1. REPORTER: LOURISE ARCHIE C. SUBANG BSED I - ACHAPTER
3NATURAL HISTORY OF LANGUAGE DEVELOPMENTI. Question: How
did reall...
roles in which the parents and other caregivers have in the language
acquisition process. He proposes the use of Language ...
FORMS/TYPES OF ANTECEDENTS PSUEDODIALOGUES – this is
PROTODECLARATIVES PROTOIMPERATIVES one of the early training –
the ch...
6. PROTOIMPERATIVESThe child still uses gestures but thesegestures
are used to let someone do forhim/her. Make statements ...
15. • Early age of bilingual exposure has a significant impact on multiple
aspects of a child’s development: linguistic, c...
23. Analytic Mode Gestalt Mode•Early language •Early languageacquisition
involves acquisition involvesmovement from acquis...
31. 3. Parents who choosebilingualismshouldconsider whether they
canhelp their childrenachieve fluency in bothlanguages.
3...
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Antecedent

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Antecedent

  1. 1. 1. REPORTER: LOURISE ARCHIE C. SUBANG BSED I - ACHAPTER 3NATURAL HISTORY OF LANGUAGE DEVELOPMENTI. Question: How did really the language of a child developed? Ans. There is no definite or exact sequence on how a child can acquire language. Butsince the birth of child psychology many had developed theories or studies that led to someinformation on how we as children acquire language. As the studies were compiled and revised,it eventually formed a framework basis for the study of Language Development. Traditionally language development depends upon the principle of reinforcement. The principle of reinforcement is a psychological concept based on the idea that the consequences of an action will influence future behavior. Rewarding behavior is considered reinforcement, because it teaches the subject that the behavior is desired, and encourages the subject to repeat it. Punishing a behavior, on the other hand, teaches the subject that the behavior is not desired, and should not be repeated. Other learning theorists however believed that language is acquired by imitation. Noam Chomsky – (American linguist, philosopher, cognitive scientist, political activist, author, and lecturer) rather proposes the nativist theory of language acquisition as the basis of how language is learned. He states that children have an innate Language Acquisition Device or LAD. This enables them to learn a language early and quickly. His theory was supported by the concept of the universality of language that use he same set of sounds and combinations. Though some theorists don’t agree with him. Its because that there were clear evidence of the variations of grammatical and syntactic rules. Also it ignores the social context in which language is acquired. Modern theorists clings to the interactionist view of language is learned. They say that children are biologically ready for language but requires extensive experience with spoken language for ample development. Acquiring language is always an active and interactive. This involves the ffg. Formulating Testing Evaluating languages’ rules Jerome Bruner ( American psychologist who has contributed to cognitive psychology and cognitive learning theory in educational psychology, as well as to history and to the general philosophy of education) one of the modern theorists. He also point out the critical
  2. 2. roles in which the parents and other caregivers have in the language acquisition process. He proposes the use of Language Acquisition Support System (LASS). This refers to the importance of a child’s social support network, which works in conjunction with innate mechanisms to encourage or suppress language development. 2. THE ANTECEDENTS OF THE LANGUAGE DEVELOPMENT What do you mean of the word “antecedent”? It means that which precedes or goes before. So therefore, antecedents of the language development talks about the ways or means which help the child to prepare him/her in learning the language. Just like in going o school you prepare yourself. Now here are the following devises that makes up the antecedents. PSUEDODIALOGUES – this is one of the early training devices. Characterized by the give and take of the conversation between the child and the mother or other person. Adults maintain the flow of conversation. Example: oooglieooogliegoogliegooglie PROTODECLARATIVES – the child uses gestures to make a description about the statement. PROTOIMPERATIVES – the child still uses gestures but these gestures are used to let someone do for him/her. Make statements about the things and let someone do it for him/her. HISTORY OF THE LANGUAGE DEVELOPMENTTraditionally language developmentdepends upon the principle ofreinforcement. Other learning theorists believed that language is acquired by imitation.Noam Chomsky - rather proposes thenativist theory of language acquisition asthe basis of how language is learned. Modern theorists clings to the interactionist view of language is learned. Under the modern theorists is Jerome Bruner - . He also point out the critical roles in which the parents and other caregivers have in the language acquisition process. He proposes the use of Language Acquisition Support System (LASS). 3. THE ANTECEDENTS OF THE LANGUAGE DEVELOPMENT ANTECEDENTmeans that which precedes or goes before. So therefore, antecedents of the language development talks about the ways or means which help the child to prepare him/her in learning the language.
  3. 3. FORMS/TYPES OF ANTECEDENTS PSUEDODIALOGUES – this is PROTODECLARATIVES PROTOIMPERATIVES one of the early training – the child uses – the child still uses devices. Characterized by the gestures to make a gestures but these give and take of the description about the gestures are used to conversation between the child statement. let someone do for and the mother or other him/her. Make person. Adults maintain the statements about the flow of conversation. things and let Example: oooglieoooglie someone do it for googliegooglie. him/her. INTERNET REFERENCES: www.wisegeek.com www.teachnology.com www.google.com BOOK REFERENCES: CHILD AND ADOLESCENT DEVELOPMENT (SUBJECT TEXTBOOK) The antecedents of language developmentPresentation Transcript 1. The Antecedents of Language Development 2. What is the meaning ofantecedent? 3. It means that which precedes or goesbefore. So therefore, antecedents of thelanguage development talks about theways or means which help the child toprepare him/her in learning the language.Just like in going to school you prepareyourself. Now here are the followingdevices that makes up the antecedents. 4. PSUEDODIALOGUESThis is one of the early training devices.Characterized by the give and take of theconversation between the child and themother or other person. Adults maintain theflow of conversation.Example: oooglieooogliegoogliegooglie 5. PROTODECLARATIVESThe child uses gestures to make adescription about the statement.
  4. 4. 6. PROTOIMPERATIVESThe child still uses gestures but thesegestures are used to let someone do forhim/her. Make statements about the thingsand let someone do it for him/her. 7. • Bilingualism is the ability to speak or write fluently in two languages.• It refers to those children who speak/have been spoken to in two languages in the home since birth and who are spoken to in only or both of those two languages at daycare or school 8. Aside from the obvious advantage of being able to speak more than one language,itimpacts the child positively in the sense of self esteem ,future job opportunities and ability to live and travel abroad. 9. There are two major patterns inbilingual language acquisition:• Simultaneous Bilingualism• Sequential Bilingualism. 10. • In simultaneous bilingualism,the child acquires two languages at the same time before the age of 3 years• In the first stage they may mix words or parts of words from both languages in the first stage. 11. • Stage 2 occurs at 4 years and older when distinction between the two languages takes place ,and the child uses each language seperately e.g. I like ice-cream. Gusto kongsorbetes. 12. • Sequential bilingualism also occurs before the child is 3 years old, but the child can draw on the knowledge and experience of the first language while acquiring the second language 13. Ages of bilingual acquisitonOne way of categorizing types ofbilingual acquisition is by the ageat which the two languages areacquired- infants, child,adolescent, and adult. 14. Infant or early bilingual acquisiton involves the child learning twolanguages virtually simultaneosly from the outset. Sometimes this results from having parents who have different native languages, but also speak the other parent’s language.
  5. 5. 15. • Early age of bilingual exposure has a significant impact on multiple aspects of a child’s development: linguistic, cognitive and reading.Children who experience early and extensive exposure to both of their languages quickly grasp the fundamentals of both of their languages and in a manner similar to that of monolingual language learners 16. Child bilingual acquisiton may start quite early in life, but involves the successive acquisition of two languages, as do adolescent and adult bilingualism. 17. This may be occasioned by the familymoving to another country, the arrivalof a caregiver who speaks a different language, or the child starting a nursery class or school is taught in adifferent language from the one used at home. 18. Adolescent bilingual acquisition refers to the acquisiton of a second language after puberty, while adult bilingual acquisition refers to acquisition after the teen years. 19. SECOND LANGUAGE LEARNING STRATEGIESMonolingual children can differ in the types of strategies they use when first to start to talk.Analytic learners Gestalt learners(left brain dominant) (right brained) 20. Analytic Learners• learn single words and later string them together in multiword uttereances.learn more quickly in large part because things are usually taught in an analytic manner in the public school 21. Gestalt learners• Concentrate on acquiring multiwordsexpressions(You know what? I wanna do it, etc) , which they initially treat as a whole, and only break down into their constituent parts. 22. A comparison between analytic and gestalt modes in language acquisitionAnalytic Mode Gestalt Mode•Basic units of •Basic units oflanguage are single language may bewords. words, multiword utterances, phrases, and/or clauses
  6. 6. 23. Analytic Mode Gestalt Mode•Early language •Early languageacquisition involves acquisition involvesmovement from acquisition ofsingle words to two multiword utterancesand three-words functioning as singleutterances units. 24. COGNITIVE ADVANTAGES OF BILINGUALISM 25. 1. Bilingualism does not impact on early languagemilestones like babbling.2. In bilingual homes, infants readily discriminatebetween two languages phonologically andgrammatically.3. Learning a grammatical device as using “s” todenote plurals in one language facilitate learningcorresponding devices in other language. 26. 4. Bilingualism is associated with an advantage in 4metalinguistic ability or capacity to think aboutlanguage among preschool and school agechildren.5. Most bilingual children manifest greater abiliythan monolingual children when it comestofocusing attention on language skills. 27. Bilingual children have been shown to have:1. better metalinguistic awareness (abilityto identify and describe characteristicsand features of language);2. better classification skills;3. better concept formation;4. better analogical reasoning;5. better visual-spatial skills;6. better storytelling skills;7. better semantic development. 28. COGNITIVE DISADVANTAGES OF BILINGUALISM 29. 1. Limited VocabularyInfants in bilingual homes haveexpressive vocabularies thatare as large as those of themonolingual, but the words theyknow are divided between twolanguages resulting into amore limited vocabulary whichcontinues into the school years. 30. 2. Think more slowly in thelanguage in which they havethe lesser fluency.Bilingual children are fluent inboth languages and thus,encounter fewer problems,But they, do not attain equalfluency.
  7. 7. 31. 3. Parents who choosebilingualismshouldconsider whether they canhelp their childrenachieve fluency in bothlanguages. 32. 4. Children who speak their immigrant parentslanguage tend to be attached to their parentsculture of origin and therefore are able to speakthe language. 33. Language and culture have important implications for how achildren learn languages in school and how teachers teachlanguage.Some Implications are:1. Children use the four language system at the same time in the process of communicating.2. Children bring their unique backgrounds of experience to the process of learning.3. Children’s cultural and linguistic diversity impact on the student’s learning process.

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