Language
Language development
Theories of language development
components of language development
influences on language development
Note: All the content is adapted from AIOU Course Code 8610-Human learning and development
Language
Language development
Theories of language development
components of language development
influences on language development
Note: All the content is adapted from AIOU Course Code 8610-Human learning and development
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)
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)
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
A power point presentaion on
What is Action Research (AR) ?
What is not Action Research ?
The Idea Behind AR
Key concepts in AR
The Cycle of AR&How to Conduct one
Significance of AR in Education
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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
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.
A Strategic Approach: GenAI in EducationPeter 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.
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.
2. Semantic development: gradual acqusition of words and the
meanings they carry
-First words are usually produced at around the first year of birth.
-It is a slow but a gradual process in which a child, perhaps, learns a
couple of words a week.
-Some social words like bye-bye, hello, etc., object words, and
command words are initially learnt.
-Words learning speeds up dramatically after several months when
first words are produced. This usually emerges when child’s
vocabulary is about 50-100 words. This is called ‘vocabulary
burst’.
3. -A sudden and rapid increase of word gaining in young child
-It is estimated that the average five year old child gains about 6000
words, because:
-a child is estimated to know 100 words at the age of 18 months, which
is equal to 5900 words over the next 3.5 years, about 5 words a day
A child has that insight that everthing has a name and
there is a name for everything.
4. Fast mapping is one way children learn what a particular word
means. When they hear a word for the first time, kids can often
figure out what it means. This instinctive method of learning uses
information the child already knows to help him or her place the
word in the right context. Often, the kids narrow down the
meaning by excluding possibilities that already have words
attached to them and apply the unknown word to the object or
action that does not already have a name.
First described in 1978 by Carey and Bartlett, fast mapping is
usually applied to children. Kids do not learn their mother tongue
through active teaching but rather through picking up words and
their meanings through everyday life. For instance, the concept of
a black cat is understood by children who identify the word cat as
a particular sort of animal and also as a particular inanimate
representation of that animal in a book or as a toy. The concept
of black enters their minds as a colour that can apply to many
objects because they hear it used in this context.
5. According to Ellen Markman (1991) there are
three word learning principles:
*the whole object assumption (words refer to an object rather than
to its parts or features)
*the mutual exclusivity assumption (another label can be used to
refer to a feature or part of an object)
*the taxonomic assumption (labels should be extended to an object
of the same kind rather than an object that is thematically
related)
6. * UNDERGENERALISATION
-Using a word in a very narrow sense, for instance
using the word ‘cat’ only for your own pet.
* OVERGENERALISATION
-Using a word too broadly, e.g, using ‘cat’ to call
not only cats but also dogs, cows, and the other
animals
-young children ususally make overgenarlisations
to fill their ‘lexical gap’.
7. *Young children start to make simple combinations with words shortly after
the emergence of vocabulary burst, for e.g; ‘mommy sock’
*early word combinations usually contain simple recurrence, negation,
possession and actor-action utterences. For example:
-Recurrence ‘’More bottle’’
-Negation ‘’No bottle’’
-Possession ‘’ My bottle’’
-Actor-action ‘’ Baby eat’’
8. 14 EARLY LEARNT
MORPHEMES:
MLU
Plural –s
Possessive –s
Progressive –ing
Past –ed
Irregualar past
Third person –s
In, on
Copula be, aux.be
(contracted&uncontracted)
Mean Lengh of Utterance in
morphemes can be employed to
measure a child’s syntactic
development.
9. Mean length of utterance (MLU) is the average number of
morphemes per utterance. It is an index of expressive
language development used beyond the stage of single
words, when a child uses two or more words together in an
utterance. It is calculated in 100 spontaneous utterances by
counting the number of mor Mean length
of utterence (MLU) is the average number of morphemes
per utterance. It is an index of expressive language
development used beyond the stage of single words, when a
child uses two or more words together in an utterance. It is
calculated in 100 spontaneous utterances by counting the
number of morphemes in each utterance divided by the total
number of utterances. MLU is used as a benchmark to assess
individual differences and developmental changes in
grammatical development in children in the early stages of
language acquisition.
10. •It is obvious that children are accually learning the syntactic rules
Good evidence that they are learning is the ‘WUG TEST’ developed
by Berko (1958). They treat words perfectly they have never heard
before.
Another evidence could be children’s overregularisation of
syntactic patterns.
11. The WUG TEST
Children are also capable of doing this for
possessive, progressive, and past morphemes
12. OVERREGULARISATION
*misapplication of morpho-syntactic
rules
*this can typically be seen with
irregular verbs and forms, for example,
eat-eated, go-goed, put-puted etc.,
mouse-mouses, child-childs
*studies demonstrate that children as
old as seven often make
overregularisations, just like adults
learning another language.
*it is a typical mistake for young
learners to do double markings as well,
like ‘wented’ or ‘mices’.
13. Children of 3 years old productively use all of
these morphemes on novel words
-ing is acquired the earliest
Plural, possessive, and past allomorphs are
what follow the ing form
The extra vowels in endings are acquired a
little later, at the age of four, children regularly
apply the correct allomorph to the root.
(Brown, 1973)
14. Berko, J. (1958). The Child's Learning of English
Morphology. Word, 14, 150 177.
Brown, R. (1973) A first language: The early stages.
Oxford, England: Harvard University Press.
Carey, S. & Bartlett, E. (1978). Acquiring a single new
word. Proceedings of the Stanford Child Language
Conference, 15, 17-29. (Republished in Papers and
Reports on Child Language Development 15, 17-29)
Markman, E. M. (1991). The whole-object, taxonomic, and
mutual exclusivity assumptions as initial constraints on
word meanings. In S. A. Gelman, J. P. Byrnes, S. A.