Detailed plan - CLA analysis (Post telegraphic stage (3 years + (2 4-year…
Detailed plan - CLA analysis
Post telegraphic stage
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 +
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.
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'
Complex sentence structure
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'
Links to making
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.
Control + Power within the conversation
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.
Hollie is prompting Ewan as to what to respond based on her previous experience
- Regulatory - influence the behaviour or language of others
Semantic field of shopping
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'
[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.
Evidence of politeness being previously enforced by parents.
E.g. 'Laura can you play please'
- influence behaviour of others e.g. prompting a response from Ewan: ' then you would say...'
- creating an imaginary world (links to the idea of role playing being in a shop / shopping / working)
- 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)
- naming participants within the conversation e.g. 'no but Laura does' + 'Laura can you play please'
- 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.
- responding to another speaker's utterance (there is clear turn-taking throughout this transcript even though it is largely centred around role play)
- 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.
- 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).
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.
' are used as
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
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'
- shopping scenario
Adopt roles and identities
e.g. shop worker, customer - replicating previous experiences in shops with parents or adults.
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.
Both have a good understanding of this, however Hollie has chosen a more authoritative role within the conversation.
Practises social interactions
- 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.