts of speech- onomatopoeia- palindromes (words and sentences that can beread forward ofbackward. Eg : mom, dad, bob)- similes and metaphors- riddles, puns (plays on words using sounds andmeanings)and conundrums (riddles based on an imaginedlikeness
  18. 18. Assessing and DifferentiatingInstruction Teaching Speakers of Nonmainstream English- teachers build on what students bring to school- adding the school exp. to what children alreadyknow- teachers support the language children bring toschool- provide them input using standard English- give opportunities to use new language in asafe, realcommunication context

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