The document discusses theories of language development including behaviorist, innatist, and interactionist views. It also covers the components and stages of early language development from one word to multiword stages. Key aspects of language covered include phonology, semantics, syntax, pragmatics, morphology, and bi-lingualism. Guidelines for second language teaching and important language skills in early childhood are provided.

1. Language Development Supporting Language and Literacy Development

2. Theoretical Views of Language Development Behaviorist Language is primarily influenced by external factors such as the modeling and reinforcement of parents and important others Innatist Language is innate, linked to the biological maturation and follows an internal clock, needing to emerge during the “critical age” for language acquisition Deep structure: the underlying rules of grammar that are present is all cultures and languages. The common features of al languages Surface Structure; the specific vocabulary and grammar of specific languages Ineractionist A compromise between both theories. The interactionist sees many factors involved in the acquisition of language Cognitive: language is rooted in cognition and the ability to represent objects mentally Social: language is intimately tied to social processes

3. Components of Language Stages of early language development One word stage (around 16 months) Babbling decreases First words are familiar objects/people Speech may be shortened versions of a phrase Young toddlers may use holophrases ( a message in one word), such as “milk” for “ I want some milk” Two word stage (18-30 months) Telegraphic speech in which words are left out (“baby sleep” for “the baby is sleeping”) Multiword stage (2-4 years) Vocabulary increases dramatically More complex syntax and other semantic knowledge Mistakes show that chidren are working out complex grammar rules

4. Language Systems and Rules Phonology The sounds of words Semantics Meaning of words Syntax Grammatical rules that govern sentence structure (subject-verb agreement) Pragmatics Social rules of language Morphology Word rules such as plurals, tense, etc.

5. Bi-Lingualism Ability of a person to speak in a language other than their native language with a degree of fluency Simultaneous acquisition : when a child is exposed to two languages from birth Successive acquisition : occurs as a child with one language enters a world of a second language

6. What is Bi-Lingual Education? For a great resource on bi-lingual education go to this website Multilingualism And fro information on Two Way Immersion Programs, click here… CAL: Digests: Two-Way Immersion Programs: Features and Statistics

7. Some Guidelines for Second-Language Teaching Understand how children learn a second language Make a plan for the use of two languages Accept individual styles/differences Support children’s attempts to communicate Maintain as additive philosophy Provide a stimulating, active and diverse environment Use informal observations to guide the planning of curriculum Find out about the family Provide an accepting classroom climate

8. Language Skills in Early Childhood Education Articulation How chidren actually say the sounds and words Receptive language What children hear and what they gain when they listen and understand Expressive language What children say , including words, grammar, and elaboration Graphic language “ talk written down”. Learning about print and the written word Enjoyment Knowing the power and the pleasures of language

9. Child-Directed Speech Almost every aspect of the early childhood environment and program facilitates language development. The knowledgeable teacher converses with the children using “child-directed” speech

10. What is Child-Directed Speech? Speaking… With clear pronunciation At a slower rate In shorter sentences And repeating the same utterances, when necessary In a higher than usual pitch With simple words With an exaggerated intonation so that the speech has a sing-song quality In grammatically simple sentences

11. Language Activities Books Poetry Storytelling Flannel board stories Lap board stories Story enactment Puppets

12. Emergent Literacy An awareness that learning to read and write is a dynamic, ongoing, emerging process. All aspects of language-listening, speaking, writing and reading-are all intertwined and develop concurrently, not necessarily sequentially

13. Key Components Rich teacher-talk: engaging chidren in rich conversations Reading: read, read, read, and then read some more. Research continually shows us that reading aloud to children increases their reading ability, plus it’s fun! Phonological awareness: an understanding that speech is made up of units, such as words, syllables, and sounds.The ability to use these when speaking. Playing with language is a way to enhance this.

14. Letter and sound recognitions; association of letters with appropriate sounds Awareness of print and support for emerging reading: understanding that words in print convey a message, that we read from left to right, and that printed words have a corresponding spoken word Early writing development: attempts to imitate writing, such as scribbles and inventive spelling

15. Promoting Literacy Development Whole language Approach International Reading Association : Home And a lot of articles about literacy development are at this website… California Preschool Instructional Networks

16. Language Milestones There are a lot of useful websites for you to look at that give developmental milestones for language development. I like the following one: Language and Speech Development In Children

17. Creating a Print Rich environment Provide plenty of time for using books and other materials Make a space that is quiet and comfortable Have plenty of books and supporting materials Display children’s literary creations Foster children’s reading at home Use books around the room