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Ch. 9 Language Development, Key Consepts - Coggle Diagram

- - - - begins with early intersubjectivity (mutual awareness)
  - - - infant-directed speech, opportunities for interaction
    - - "pay attention to the ends of words"
      - "a new word must label a new object"
  - - - Humans inherit certain biases for processing information
      - children have a basic "universal grammar"
- - - - Receptive language: Understanding word meanings about 8 months of age
      - Expressive language: Production of first words by about 12 months of age
        
        50 words by 16-18 months, then "explosion"
      - General trends
        
        lexical words precede grammatical words
        
        labels for concrete objects before labels for abstract ideas
        
        typical errors include:
        
        overextension
        
        underexension
    - - Talk regularly to, with, around infants and young children.
      - Provide examples and nonexamples
      - Define new words.
      - Give feedback when children use words incorrectly
      - Invite children to listen and to read
  - - - Infants are aware of patterns in speech and pay particular attention to new ones
      - Children learn general rules before exceptions
        
        e.g.: overregularizing irregular plurals (ran=runned)
      - Development progresses through secondary levels
        
        First from holophrases (single-word utterances) to telegraphic speech
        
        grammatical words by age 3
        
        more subtle grammatical rules taught in school
      - Children pay attention to word order, word combinations, and word meanings when interpreting and producing sentences
        
        Questions do not follow language-specific rules at first
        
        children may be confused by complicated sentences
        
        Syntactic development is largely a constructive and unconscious process
    - - Teach irregular verbs and comparative adjectives
      - Describe various sentence structures, and give children considerable practice in their use
      - Provide ample opportunities for children to express their ideas in a relatively formal way, and give feedback about appropriated syntax
      - Expand on telegraphic speech
  - - - phonemes
    - - Take children's development into account when speaking to them
      - Check frequently to be sure they understand, and recommend strategies for when they don’t.
      - adjust the length of verbal presentation to the attention span of the age group; avoid information overload
      - Encourage critical listening
  - - - Other developmental trends through childhood
        
        conversations increase in length and depth
        
        children adapt speech to the listener
        
        children become more skillful at narratives
        
        more creative and figurative expressions
      - Utterances increase in length and complexity
        
        Cooing- 1-2 months
        
        Babbling-6 months
        
        Gestures-12 months
        
        Difficult consonants (r)- 6 years
        
        All phonemes and blends (English)- 8 Years
        
        Sentences, then longer discussions
    - - Let children know if their message is difficult to understand
      - Regularly engage infants in conversation
      - Ask children to recall events and tell stories
      - Encourage creativity in oral language
  - - - Children lean and practice conversational rules
        
        Many rules are culture specific
        
        How to interact with adults
        
        Whether to make eye contact
        
        when to be quiet, when to ask questions or interrupt
      - Children learn and practice appropriate speech registers
        
        Classroom language rules
        
        Playground rules versus home/family rules
  - - - Development of metalinguistic awareness
        
        labeling parts of speech and language-middle childhood or early adolescence
        
        interpreting multiple meanings-through adolescence
        
        awareness of components and purpose of language-late preschool or early school age
      - Promoting metalinguistic development
        
        use jokes and riddles to explore multiple meanings
        
        read literature that plays on the nature of language
        
        encourage learning a second language
- - - - Submersion (no direct instruction) and structured English immersion (limited instruction) may be used when budget is limited or few students are ELL
- - - - communicate messages through multiple modalities
      - intervene as early as possible to address correctable hearing impairments
      - learn elements of ASL and finger spelling; teach them to children's peers
- - - - African American English