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CLA - Coggle Diagram
CLA
Stages of development
Babbling (6-12 months): The baby begins to form phonemes, often in the form of combining consonants and vowels (eg. mama, baba, gaga.) This is also referred to as reduplicated babbling (eg. babababababa.) Babies may also develop 'proto words'- words that children use to represent a word they can't yet pronounce (eg. "rayray" instead of "raisin.") These are not first words however as they have no semantic content.
Holophrastic Stage (12-18 months): A child relays a whole sentence of meaning through just one word, or labels things in the environment around them. (eg. "apple" when being in the fresh fruit section of the supermarket.) The caregiver must interpret the child's meaning, based on the single word and other non-verbal cues. This can be referred to as a holophrase. The child might now use Overextension (when a word is used more broadly to describe things with similar properties, eg. when any round fruit is referred to as an 'apple') and Underextension (when a word is used in a limited way which does not recognise its full meaning, eg. knowing the word 'banana' but not being able to label a bunch of bananas.) Alternatively, the 'Gestalt Expression' is used frequently (eg. 'wassat?' being formed from 'what's that?'
Cooing (4-6 months): Distinct from crying but not yet conforming recognisable vowels and consonants. This usually is formed through babies learning to experiment with the sounds that their tongue makes at the back of their throat.
Two word stage (18-24 months): Using two word combinations in a word order which often resembles adult speech. Grammar begins to be understood as they begin to understand the relationship between lexis and grammar. This stage may happen during a child's 'vocabulary spurt', a period where children switch from learning on average 2 words pw to 20!
Vegetative state (0-7 months): The baby makes discomfort sounds such as crying, begin to learn how to use vocal chords to signify emotions. Babies also learn how to use non-verbal actions to signify their needs, this is done in the vegetative state as its usually before communication can be achieved through speech.
Telegraphic Stage (24-36 months): Utterances become longer, children are able to convey ideas through content words and an emerging use of grammatical words. Some instances of virtuous error (errors in morphology that have some underlying logic to demonstrate that learning has took place, eg. 'I runned'), as well as syntactic inversion (reversal of the normal order of words and phrases in a sentence learnt when forming a question, eg. 'I can eat some cake' from 'Can I eat some cake?'
Pre-verbal stage (0-12 months): Experimenting with forming sounds/noises but without producing recognisable words. Can be broken down into the vegetative state, cooing, babbling.
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Theorists
Telegraphic stage: Roger Brown (1973) This is the question development stage! Children begin to develop interrogative language through using only prosodic features (ie. rising inotation "Mummy come..?", "Daddy gone work..?" Ursula Bellugi (1967) theorised that this period also sees immense development in pronoun acquisition. Children begin to assign pronouns in their lexis (eg. "Katherine shoes on." or "I play with toy.")
Discourse Development: Brown and Levinson suggested that politeness in children revolves two aspects of "face"
- Positive face (where the child seeks social approval)
- Negative face (where the child asserts their need to be independent.)
Two word stage: John Braine (1963) Children use patterns of two word utterances that seem to evolve around certain key words. Braine calls these 'pivot schema' eg. 'allgone milk', 'allgone lunch.'
Halliday's functions of child language:
- Instrumental function: This refers to using language as a tool to express one's needs or desires. In language acquisition, children learn to use language to get what they want, such as food or attention.
- Regulatory function: Language is used to influence the behaviour of others. In language acquisition, children learn to give commands or make requests to control the actions of those around them.
- Representational function: Language is a means of conveying information or describing the world. In language acquisition, children learn to use language to express facts and convey knowledge about their environment.
- Interactional function: Language is used to establish and maintain social relationships. In language acquisition, children learn to engage in social interactions through greetings, small talk, etc.
- Personal function: Language is a way to express one's feelings, opinions, and individual identity. In language acquisition, children learn to convey their emotions and thoughts.
- Heuristic function: Language is used to explore and acquire knowledge about the world. In language acquisition, children use language to ask questions and seek information.
- Imaginative function: Language is a creative tool for expressing imagination, dreams, and artistic ideas. In language acquisition, children develop the ability to tell stories, create narratives, and engage in imaginative play.
Holophrastic stage: Jean Aitchison (1987) Identified three stages that occur in the child's process of acquiring vocab:
- Labelling (associating sounds with objects in the world around the child.)
- Packaging (exploring the meanings to these labels.)
- Network building (Making connections between the labels they have developed, understanding opposites + similarities.)
Eve Clark (1973): Theorised that common adjectives are developed in the first 50 words whereas spatial adjectives are acquired later on.
Babbling: Pettito and Holowka (2002) Videoed infants and noted that most babbling came from the right side of the mouth which is controlled by the left side of the brain, the side that is responsible for speech production; their findings suggest that 'babbling' is a form of preliminary speech.
Key Theories: Spoken CLA
Negative reinforcement: the lack of feedback, correction or negative feedback that might prevent a child from making the same error repeatedly.
Operant conditioning: the idea that either a positive or a negative response given by a caregiver can influence the way in which a child talks on future occasions.
Positive reinforcement: the positive feedback given to a child which is thought to encourage similar performance again.
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