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This document discusses different methods for building vocabulary, including using context clues, picture analysis, and systematic phonic instruction. It notes that vocabulary can be built through deriving the meaning of unfamiliar words from the context provided by surrounding words. Pictures can also serve as clues to help learners understand the meaning of new vocabulary items. The development of early literacy skills is a complex process that benefits from both natural development and guidance from adults to improve skills and apply learning.
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This document discusses strategies for using stories to teach language skills. It provides examples of materials that can be used to tell stories, such as picture books, puppets, or tape recordings. The document also discusses how total physical response (TPR) techniques can be incorporated into storytelling by having students act out stories. Different approaches for teaching grammar are outlined, including ignoring errors, expanding on errors, or presenting lessons to address common mistakes. The goal is to make language learning engaging and comprehensible for students through the use of stories.
Save the children... and yourself.... story telling
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Oral language development occurs in stages from birth through age 4. Babies first coo and babble consonant-vowel sounds between 4-6 months. Around 8-10 months, babbling becomes more varied and complex, resembling adult speech. From 1 year, children use single words and invented words. Between ages 2-3, they speak in short telegraphic phrases. By ages 3-4, most children are moderately fluent using oral language for communication. The development is facilitated through interactions with caregivers and peers in language-rich environments.
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Oral language development occurs in stages from birth through age 4. Babies first coo and babble consonant-vowel sounds between 4-6 months. Around 8-10 months, babbling becomes more varied and complex, resembling adult speech. From 1 year, children use single words and invented words. Between ages 2-3, they speak in short telegraphic phrases. By ages 3-4, most children are moderately fluent using oral language for communication. The development is facilitated through interactions with caregivers and peers in language-rich environments.
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1. Language acquisition refers to how infants acquire their first language from interaction with caregivers and exposure to language in the environment from a very young age.
2. Children progress through predictable stages of language development, starting with babbling and eventually producing first words and two-word combinations.
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The document describes using drama residency classes conducted by a nationally recognized teaching artist to promote English language and social skills. The classes experiment with drama strategies to take risks, express ideas physically and vocally, and work in small groups to create dramatizations of stories to demonstrate their understanding. Students provide feedback on each other's performances and explore scientific explanations through drama.
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Whole language emerged as a grassroots movement in the early 20th century that aligned with progressive education philosophies. It proposed that reading and writing skills are acquired naturally through exposure to print rather than explicit instruction in phonics. However, systematic phonics instruction has been shown to help children learn to read more effectively than non-systematic or no phonics according to the National Reading Panel. Phonological awareness, including skills like rhyming, blending, and segmenting sounds, should be explicitly taught in addition to synthetic phonics for reading mastery.
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1. Language acquisition refers to how infants acquire their first language from interaction with caregivers and exposure to language in the environment from a very young age.
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3. The acquisition of different aspects of language like phonology, semantics, morphology and syntax follows similar developmental patterns across cultures.
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This document provides an overview of the Wonderland literacy program which includes instruction on phonological awareness, phonics, oral language, reading, and writing. It describes key elements of each area including an understanding of sounds in language for phonological awareness, the relationship between letters and sounds for phonics, developing vocabulary and comprehension through oral language. It also outlines instructional approaches to reading such as read-alouds, shared reading, and guided reading. Various teacher resources and materials are listed to support teaching these literacy skills including books, posters, assessment tools, and home-school links.
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Classroom communication can occur through verbal, non-verbal, and written means. Verbal communication refers to spoken language between teachers and students, while non-verbal communication conveys messages through body language, facial expressions, eye contact, and other symbolic codes without using words. Written communication in a classroom setting includes assignments, report cards, and other documents directed at students or teachers. Effective classroom interaction relies on teachers and students utilizing all three forms of communication.
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The document discusses research on effective literacy pedagogy for children aged 3-8. It summarizes findings from several reports that oral language enhancement, shared reading, phonemic awareness instruction, systematic phonics instruction, fluency building, vocabulary instruction, and comprehension strategy instruction can improve literacy outcomes. It also emphasizes the importance of motivation, engagement, and partnerships between teachers, parents, and the community to support literacy development in early childhood.
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This document discusses the three components of language: speech, language, and communication. It defines each component and provides details about what they entail. Speech is defined as human vocal communication using language, while language refers to the words we use and how we structure them. Communication is the process of sending and receiving messages verbally or nonverbally. The document also examines phonological and morphological rules as they relate to language.
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2) Brain development from birth to age 7 supports language learning with connectivity changes and metabolic activity peaks.
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4) Factors like context, parental interaction styles and the brain's ability to bootstrap rules guide this rapid acquisition process.
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Review
This document provides a review of the article "Bilingualism and Second Language Learning" by Jim Cummins from 1993. The review summarizes Cummins' key concepts related to bilingualism and second language acquisition. It notes that Cummins argues intensive literacy development in a student's mother tongue is the best way to teach English to Spanish-speaking children, which is a counterintuitive conclusion. However, the review also critiques Cummins' analysis for omitting discussion of the specific techniques used in different language programs and for making implicit assumptions without sufficient evidence.
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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.
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Chapter 16 brumfit
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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 notes that children worldwide develop language at similar stages and rates, suggesting humans have an innate capacity for language. The document also discusses key theorists who studied language development, including Vygotsky, Piaget, Montessori, Chomsky, and Krashen. It notes language serves both social and cognitive functions for humans.
505430116-First-Language-Acquisition-Ppt.pptx
Children acquire language through a subconscious process of imitation, creativity, and interaction with caregivers between birth and age 4. They progress from involuntary vocalizations to babbling, then first words and two-word sentences by age 2. By age 4, children can ask questions, give commands, and tell stories using correct grammar. Behaviorist theories cannot fully explain this natural acquisition process, as children are not systematically corrected. Instead, children innately construct mental grammars based on the language they are exposed to through interactions.
Linguistic oriented theories,behaviorism and innatism
The document summarizes three main theories of first language acquisition: behaviorism, innatism, and cognitivism. Behaviorism, proposed by Skinner, views language learning as a process of habit formation through imitation, repetition, and reinforcement. Innatism, proposed by Chomsky, posits that children are born with an innate language acquisition device and universal grammar that allows them to learn the rules of any human language. Cognitivism incorporates aspects of both by recognizing the importance of cognitive processes and environmental influences in language development.
04. Mentalism.pptx
1. Noam Chomsky argued that language acquisition is biologically programmed rather than learned through behaviorist conditioning. He posited that humans are born with an innate language acquisition device (LAD) that allows children to quickly and easily learn the rules of any human language during a critical period of development in early childhood.
2. According to Chomsky, this LAD contains a universal grammar that encompasses linguistic properties common to all human languages. It allows children to subconsciously deduce and internalize the rules of their native language based on environmental input.
3. Chomsky's theory of innate language learning abilities challenged the behaviorist view that language is acquired through imitation and reinforcement. It helped shift the field toward mentalist approaches that consider
Lecture2-Intro2.ppt
This document provides an overview of the history and current theories of language development. It discusses early experiments on language acquisition, debates around nature vs nurture, and different current approaches. Key points covered include experiments on language development in isolated children, the influence of Chomsky's work highlighting innate linguistic knowledge, and modern theories focusing on domain-specific capacities, domain-general learning procedures, social interactionist views, and constructivist perspectives.
Theories of communication 2
The document discusses several theories of language development in children:
- The learning perspective argues that children learn through imitation, punishment and reinforcement. B.F. Skinner's theory of operant conditioning also suggested children learn language through reinforcement.
- The nativist perspective, associated with Noam Chomsky, argues that humans have an innate language acquisition device that allows them to instinctively learn language without instruction.
- Interactionists, such as Lev Vygotsky, believe that both biological and social factors influence language development. Vygotsky's zone of proximal development describes how children learn through interactions with more knowledgeable others.
- Other theories discussed include Piaget's concepts of assimilation and accommodation, the theory of language codes,
How language developed in early childhood 1-
This document discusses language development in early childhood. It covers the key systems that make up language (phonology, morphology, syntax, semantics, pragmatics). It also discusses the biological and environmental influences on language development, outlining major theories including Piaget's stages of cognitive development and Vygotsky's emphasis on social interaction and the zone of proximal development. Theories of language development discussed include the nativist view proposed by Chomsky that posits an innate language acquisition device, as well as the empiricist view that language is learned from the environment. Stages of typical language development from 6 months to 5 years are also outlined.
Acting in the esl
The document summarizes a panel discussion on effectively using drama and role playing in teaching English as a second or foreign language (ESL/EFL). It discusses how drama is an effective teaching method based on empirical research showing that both hemispheres of the brain are involved in language acquisition, which involves movement, emotion, and repetition in context. It also draws connections between the work of Russian theorists Lev Vygotsky and Konstantin Stanislavski, showing how their approaches to language acquisition and acting parallel each other and support using drama in language teaching.
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jesle magbanua
- 1. “Vocabulary building through context clues” JESLE MAGBANUA
- 2. Vocabulary building through context clues This is a practical way of teaching vocabulary is through the use of context clues. This is done by deriving the meaning of the word ,which will later be seen in the selection through the words that surround the vocabulary items.
- 3. Example: Jose Rizal is a polyglot since he learned the languages of the many countries he visited and wrote works in deferent languages. Speak only the truth. Otherwise, you will be called a fraudulent child.
- 4. Vocabulary building through picture analysis This is a practical way of building vocabulary among learners is through the picture which will serve as clues to the meaning of the vocabulary item. Example: sun
- 5. Systematic phonic instruction Clements and Warncke (1994), Gunn, Simons and Kameenui(1996) Identified common strategies in good early childhood classroom which all contribute to phonemic awareness and knowledge of latter sound relations. Phonemic awareness cunnigham (1988) Defines phonemic awareness as the ability to examine language independently of meaning and to manipulate its complements sound. Sight word vocabulary chukovsky (1963) Reported that children find rhyming words and rhymes fascinating.
- 6. Development of vocabulary, comprehension and writing skills The complexity of the early literacy experience is marked by the natural development of literacy skills and by the need for adult supervision to improve skills and transfer learning.