Introduction to linguistics, a course for the program Bachelor of secondary education major in English.

1. INTRODUCTION TO
LIGUISTICS
LO: DEMONSTRATE CONTENT KNOWLEDGE AND APPLICATION
OF THE STRUCTURAL ASPECTS OF LANGUAGE.

19. DEVELOPMENT OF THE STUDY OF
LINGUISTICS
• LINGUISTIC STUDY GOES BACK AT LEAST AS FAR AS FIFTH
CENTURY B.C.E. TO AN INDIAN SCHOLAR NAMED PANINI, WHO
RECORDED THE RULES OF SANSKRIT GRAMMAR.
• CITIZENS OF ANCIENT GREECE ALSO STUDIED LANGUAGE
STRUCTURE IN ORDER TO STRENGTHEN UNDERSTANDING AND
EXPRESSION OF PHILOSOPHY AND CRITICISM.
• THE STUDY OF LINGUISTICS IN THE MODERN SENSE IS BELIEVED TO
HAVE BEGUN IN THE 19TH CENTURY.

20. DEVELOPMENT OF THE STUDY OF
LINGUISTICS
• IT WAS THEN THAT ONE OF THE BROTHERS BEHIND GRIMM’S FAIRY TALES,
JACOB GRIMM, BUILT UPON WORK DONE BY DANISH SCHOLAR RASMUS RASK TO
WRITE A STUDY OF THE INDO-EUROPEAN ORIGINS OF THE GERMAN LANGUAGE.
• FUTURE LINGUISTS FURTHER ADDED TO THESE STUDIES IN ORDER TO LEARN
HOW A SINGLE LANGUAGE GAVE BIRTH TO LANGUAGES SPOKEN THROUGHOUT
EUROPE AND PARTS OF ASIA.
• THIS LANGUAGE OF ORIGIN, OR PROTOLANGUAGE, WAS CALLED INDO-
EUROPEAN, AND OVER THE YEARS LINGUISTS HAVE IDENTIFIED AND ORGANIZED
SEVERAL HUNDRED INDO-EUROPEAN LANGUAGES INTO BRANCHES OF A VAST
LINGUISTIC FAMILY TREE, ALL ORIGINATING IN THE INDO-EUROPEAN
PROTOLANGUAGE.

21. DEVELOPMENT OF THE STUDY OF
LINGUISTICS
• N THE SECOND HALF OF THE 20TH CENTURY, THE THEORY THAT
MOST LANGUAGES HAVE NUMEROUS, SIGNIFICANT SIMILARITIES
BECAME INCREASINGLY POPULAR.
• THE FAMED AMERICAN LINGUIST NOAM CHOMSKY SUGGESTED THAT
THIS MIGHT BE BECAUSE THE HUMAN BRAIN IS SPECIFICALLY “PRE-
WIRED” TO UNDERSTAND LANGUAGE IN A COMMON WAY.
• CHOMSKY’S THEORIES AS WELL AS THE WORK OF OTHER LINGUISTS
CONTINUE TO SHAPE HOW WE UNDERSTAND THE EVOLUTION OF
LANGUAGE AND THE RELATIONSHIP BETWEEN HUMAN BRAINS AND
THE DIVERSE LANGUAGES WE SPEAK.

23. TRACING ACTIVITY
TRACE THE DEVELOPMENT OF THE STUDY OF LINGUISTICS

25. KEY REASONS BEHIND HOW
AND WHY TODDLERS LEARN
LANGUAGE:

26. INNATE LANGUAGE ABILITY
• TODDLERS ARE BORN WITH A NATURAL
PREDISPOSITION FOR LANGUAGE LEARNING. THEIR
BRAINS ARE WIRED TO ABSORB AND PROCESS
LINGUISTIC INFORMATION FROM THE ENVIRONMENT.
THIS INNATE LANGUAGE ABILITY ALLOWS THEM TO
PICK UP LANGUAGES EFFORTLESSLY DURING THE
CRITICAL PERIOD OF LANGUAGE DEVELOPMENT.

27. BRAIN DEVELOPMENT
• DURING THE TODDLER YEARS, A CHILD'S BRAIN
UNDERGOES SIGNIFICANT GROWTH AND
DEVELOPMENT. NEURAL CONNECTIONS AND
PATHWAYS RELATED TO LANGUAGE ARE RAPIDLY
FORMING AND STRENGTHENING. THIS NEURAL
PLASTICITY ENABLES TODDLERS TO ACQUIRE
LANGUAGE SKILLS MORE EFFICIENTLY THAN
ADULTS.

28. LANGUAGE EXPOSURE
• THE EXPOSURE TO LANGUAGE IS A CRUCIAL
FACTOR. TODDLERS LEARN LANGUAGE BY BEING
IMMERSED IN A LINGUISTIC ENVIRONMENT WHERE
THEY REGULARLY HEAR SPOKEN LANGUAGE FROM
THEIR CAREGIVERS, FAMILY MEMBERS, PEERS, AND
OTHER PEOPLE AROUND THEM. THE MORE THEY
ARE EXPOSED TO LANGUAGE, THE MORE THEY
LEARN.

29. IMITATION
• TODDLERS ARE EXCELLENT IMITATORS. THEY
OBSERVE AND MIMIC THE SOUNDS, WORDS, AND
SENTENCE STRUCTURES THEY HEAR FROM
OTHERS. THROUGH IMITATION, THEY GRADUALLY
LEARN THE PRONUNCIATION AND GRAMMAR OF
THE LANGUAGE.

30. SOCIAL INTERACTION
• LANGUAGE ACQUISITION IS INHERENTLY SOCIAL.
TODDLERS LEARN LANGUAGE BY ENGAGING IN
CONVERSATIONS AND INTERACTIONS WITH OTHERS.
THIS SOCIAL INTERACTION PROVIDES THEM WITH
MEANINGFUL CONTEXTS FOR USING LANGUAGE,
UNDERSTANDING COMMUNICATION CUES, AND
DEVELOPING CONVERSATIONAL SKILLS.

31. FEEDBACK AND REINFORCEMENT
• WHEN TODDLERS ATTEMPT TO COMMUNICATE, THEY
RECEIVE FEEDBACK FROM ADULTS AND CAREGIVERS.
THIS FEEDBACK CAN BE IN THE FORM OF PRAISE,
CORRECTIONS, OR ADDITIONAL LANGUAGE INPUT.
POSITIVE REINFORCEMENT ENCOURAGES THEM TO
CONTINUE USING LANGUAGE AND REFINING THEIR
LINGUISTIC SKILLS.

32. COGNITIVE DEVELOPMENT
• AS TODDLERS' COGNITIVE ABILITIES GROW, THEY
CAN BETTER UNDERSTAND AND PROCESS
LANGUAGE. THEIR EXPANDING VOCABULARY AND
COMPREHENSION SKILLS ALLOW THEM TO GRASP
MORE COMPLEX LINGUISTIC CONCEPTS OVER
TIME.

33. MOTIVATION TO COMMUNICATE
• LANGUAGE ACQUISITION IS DRIVEN BY THE TODDLERS'
NATURAL DESIRE TO COMMUNICATE AND CONNECT
WITH OTHERS. THEY QUICKLY REALIZE THAT LANGUAGE
ENABLES THEM TO EXPRESS THEIR NEEDS, SHARE
EMOTIONS, AND ENGAGE IN MEANINGFUL INTERACTIONS
WITH THOSE AROUND THEM.

34. SYMBOLIC REPRESENTATION
• LANGUAGE PROVIDES A SYSTEM OF SYMBOLIC
REPRESENTATION, ALLOWING TODDLERS TO
ASSOCIATE WORDS WITH OBJECTS, ACTIONS, AND
CONCEPTS. THIS SYMBOLIC ASPECT OF LANGUAGE
IS ESSENTIAL FOR EXPRESSING ABSTRACT IDEAS
AND THOUGHTS.

35. PLAY AND EXPLORATION
• TODDLERS OFTEN USE LANGUAGE DURING PLAY
AND EXPLORATION. PLAYFUL ACTIVITIES HELP
REINFORCE LANGUAGE LEARNING BY MAKING IT
ENJOYABLE AND MEMORABLE.

36. DIFFERENCES IN LANGUAGE
ACQUISITION BETWEEN ADULTS AND
CHILDREN

37. CRITICAL PERIOD
• CHILDREN APPEAR TO HAVE A CRITICAL PERIOD FOR
LANGUAGE ACQUISITION, WHICH IS THE WINDOW OF TIME
DURING WHICH THEY ARE MOST RECEPTIVE TO LEARNING
LANGUAGES EFFORTLESSLY AND REACHING NATIVE-LIKE
FLUENCY. THIS CRITICAL PERIOD IS BELIEVED TO CLOSE
AROUND PUBERTY. AS ADULTS, THE BRAIN'S PLASTICITY
DECREASES, MAKING IT MORE CHALLENGING TO ATTAIN
NATIVE-LIKE PRONUNCIATION AND GRAMMATICAL
ACCURACY IN A NEW LANGUAGE.

38. NEURAL PLASTICITY
• CHILDREN'S BRAINS ARE HIGHLY PLASTIC,
MEANING THEY CAN EASILY FORM NEW NEURAL
CONNECTIONS AND ADAPT TO LINGUISTIC INPUT.
IN CONTRAST, ADULT BRAINS HAVE UNDERGONE
MORE SPECIALIZATION AND ARE LESS FLEXIBLE
WHEN IT COMES TO LANGUAGE LEARNING.

39. L1 INTERFERENCE
• AS ADULTS, WE ALREADY HAVE A FIRST LANGUAGE (L1),
AND THIS L1 CAN SOMETIMES INTERFERE WITH THE
LEARNING OF A NEW LANGUAGE (L2). FOR EXAMPLE,
ADULTS MAY HAVE PRONUNCIATION DIFFICULTIES
BECAUSE THEY ARE SUBCONSCIOUSLY INFLUENCED BY
THE SOUNDS AND SPEECH PATTERNS OF THEIR NATIVE
LANGUAGE.

40. INHIBITION AND ANXIETY
• ADULTS MAY FACE INHIBITIONS AND ANXIETY
ABOUT LANGUAGE LEARNING DUE TO SELF-
CONSCIOUSNESS OR FEAR OF MAKING MISTAKES.
IN CONTRAST, CHILDREN ARE GENERALLY LESS
SELF-CONSCIOUS AND MORE WILLING TO
EXPERIMENT AND TAKE RISKS WHEN LEARNING A
NEW LANGUAGE.

41. VOCABULARY AND COGNITIVE SKILLS
• ADULTS HAVE A LARGER VOCABULARY AND MORE
ADVANCED COGNITIVE SKILLS THAN CHILDREN,
WHICH CAN GIVE THEM AN ADVANTAGE IN SOME
ASPECTS OF LANGUAGE LEARNING, SUCH AS
UNDERSTANDING COMPLEX GRAMMAR RULES
AND ABSTRACT CONCEPTS.

42. LEARNING STRATEGIES
• ADULTS OFTEN RELY ON FORMAL LEARNING STRATEGIES,
WHILE CHILDREN PRIMARILY LEARN THROUGH
IMMERSION AND PLAY. CHILDREN LEARN BY ABSORBING
THE LANGUAGE NATURALLY FROM THEIR ENVIRONMENT,
WHEREAS ADULTS MAY OVERTHINK AND CONSCIOUSLY
ANALYZE THE LANGUAGE, WHICH CAN SLOW DOWN THE
LEARNING PROCESS.

43. TIME AND PRIORITIES
• LANGUAGE LEARNING REQUIRES TIME AND CONSISTENT
PRACTICE. CHILDREN HAVE MORE TIME AND FEWER
COMPETING PRIORITIES COMPARED TO ADULTS, WHO
OFTEN HAVE WORK, FAMILY RESPONSIBILITIES, AND
OTHER COMMITMENTS, MAKING IT CHALLENGING TO
DEVOTE AS MUCH TIME TO LANGUAGE ACQUISITION.

44. ACTIVITY: LANGUAGE LEARNING
STRATEGIES PRESENTATION

52. GRAPHIC ORGANIZER
COMPLETION

70. CLASS ACTIVITY