The document discusses theories of how children acquire language. It covers:
1) The role of teachers in creating opportunities for children to learn language through scaffolding and focusing on learning over teaching.
2) The Critical Period Hypothesis which argues that there is an ideal window for acquiring full language competence in early childhood with adequate stimuli.
3) Stages of language development in early childhood including telegraphic speech leaving out words and acquisition of grammatical morphemes following a developmental sequence.
Teaching English to Young Learners: Strengthening Teachers to Strengthen Stud...rickbales
On Sunday, August 29, JALT Omiya will present a workshop for English educators of young learners. We are proud to have three noted speakers and authors share their methods and teaching ideas with us so that we can grow as educators. Junko Machida (ESTEEM) will demonstrate the use of global issues in the classroom to help with elementary school English lessons. Rumiko Kido (MPI) will explain the benefits of using phonics to help students acquire English language in an enjoyable way. Aleda Krause (JALT TCSIG) will explain and demonstrate five steps to assist children to go from listening to speaking.
Shaping the Way We Teach English - Various worksBrandon Torres
Content:
- Teaching the world's children - ESL for ages three to seven.
- Maximizing the benefits project work in foreign language classrooms.
- "What is it?": A multipurpose language teaching technique.
- Reconceptualizing interactional groups: grouping schemes for maximizing language learning.
- Destroying the teacher: the need for learner-centered teaching.
- Assessment of young learners.
- Using favourite songs and poems with young learners.
- Talking to learn across classrooms and communities.
Teaching English to Young Learners: Strengthening Teachers to Strengthen Stud...rickbales
On Sunday, August 29, JALT Omiya will present a workshop for English educators of young learners. We are proud to have three noted speakers and authors share their methods and teaching ideas with us so that we can grow as educators. Junko Machida (ESTEEM) will demonstrate the use of global issues in the classroom to help with elementary school English lessons. Rumiko Kido (MPI) will explain the benefits of using phonics to help students acquire English language in an enjoyable way. Aleda Krause (JALT TCSIG) will explain and demonstrate five steps to assist children to go from listening to speaking.
Shaping the Way We Teach English - Various worksBrandon Torres
Content:
- Teaching the world's children - ESL for ages three to seven.
- Maximizing the benefits project work in foreign language classrooms.
- "What is it?": A multipurpose language teaching technique.
- Reconceptualizing interactional groups: grouping schemes for maximizing language learning.
- Destroying the teacher: the need for learner-centered teaching.
- Assessment of young learners.
- Using favourite songs and poems with young learners.
- Talking to learn across classrooms and communities.
Week 1Hi my name is Gloria, I am sixty three years old, and I pl.docxmelbruce90096
Week 1
Hi my name is Gloria, I am sixty three years old, and I plan to graduate in October of 2016 with a Bachelor degree in Organization Manager. I have taken my entire course for my degree I am working on my elective course so I decided to take a minor in child hood development. I thought that it would be a good course since I have work with children all my life, raising ten children and only three from nature birth. I now work with Garland independent school district and come in contact with children every day. I community with people through knowledge, everyone come to me for advice, I listen to everyone problem and try to give the best advice possible and if I don’t have the answer we try to investigate and come up with the right one. I love helping people in any way that I could, planning on retiring from my job that I have been on for seventeen years with the school. After I retire if I have to go back to work I am leaning toward benign school counselor or an adviser working with children. That is if God allow me to do it.
Week 1 pt. 2
In the early childhood classroom, silence is not golden. Spoken words are opportunities for learning that should take place throughout the day - especially during conversations between children and between teachers and children.
Human language is a remarkable way to communicate. No other form of communication in the natural world transfers so much information in such a short period of time. It is even more remarkable that in three short years a child can hear, mimic, explore, practice, and finally, learn language.
Language learningthere is no genetic code that leads a child to speak English or Spanish or Japanese. Language is learned. We are born with the capacity to make 40 sounds and our genetics allows our brain to make associations between sounds and objects, actions, or ideas. The combination of these capabilities allows the creation of language. Sounds come to have meaning. The babbling sound "ma - ma - ma" of the infant becomes mama, and then mother. In the first years of life children listen, practice, and learn. The amusing sounds of a young toddler practicing language (in seemingly meaningless chatter) are really their modeling of the rhythm, tone, volume, and non-verbal expressions they see in us.
Language -with all of its magnificent complexity- is one of the greatest gifts we give our children. Yet, we so often treat our verbal communication with children in a casual way. It is a misconception that children learn language passively. Language acquisition is a product of active, repetitive, and complex learning. The child's brain is learning and changing more during language acquisition in the first six years of life than during any other cognitive ability he is working to acquire. How much easier this learning process can be for children when adults are active participants!
Adult’s help children learn language primarily by talking with them. It happen when a mother coos and ba.
First Language Acquisition Schedule of ChildrenBibi Halima
1. First Language Acquisition
2. The Acquisition schedule of Child’s language
3. Post-telegraphic Stage
4. Patterns in development; Developmental sequences in First Language acquisition
ROLE OF LANGUAGE IN CHILDREN’S INTELLECTUAL DEVELOPMENT AND LEARNING YasinKhan62
Introduction
Language is the ability to communicate with others. There are significant
differences between the understanding of language and speech. Language includes
all forms of communication, whether expressed orally, written, used signs, gestures,
or facial expressions. While the speech is a spoken language that is the most
effective form of communication and considered most important and widely used.
Language development increases through the growth of the children.
Parents should always pay attention to these developments, since it will determine
the learning process. This can be done by giving a good example to motivate
children to learn and so forth. Parents are greatly responsible for the success of
children’ learning and should always strive to improve children's potential in order
to develop optimally.
Language is any form of communication in which a person's thoughts and
feelings symbolized in order to convey meaning to others. Furthermore, language
development starts from the first cry until a child is able to speak a word.
Language is a method of communication, either written or spoken, consisting of the use of words in a structured or conditioned way.
Language is basically the use of words put together to make sense and enable communication.
Language, Language Acquisition, Language Learning, Second Language,Bilingualism, Child Language, Linguistics,Hypothesis, Noam Chomsky (Cognitive Generative Quantitative
Functional theories of grammar Phonology Morphology Morphophonology Syntax Lexis Semantics Pragmatics Graphemics Orthography Semiotics) (Anthropological Comparative Historical Etymology Graphetics Phonetics Sociolinguistics) (Computational Contrastive
Evolutionary Forensic Internet
Language acquisition
Second-language acquisition
Language assessment
Language development
Language education
Linguistic anthropology
Neurolinguistics Psycholinguistics)
(History of linguistics
Linguistic prescription
List of linguists
Unsolved linguistics problems)
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
Practical n 7 practice ii
1. Teachers: Estela Braun, Vanesa Cabral and Joana Herrán.
Students: Ana Paula Martínez and Paola Nieto.
Practical N° 7.
Young children acquiring/learning languages.
1. The quality of a teacher is defined in terms of how much learning he/she can
help learners construct. Hence, teaching has to start from learning, from
focusing on how children learn. A foreing teacher needs to be acquainted
with theories that account for language acquisition, both L1 and L2 wether
second or foreign. Once teachers understand how learning develops on a
child, and how a child acquires language, they are in a position to make
informed desicions concerning what they need to do as regards teaching so
as to facilitate learning in children. The teacher’s role is key to laning since
teachers are the ones who can create the opportunity in class for children to
learn.This does not mean the teacher is placed at the centre. He/she is seen
as the profesional responsable for creating learning opportunities which
each child in each context needs for learning to take place. Teaching
English to develop the communicative competence in leaners means that it
has an instrumental value; it allows learners to enjoy themselves. Thus,
language is used as a tool to construct and understand meanings. This
instrumental aspects is crucial for learning and teaching English, but it is
important to highlight that we as teachers have to help children grow into
active participants in society. English should not be seen as an isolated
subject within the curriculum, but as forming part of an educational Project.
Moreover, in order to créate awareness of how English Works, teachers
need to provide plenty of opportunities for children to acquire the language.
They mediate according to what is meaningfull to their learners, they provide
what Bruner referred to as “scaffolding” which means a variety of
instructional techniques used to move students progressively towards strong
understanding, and greater Independence in the process of learning.
Teachers should provide levels of support that help students to reach higher
levels of comprehension and skill acquisition that they would not be able to
achieve otherwise. Scaffolding is an essential element of effective teaching,
and it is often used to bridge certain learning gaps. For example: if students
are not at the reding level required to undrstand a text taught is class, the
2. theacher may use scaffolding to incrementally improve thei Reading ability
unil they can read that text withouth assistance. By doing this, we as
teachers reduce the negative emotions such as frustration, and
discouragement when attempting a difficult task without assistance. Finally,
teachers generate their personal thories learning in five ways: through
planning, teaching, resources and time available, and reflection. The more
experience the teacher gains, the more the behaviour will be refined so as
to modify his/her behaviour.
What is more, as children are excellent observers and have a natural ability
to grasp meaning in their L1, teachers can help learners to contextualize
language with visual support wherever posible. As children learning their L1
repeat words and phrases until they get it, teachers may be guided by
children’s reactions to know when they have to stop doing it. Children love
talking, and even if they do not know the language, they use intonation
patterns, teachers should provide opportunities for meaningful
communication activities wherever posible. They need to creat a balance in
the classrooms. If the language work is over-guided it becomes too easy,
and children may feel demotivated.
All in all, all these suggestions are the first way to ensure we do not
underestimate pupil’s capabilities, and that we focus on a learning-centred
language curriculum.
2. The Critical Period Hypothesis (Chomsky) is a long-standing debate in
linguistics and language acquisition over the extent to which the ability to
acquire language is biologically linked to age. It says that there is a period of
growth in which full native competence is posible when acquiring a
language. There is an ideal time window to acquire language in a
linguistically rich environment, after which further language acquisition
becomes much more difficult and effortful. This period is from early
chidhood to adolescence. The first five years of life are crucial in which an
individual can acquire a first language if it is presented with an adequate
stimuli. It is the theory in which animals, including humans, are genetically
programmed to acquire certain kinds of knowledge and skill at specific times
in life. Without language input, children will never acquire the full command
of language, especially gramatical systems.
3. The telegraphic speech: by the end of their first year, most babies
understand quite a few repeated words. They wave when someone says
“bye bye”, they clap when someone says “pat-a-cake”. At 1 year old, mot
babies will have begun to produce a word or two that everyone recognizes.
By the age of two, most children reliably produce at least fifty different words
into simple sentences as “mommy juice”. These sentences are called
telegraphic because they leave out such things as articles, prepositions, and
3. auxiliary verbs. We reognize them as sentences because even though
FUNCTION WORDS and GRAMMATICAL MORPHEMES are missing, the
Word order reflects the Word order of the language they are hearing and
because the combined words have a meaning relationship that makes them
more than just a list of words. The name telegraphic derives from the fact
that someone sending a telegram was generally charged by the Word. SO,
in order to save money, people typically wrote their telegrams in a very
compressed style, without conjunctions or articles. As children develop
language, they speak similarly, for example: “daddy here” it is understood
that the child means “daddy is here”, omitting the copula.
4. In the 1960s, several researchers focused on how children acquire
grammatical morphemes in English. In a longitudinal study, Roger Brown
found that 14 grmmatical morphemes were acquired in a similar sequence.
Present progressive-ing (mommy running)
Plural-s (two books)
Irregular past forms (baby went)
Possessive ‘s (Daddy’s hat)
Copula (Annie is happy)
Articles the an a
Regular past –ed (She walked)
Third person singular simple present-s (He is coming)
Brown found that a child who had mastered the gramatical morphemes at
the bottom of the list was sure to have mastered those at the top, but the
reverse was not true. So, this is a developmental sequence or order of
acquisition. However, the children did not acquire the morhemes at the
same age or rate. Brown’s longitudinal work was confirme dina cross-
sectional study of twenty children, the children mastered the morphemes at
different ages. The order of morphemes is determined by an interaction
among a number of different factors.
5. Negation: children learn the functions of negation very early. That is, they
learn to comment on the disappearance of objects, to refuse a suggestion,
or reject an assertion, even at the single word stage.
Stage 1: negation expressed by the Word “no”, either all alone or as the first
Word in the utterance. “No. No cookie. No comb hair”.
4. Stage 2: the negative Word appears just before the verb. Sentences
expressing rejection or prohibition often use “don´t”. “Daddy no comb hair”.
“Don´t touch that”!.
Stage 3: the negative element is inserted into a more complex sentence.
Children may add forms of the negative other than “no”, including words like
“can´t”, and “don´t”. For example: “I can´t do it”.
Stage 4: children begin to attach the negative element to the correct form of
auxiliary verbs such as “do” and “be”.
Questions: there is a predictable order in which children learn questions.
Wh-words emerge as part of a chunk (“whassat”?), and it is some time
before the child learns that there are variations of the form, such as “What is
that?”.
Where and who emerge very soon. Adults tend to ask children this type of
questions: “Where is Mommy?”, or “Who’s that?”.
Why emerges around the end of the second year and becomes a favourite
for the next year or two. “Why that lady has blue hair?”. Finally, when the
child has a better understanding of manner and time, “how” and “when”
emerge. “When can we go outside”. The ability to use these question words
is at least partly tied to children’s cognitive development.
When wh- words appear in subordinate clauses or embedded questions,
children overgeneralize the inverted form that would be correct for simple
questions and produce sentences such as: "Ask him why can't he go out",
Stage 6: At this stage, children are able to correctly form all question types,
including negative and complex embedded questions.
6. Restructuring language takes place when children say a sentence wrongly
and their parents expand or recast the sentence into a grammatically correct
sentence instead of saying that they have made a mistake. Listening to
parents’ inputs, then children will improve.
7. When children say a sentence wrongly, their parents expand or recast the
sentence into a grammatically correct sentence instead of saying that they
have made a mistake. So, recasting allows children to imitate word-for-word
all or part of someone else’s utterance.
8. A mother talking to her Little child of 16 months.
Mother: Now we’re nearly dressed… OK now over your head… good boy…
put in you other hand…now shoes. Where are your shoes?
Child: Sus…
5. Mother: Yes. Your shoes. Where are they? (Both look around for the shoes).
Mother: Oh There. Look…your shoes…on the chair.
Child: Sus…sus.
Mother: Yes shoes.
This kind of talk is called caretaker talk, parents as cares talk to help the
development of their child’s language. Teachers in school can do the same
with children learning English as a second language. Thus, young children
only acquire the language they hear around them. They look on you as you
are their teacher, listen to you and try to make sense of what you say.
The features of caretaker talk help learners acquire new language naturally.
9) The pictures from “Baby Blues” show that the little girl made a mistake
when she said “drewed” instead of “drew”. The mother instead of explaining
that she had made a mistake, she recasted what her daughter said in the
correct way. The mother said “You drew this picture for me” and the girl
answered: “I know that! I’m the one that drawed it”, in this case the girl is
more interested in who was the doer of the action rather than in the verbal
mistake.
The second example is: allgone sock
bye bye boat
more wet
Katherine sock
hi Mommy
allgone sticky
it ball
dirty sock
The third one is: The experimenter would then say to the child, pointing to the
picture, “This is a wug”.
The fourth one is: Phase 1: broke, brought; Phase 2: breaked, bringed, and Phase
3: broke, brought are typical errors of overgeneralization which is the application of
a grammatical rule in cases where it does not apply. In this case, as many regular
verbs have -ed some children tend to confuse them as they add -ed to every single
past tense.
The last one: Cat stand up table. ----> The definite article “the”, the third person in
“stand”, the preposition “on” and another article “the” are missing. The right way of
saying it is: The cat stands up on the table.
What that?---> the verb to be (in this case “is”) is missing
He play little tune.----> the action is done by a third person so the
correct form of the verb “play” is “plays”
6. Andrew want that.---> the action is done by a third person so the
correct form of the verb “want” is “wants”.
Cathy build house.--->the indefinite article “a” is missing
No sit there.---> the auxiliary verb is missing (Do not sit there)
Ride truck.---> the definite article “the” is missing
Show Mommy that.---> in this case, the child probably confused the
word order as she/he is actually trying to ask her/his mom to show her/him
something. The correct word order would be: “Mommy show me that”.