There is asummary below, each part has to be completed separately. There is an attachment with more details for the assignment. Application: Language Development Face-to-Face Observations and Interviews As you have experienced in your coursework, reading about young children and their development can build knowledge and understanding. However, opportunities to observe children firsthand at different stages of language development will help deepen your learning experience. With regard to such topics as bilingualism and atypical language development, interviewing adults who can share their experiences or expert knowledge can broaden your understanding and sensitivity to the complexity of language learning. Your Application Assignment for the course is divided into four parts. In preparation, read the following overview of the observations and interviews you will be conducting over the next 5 weeks. Use this week to set up specific dates and times for these experiences to take place. Part 1 (Week 2): Observing an Infant or Toddler Interacting with an Important Adult You will observe a young child in one of the three stages of language development: prelinguistic (using sounds and gestures), phonological (transitioning from sounds to speech), or semantic (learning the meanings of words). Then, you will interview the parent or caregiver about the child's language development. The goal of this assignment is to observe the child's means of communication and apply what you have learned about how important adults can foster language development in very young children. Part 2 (Week 3): Observing a Preschooler's Communicative Competence You will observe a young child 3–5years old using language. The goal of this assignment is to look for evidence of the child's communicative competence using specific measures, and consider how important adults can foster one or more aspects of the child's communicative competence. Part 3 (Week 4): Interview on Second Language Learning You will interview an older student or adult who is bilingual about the experience of learning English as a second language; or you will interview a teacher of young English language learners (ELL) or a foreign language teacher about children's experiences in learning a second language. The goal is to increase your understanding of the experience of learning and using English and another language. Part 4 (Week 5): Interview on Developmental Leaps and Lags in Language Learning You will interview an early childhood teacher or a speech pathologist on the topic of language development to find out more about children whose language is delayed or who have atypical language development; or you will interview the parent of a child with a language delay or atypical language development. The goal is to expand your understanding of developmental differences in language development, or atypical language development caused by a specific condition or communication disorder, and the impact on children an.

1. There is asummary below, each part has to be completed
separately. There is an attachment with more details for the
assignment.
Application: Language Development Face-to-Face
Observations and Interviews
As you have experienced in your coursework, reading about
young children and their development can build knowledge and
understanding. However, opportunities to observe children
firsthand at different stages of language development will help
deepen your learning experience. With regard to such topics as
bilingualism and atypical language development, interviewing
adults who can share their experiences or expert knowledge can
broaden your understanding and sensitivity to the complexity of
language learning.
Your Application Assignment for the course is divided into four
parts. In preparation, read the following overview of the
observations and interviews you will be conducting over the
next 5 weeks. Use this week to set up specific dates and times
for these experiences to take place.
Part 1 (Week 2): Observing an Infant or Toddler Interacting
with an Important Adult
You will observe a young child in one of the three stages of
language development: prelinguistic (using sounds and
gestures), phonological (transitioning from sounds to speech),
or semantic (learning the meanings of words). Then, you will
interview the parent or caregiver about the child's language
development. The goal of this assignment is to observe the
child's means of communication and apply what you have
learned about how important adults can foster language
development in very young children.
Part 2 (Week 3): Observing a Preschooler's Communicative
Competence
You will observe a young child 3–5years old using language.
The goal of this assignment is to look for evidence of the child's

2. communicative competence using specific measures, and
consider how important adults can foster one or more aspects of
the child's communicative competence.
Part 3 (Week 4): Interview on Second Language Learning
You will interview an older student or adult who is bilingual
about the experience of learning English as a second language;
or you will interview a teacher of young English language
learners (ELL) or a foreign language teacher about children's
experiences in learning a second language. The goal is to
increase your understanding of the experience of learning and
using English and another language.
Part 4 (Week 5): Interview on Developmental Leaps and Lags in
Language Learning
You will interview an early childhood teacher or a speech
pathologist on the topic of language development to find out
more about children whose language is delayed or who have
atypical language development; or you will interview the parent
of a child with a language delay or atypical language
development. The goal is to expand your understanding of
developmental differences in language development, or atypical
language development caused by a specific condition or
communication disorder, and the impact on children and
families.