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Language Development and Linguistic Diversity
Kathryn Oswood, Linda Jodock, Star Miller
Personal Outcome
To understand how children learn language
To investigate the positive and negative impacts of second-language learning
To better serve students with language disorders
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Biological FoundationsLanguage is predominantly associated with the left hemisphere of the brain. Wernicke’s Area
Affects comprehension in speech that is heard and text that is read.
Broca’s Area Affects the production of language through speaking or writing.
Individual differences in language ability are due to genetics.Critical Periods for Language Development Lenneberg proposed that language must be acquired before
adolescence.
Speed of Acquisition Relative to the Amount of Input for Language Development Children acquire language with little intervention
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Language AcquisitionComprehension and production of language involves a variety of skills. Speech Perception Speech Production and Phonological
Development Lexical Development Semantic Development Grammatical and Syntactical Development Pragmatic Development Metalinguistic Development
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Prelinguistic Development
Speech PerceptionPhonemes
See Table 7.1 for vowel and consonant phonemes in English
Speech ProductionBabbling
Prelinguistic Development: Speech Perception and Production
Phonological Impairment
Language Development: Deafness
Semantic DevelopmentReferential StyleOne-word utterances that refer to objects
Expressive StyleOne-word expressions of emotion, feeling,
and action
Vocabulary GrowthFast Mapping
A child understands a word in one exposureExtended Mapping
A child understands a word after multiple exposures
Semantic Development
Semantic Development
Syntactic DevelopmentMorphemes Small units of language that convey
meaning. Unbound morphemes
Words that can stand alone• Dog, fire, tractor
Bound morphemes Cannot stand alone
• Prefixes, suffixes
MLU Mean Length of Utterance
The length of a child’s utterances calculated in morphemes.
See Figure 7.2, page 196
Syntactic DevelopmentStage 1 Telegraphic Speech
“Doggie run”
Stage 2 Overregularization
“”goed” instead of “went”
Stage 3 Use of negatives
“I not eating”
Stage 4 and 5 Compound and complex sentences and passive
constructions “The teddy and the doll are going to play.” “You bettern’t do that.”
Syntactic Development
Syntactic Development
Pragmatic Development
The ability to understand the perspective of others contributes to the ability to communicate with others in dialogue.
Pragmatic Development
Metalinguistic Awareness
Metasyntax Discrimination of syntactically correct sentences
from incorrect ones
Metalexical / Metasemantic Understanding the nature of a word
Metaphonological Awareness that words are composed of separable
sounds
Alphabetic Principle Understanding that letters represent sounds
Metalinguistic Awareness
Bilingualism and Cognitive Development
Nature and Effects on Bilinguals
Social Consequences of Education
Effective Classroom Practices
Cognitive Differences in Deaf and Hearing-Normal Individuals
Connection to Learning Theory: Stages versus Continuous Development
Connection to Learning Theory:Nature versus Nurture
Connection to Learning Theory:Lasting versus Transient
Lack of exposure to language of any kind, oral or sign, will negatively impact language development. Early exposure is essential.
Conclusions
Recommendations: Speech and Language Pathologist
Recommendations: ELL
Recommendations for Further Reading
References
• http://www.rhsmpsychology.com/images/language_brain.jpg