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GROUP 1 REPORT.pptx
- 1. Click to editMaster title style 1 CHAPTER lll. Linguistic and Literacy Development of Children and Adolescents L e a r n i n g O u t c o m e s : A t t h e e n d o f t h e t o p i c s e s s i o n , t h e s t u d e n t s h o u l d b e a b l e t o : a . E x p l a i n t h e n a t u r a l h i s t o r y o f l a n g u a g e d e v e l o p m e n t b . D e s c r i b e b i l i n g u a l d e v e l o p m e n t
- 2. Click to editMaster title style 2 NATURAL HISTORY OF LANGUAGE DEVELOPMENT • The development of language involves every form of learning and every principle of perception, organization, and serial patterning.” • Certain language,” wrote the American Neurological psychologist, Lashley (Bean, 1932), presents in most striking form of integrative functions that are characteristics of the cerebral cortex and that reach their highest development in human thought processes.” 2
- 3. Click to editMaster title style 3 3 Development of Language • Spoken language from a “ brutishly materialistic” view, as Osgood (1953) has pointed out, “ is nothing more than a complexly integrated series of skilled movements of the diaphragm, vocal cords, jaws, lips, and tongue, with air being driven through the opening of appropriate moments and pressures.
- 4. Click to editMaster title style 4 4 Development of Sound Patterns • Almost every muscle of the infant is exercised in random fashion: legs, arms, eyes, fingers, toes. The vocal apparatus is also a muscular system and it joins in this random activity.
- 5. Click to editMaster title style 5 Development of Sound Patterns 5 Volume • the aspect of sound that control. A sound is pronounced by the baby and then he “practices” it again and again, first with this volume, and then with that. • the infants repeats a sound initially produced at random, and then he varies the pitch. Pitch
- 6. Click to editMaster title style 6 Development of Sound Patterns 6 Sequence • the sounds seems to be begin. • repeated combined words. Syllabic babbling
- 7. Click to editMaster title style 7 7 Acquisition of Meaning • The development of differential patterns of sounds is not done altogether as “ sheer play” without any attention to environment consequences or extrinsic rewards delivered from the outside.
- 8. Click to editMaster title style 8 8 The Role of Babble • The syllabic-babble stage provides the opportunity for satisfying the prerequisites for the learning of speech.
- 9. Click to editMaster title style 9 9 Improvement of Speech • Young children no longer babble , and their crying is greatly curtailed. They may use gestures, but mainly as supplements to speech – to emphasize the meaning of the words they use rather than as substitutes for speech.
- 10. Click to editMaster title style 10 10 Pronunciation of Words • Early childhood is normally a time when rapid strides are made in the major tasks of learning tasks to speak , building up a vocabulary , mastering pronunciation, and combining words into sentences.
- 11. Click to editMaster title style 11 11 Vocabulary • Young children’s vocabularies increase rapidly as they learn new words and new meaning for old words.
- 12. Click to editMaster title style 12 12 Sentences • Three or four –words sentences are used as early as two years of age and commonly at three.
- 13. Click to editMaster title style 13 13 Content of Speech • The speech of young children is egocentric in the sense that they talk mainly about themselves, their interests, their families, and their possessions.
- 14. Click to editMaster title style 14 14 Amount of Talking • Early childhood is popularly known as the Chatterbox age.
- 15. Click to editMaster title style 15 Amount of Talking 15 1. Intelligence • The brighter the child, the more quickly speech skills will be mastered and, consequently, the ability to talk. • Children who grow up in homes where discipline tends to be permissive, talk more then those whose parents are authoritarian and who believe that “ children should be seen but not heard”. 2. Type of Discipline
- 16. Click to editMaster title style 16 Amount of Talking 16 3. Ordinal Position • Firstborn children are encouraged to talk/more than their later-born siblings and their parents have more time to talk to them. • Only children are encouraged to talk more than children from large families and their parents have more time to talk to them. 4. Family Size
- 17. Click to editMaster title style 17 Amount of Talking 17 5. Socioeconomic Status • In lower class families, family activities tend to be less organized than those in middle and upper class families. • The poorer quality of speech and of conversational skills of many young children may due in part to the fact that they have grown up in homes where the father is absent, or where family life is disorganized because there are many children, or because the mother must work outside the home. 6. Racial Status
- 18. Click to editMaster title style 18 Amount of Talking 18 7. Bilingualism • While young children from bilingual homes may talk as much at home as children from monolingual homes, their speech is usually very limited when they are with members of their peer group.
- 19. Click to editMaster title style 19 19 Learning Words • It is probable that each of the three kinds of learning is effective: conditioned-response learning, rote learning and trial- error learning.
- 20. Click to editMaster title style 20 Learning Words 20 1. Conditioned –response learning • F.H.Allport (2005) has given the classical description of how conditioning may play a role. The mother holds up a doll and at the same time pronounces “ doll”. • phrases and sentences can be learned, presumably , via the rote- memory process. The child is not given his pieces of candy until repeats after his mother. 2. Rote- memory process
- 21. Click to editMaster title style 21 Learning Words 21 3. Trial and Error learning • opportunities n for the trial and error learning also abound. When the child wants a particular toy he may babble any number of what appear to him to be appropriate sounds until he finally receives his toy.
- 22. Click to editMaster title style 22 Theories of Language Development 22 1. The Innatist theory • Noam Chomsky (1965) which postulates that humans have an innate ability to acquire language. • Asserts that children develop knowledge of the world and then “map” this knowledge onto language categories and relations. 2. The Cognitivist Theory
- 23. Click to editMaster title style 23 Theories of Language Development 23 3. The Social Contextual Theory • States that the social interaction influences both language and cognitive development.
- 24. Click to editMaster title style 24 Stages of Grammatical Development Stage Middle Age Range Grammatical Capabilities Sounds Less than 1 Phonological experimentation; crying, cooing, babbling Holophrases 1 Single words carrying sentential meaning, inflections. Telegraphic utternaces 1 ½ Two –words” sentences”, key words modifies Short sentences 2-2 ½ Read sentences, subjects and predicates Complex sentences 3-4 New elements and clauses embedded Adultlike structure 4 Structural distinction made 24
- 25. Click to editMaster title style 25 BILINGUALISM 25 The Filipino learner is a bilingual. With English as medium of instruction in all public and private school, the Filipino child has to learn a foreign language apart from his native tongue. • is inextricably linked not only to culture but in the Philippines, to economic survival. While it is primary means by which people express their cultural values, it is also a way of putting oneself in an occupational stability. Language
- 26. Click to editMaster title style 26 26 Bilingualism • a term used to refers to people who can speak fluently in two different languages. • generally defined as an educational program that involves the use of two language instruction at some point in a student’s school career. Bilingualism Education
- 27. Click to editMaster title style 27 Approaches to Bilingualism Education 27 a. Transitional bilingualism education • student receives their content area instruction in their native language while learning English as a second language. • is more comprehensive and long term model. b. Maintenance bilingualism education
- 28. Click to editMaster title style 28 Approaches to Bilingualism Education 28 c. Two way bilingualism education • is a program model for integrating students whose language is English with students for whom English is a second language. • students are generally immersed in their second language for a year or two before their native language is introduced as a medium. d. Immersion bilingualism education
- 29. Click to editMaster title style 29 29 Bilingualism and Personality • People who are bicultural and speak two language may unconsciously change their personality when they switch languages.
- 30. Click to editMaster title style 30 Thank You