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Language Acquisition [Written] - Coggle Diagram
Language Acquisition [Written]
KROLL
recognised 4 stages of development
1. Preparatory stage (4-7)
basic motor skills develop
principles of spelling system acquired
2. Consolidation stage (7-9)
children begin to use writing as expressing what they can say
closely reflects spoken lang patterns
colloquialisms, unfinished sentences and clauses linked by 'and'
3. Differentiation stage (9-10)
writing begins to diverge from speech and develops its own patterns
children learn new standards and experiment with new structures
written work becomes fuller as they experiment more
At this point children need guidance about structures/functions of language
They realise writing is a time to reflect and use language to shape thoughts
4. Integration stage (11+)
writers have a good command of language
can vary stylistic choices and develop a 'personal voice'
this continues to develop
BARCLAY
1. Scribbling
random marks on a page to encourage children
adults can talk to children about their writing
2. Mock handwriting
often appears with drawings
children produce lines of wavy scribbles
may be revisited
3. Mock letters
children make letter-like shapes to resemble alphabet letters
4. Conventional letters
first word to appear is usually child's name
often seen with a string of random letters
5. Invented spelling
child writes conventional letters that begin to cluster to make words
may not appear conventional
child seeks advice from adult
6. Approximated/phonetic spelling
children begin to associate sounds with the letters
7. Conventional spelling
occurs as the child's approximated spellings become more and more conventional
J.R. GENTRY
1. Pre-communicative stage
child realises symbols create a message and have meaning
may also invent symbols
2. Semi-phonetic stage
child realises letters have sounds
in writing they may abbreviate words and use pictures for words they don't know
3. Phonetic stage
child spells sound-symbol correspondence
may not be aware some strings of letters aren't acceptable or correct
4. Transitional stage
child uses basic conventions of the English language
become aware of the patterns in spelling that extend further than using just phonetic spelling
5. Correct stage
child understands basic spelling patterns and knows word structures
uses visual strategies to spell
large automatic spelling vocabulary
ROTHERY
Observation/comment
the writer notices something and provides feedback
Recount
chronological sequence of events written in first person
Report
a factual or objective description of events or things, not chronological
Narrative
a story that follows orientation, complication, resolution and coda (occasionally), traditional structure rarely achieved
BRITTON
Expressive mode
developed first, resembles speech, first person & content based on personal preferences
Poetic mode
gradual development due to skill required, rhyme, rhythm, alliteration, adjectives & similes common
Transactional mode
developed last, academic essay style, third person, chronological and formal sentence structure to signpost ideas
CREATIVITY VS ACCURACY
ALAN MALEY
says that creative writing promotes a playful engagement with language which allows children to test out the bounds of writing in a supportive environment
he believes that creative writing develops children lexically, grammatically and phonologically
CRAIK AND LOCKHART
believe that creative writing requires
‘semantic processing’
which indicates an act of ‘deep processing’
whereas accuracy is more about ‘structural’ and ‘phonemic’ processing which is indicative of ‘shallow processing’
DORNYEI
believes creating writing can
Offer respite from the other classroom monotony.
Allow students to experience success.
Motivate students.
Make tasks more enjoyable.
Increase autonomy
CRYSTAL
writing can sometimes be seen as a prison and that playing with language in a creative way may be the key to opening success within writing
CREATIVITY VS ACCURACY
GOOUCH AND LAMBIRTH
believe that there is a negative impact on a child’s self-esteem if their writing is wrong
HECKMAN
believes that we live in an ‘audit culture’ in which measuring learning and accuracy is more important than creativity
believes that this has been created by pressure placed on schools by the government
RICKFORD
argues that there is a necessity of having rules and that as such, creative writing should be done with rules in place
suggest that the end-goal is to get children writing in Standard English
TORRANCE
believes that teachers can enhance a student’s creativity through judging their level of accuracy and that correcting them leads to better writing