Chapter 16 Young Children learning languages
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1) Research shows that young children can learn two languages simultaneously when both are used in daily interaction at home. The early childhood years provide an optimal period for language learning through social interaction and exploration of their environment. 2) As children develop, their language acquisition mirrors that of their first language, initially using formulaic expressions and telegraphic speech before developing more advanced grammar. 3) Interaction with caring adults who adjust their speech to be clear, repetitive and expand on the child's meaning helps children learn language naturally as they would their first language.
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The document discusses different theories of first language acquisition:
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[2] The nativist theory posits that humans are born with an innate language acquisition device that enables the learning of universal linguistic rules.
[3] The functional approach sees language development as dependent on cognitive development and social interaction, with children learning underlying structures and meanings through discourse.
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Nativist theory
Children are biologically predisposed to learn language through an innate Language Acquisition Device (LAD). The LAD contains innate linguistic principles and adjustable parameters that allow children to discover the grammatical rules of the language they are exposed to. By matching patterns in the environmental language input to their innate linguistic knowledge, children are able to unconsciously deduce and internalize the rules of that language.
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Chapter 16 Brumfit
1. Research shows that young children can learn two languages simultaneously when exposed to both languages from a young age at home. The early childhood years provide an optimal period for language learning.
2. Young children learn language through social interaction, using gestures, sounds, and responding to tones of voice from an early age. As they explore their environment and impose structure on the language they hear, their cognitive and language abilities develop.
3. When teaching a second language to young children, teachers should aim to recreate conditions similar to learning a native language at home, using strategies like motherese, focusing on concrete objects and actions, frequent repetition, and building on the child's utterances.
Chapter 16 brumfit
1. Research shows that young children can learn two languages simultaneously when exposed to both languages daily at home. The early childhood years from ages 3-7 provide an optimal period for second language acquisition.
2. For young children to best acquire a second language, the conditions should resemble a home environment where two languages are used daily, with a focus on social interaction. This allows children to develop language through physical interaction, as well as listening and responding to vocal tones and gestures.
3. Teachers can promote second language development in young children by using strategies intuitively used by parents, such as simplified speech, frequent repetition, expanding on the child's utterances, and creating a welcoming environment where children feel secure practicing the new language.
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This document discusses theories of language development in children. It covers:
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Child language acquisition
Children acquire language through natural interactions with familiar caregivers in everyday contexts. There are three main approaches to collecting and studying child language data: parental diaries, observational studies, and experimental studies. Parental diaries provide rich details but rely on a single observer. Observational studies directly audio record children's speech over time or compare groups. Experimental studies use controlled elicitation methods. Key milestones in early language development include babbling, first words around age 1, two-word combinations by age 2, and rapid growth of vocabulary and grammar thereafter as children pass through predictable stages of morphological and syntactic development.
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Antecedent
1. The document discusses the development of language in children. It describes several theories of how language is acquired, including reinforcement, imitation, and Chomsky's nativist theory of an innate language acquisition device.
2. Modern interactionist views hold that children are biologically prepared for language but require extensive experience interacting with others using spoken language.
3. The document also discusses antecedents to language development, including pseudodialogues, protoddeclaratives, and protoimperatives - early communication behaviors that precede full language.
Arantxa Dominguez Assingment 3
This document discusses early childhood language development and learning experiences that can promote it. It outlines the stages of language acquisition from birth to age 5 based on research studies. These include babbling and first words by age 1, two-word phrases by 2 years, and competence in the native language by age 5. Theories on language learning are reviewed, with interactionist theory viewed as most accurate, emphasizing the need for children to interact with and be spoken to by others. Suggestions are made for learning experiences to stimulate language development at each stage.
Development of Language & Communication Skills.pptx
The document discusses theories of language development in children. It describes the nativist view that children are biologically programmed with an innate language acquisition device. It also describes the interactionist perspective that both biological and environmental factors interact during development. Children reach linguistic milestones at similar ages across cultures, suggesting biological influences, but they learn language through social interactions like turn-taking, child-directed speech, and receiving negative feedback on errors. Overall, the development of language is viewed as the product of both innate predispositions and environmental experiences.
Psycolinguistics and language acquisition copy
Research on first language acquisition focuses on how and why children succeed in learning language. It examines the acquisition of rules and structures through approaches like social context comparisons and studies of language disabilities. Acquisition refers to learning language rules while development refers to using rules across contexts. The CHILDES database is a collection of child language corpora accumulated by researchers. When working with children, researchers must consider their shorter attention spans, curiosity about equipment, and need to build relationships and get permission. Common research topics examine longitudinal case studies, pre-linguistic development, lexical and semantic development, phonology, comprehension, metalinguistic awareness, color terms, and sources of variation.
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This document discusses key topics in first language acquisition, including:
1. Theories of language acquisition such as behaviorism, innatism, and interactionism. Innatism posits an innate language acquisition device while interactionism emphasizes social interaction.
2. Developmental stages of language acquisition from babbling to two-word sentences to complex grammar. Milestones include understanding language before production.
3. Experiments like the "WUG test" that show children internalize rules like plural formation without being taught.
4. Theories of bilingual acquisition including additive bilingualism, which has cognitive benefits over subtractive bilingualism.
The document examines issues in defining competence versus performance and the
Psycholinguistics - Part 2
Language attrition can be defined as the reduction, weakening or loss of a first, second, third, or more language in an individual or community. Research focuses on attrition in individuals, though definitions also include attrition within communities leading to language death. There are interesting parallels between individual and community language attrition from various perspectives. This entry focuses on attrition in individuals.
Reaction paper
This reaction paper analyzes theories of first language acquisition from chapters one and two. It summarizes different approaches from behaviorism, nativism, and functionalism. While each perspective provides insights, the author argues an integrated approach considering psychology, anthropology, and linguistics best explains the complex process of how children acquire language. The paper also discusses implications for teaching English as a second language.
Reaction paper
This reaction paper analyzes theories of first language acquisition from chapters one and two. It summarizes different approaches from behaviorism, nativism, and functionalism. While each perspective provides insights, the author argues an integrated approach considering psychology, anthropology, and linguistics best explains the complex process of how children acquire language. The paper also discusses implications for teaching English as a second language.
Chapter 7 language development
Source of Information: Lifespan Development: A Topical Approach by Feldman
given by our professor :D
EXTENDED ESSAY
This document provides an overview of a student paper comparing language development in children to second language acquisition in adults. It discusses various theories of both language development and second language acquisition. The key conclusion is that while both are influenced by internal and external factors, the factors differ and are more supportive for language development in children. As adults, the external factors and need that support language development in children are not as strong, making second language acquisition more difficult.
Language acquisition
Children begin learning language from birth through listening to word patterns in their first year. Their linguistic environment determines their mother tongue. As children develop, they progress through stages of linguistic development from one word utterances to two word phrases to developing grammar and eventually full competence in late childhood. Even children's errors and creative constructions reveal their innate sensitivity to the grammatical structures of the language they are acquiring.
Linguistic and literacy development of children and adolescents
1. The document discusses several theories of language development in children, including reinforcement theory, imitation theory, nativist theory, and interactionist theory.
2. It also discusses theories of literacy development, including emergent literacy and factors that influence reading development such as letter knowledge, vocabulary, and phonological awareness.
3. Bilingual language development is also addressed, outlining patterns of simultaneous and sequential bilingualism in children.
Stages of children development and the related theories
Children develop language skills in stages from infancy through adolescence according to various theories. In infancy, children progress from crying to babbling to first words according to behaviorist, nativist, and interactionist theories. In early childhood, vocabulary and grammar advance through techniques like fast mapping words and learning rules. By preschool, children converse effectively using culturally appropriate language. In adolescence, oral and written language continue maturing through skills like interpreting language in context.
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