Detailed plan - CLA analysis
Post telegraphic stage
Control + Power within the conversation
Semantic field of shopping
Politeness
Virtuous errors
Syntactic errors made by young children in which a non-standard utterance reveals some understanding, though incomplete e.g. saying 'runned' instead of 'ran' shows the child understands that 'ed' is often used to put a word into past tense)
3 years +
Possession
Complex sentence structure
Verb usage
2 4-year-old children in the transcript
Hollie is showing more signs of being in the post-telegraphic stage than Ewan who may still be in the telegraphic stage - less linguistically developed.
Links to making virtuous errors
Using the verb 'do' instead of 'would' in the line 'do you like cash back' - understands the meaning of the question but does not fully understand the grammatical structure - should be a modal verb instead of a auxiliary.
Hollie is using more complex sentence structures than Ewan e.g. asking questions - 'Laura can you play please' or 'and then you say would you like cash back'
Good understanding of multiple meaning and usage of the personal pronoun 'you'
Both have a good understanding of possession, however Ewan makes some errors with possessive pronouns and auxiliary verbs e.g. 'me got real one'
Should be 'I've got a real one' - using the personal pronoun 'I' and the auxiliary verb 'have'
Show good basic knowledge of prices and money as well as the basic objects and actions you'd find whilst shopping.
Links to imitating adult behaviour - would have observed this behaviour whilst shopping with parents.
E.g. 'two pounds', 'cash back', 'scans'
Evidence of politeness being previously enforced by parents.
John Dore - Repeating
It is clear to see that Hollie has the control in the conversation.
Use of negation to create a deontic and instructive modality
E.g. 'no not yet' - use of two negative in the same utterance to emphasis instruction and imply power.
Hollie = dominant speaker in conversation - possibly due to being more linguistically developed than Ewan.
E.g. 'Laura can you play please'
[Till drawer opens] - association with 'cash back'
Does not fully understand the meaning of cash back and the real quantities of money however are both able to associate these actions and objects with semantic field of shopping.
Hollie is prompting Ewan as to what to respond based on her previous experience
Halliday - Regulatory - influence the behaviour or language of others
Theories
Halliday
Dore
Piaget
Vygotsky
Garvey
Regulatory - influence behaviour of others e.g. prompting a response from Ewan: ' then you would say...'
Labelling - naming participants within the conversation e.g. 'no but Laura does' + 'Laura can you play please'
Imaginative - creating an imaginary world (links to the idea of role playing being in a shop / shopping / working)
Heuristic - learn about their environment (relates to the semantic field of shopping as they are learning about what occurs within that scenario and are practising this social situation)
Repeating - repeating an adult's word or utterance e.g. 'please' - which has most likely been previously enforced by parents in order to maintain politeness through her language.
Answering - responding to another speaker's utterance (there is clear turn-taking throughout this transcript even though it is largely centred around role play)
Requesting action - asking for something to be done (done by Hollie to Ewan in a very imperative way e.g. 'then you say would you like cash back' - not giving Ewan much option but to do what she says)
Could also class the imaginary questions e.g. 'would you like cashback' which is said earlier by Hollie as requesting action or response.
Protesting - objecting to a request from others e.g. 'no not yet' is Hollie's response to Ewan which suggests she is not happy with what Ewan has said. (The use of the two negatives 'no' and 'not' is evidence of this).
Adopt roles and identities e.g. shop worker, customer - replicating previous experiences in shops with parents or adults.
Talk is focused on the child's activities
Links to the transcript as the children are not actually having a conversation with each other. Instead they are practising how their roles would speak to each other.
Egocentric speech
'Props' are used as pivots to support their play e.g. the till described in the transcript is used to support their conversation and role play.
Older children are likely to use their imagination more than props - have a better understanding of the scenario they are playing - Hollie is more familiar with the scenario than Ewan is.
Role playing adult behaviour e.g. 'cashback', 'two pounds', 'scans', 'please'
Exploring their environment - shopping scenario
Invent objects and settings - shopping scenario and using a till
Practising negotiation skills - potentially evidence of Hollie being unable to negotiate at this point in language development as she creates a very deontic and imperative modality and uses negatives to control the conversation with Ewan.
4 year old children show a link to cognitive development and understanding - they understand the different roles people have and how they affect language.
Practises social interactions
Both have a good understanding of this, however Hollie has chosen a more authoritative role within the conversation.
Field-specific lexis - links to the semantic field of shopping brought about from previous experience with parents.
Structured in a formulaic way - can be evident when Hollie says 'no not yet' because the adverb of time 'yet' implies there is a plan of when things should be said within the conversation.