SPA 34104 Speech and Language Development Dr Burgess An Introduction to Language and Learning Chapter 1 1 16 and 1 20 1 Case study 2 Communication Why might Kimberly not be answering questions about stories in class What types of assignments might you do if you were her teacher What interventions might you try if you were her teacher Process of sharing information between 2 or more people senders and receivers The sender formulates encodes Transmission sent out by many shared means speech sign writing gestures The receiver provides feedback reception comprehends decodes model of communication requires language can be reliant on speech or not preintentional communication intentional communication Symbolic communication 3 Purpose of Communication primary purpose is to provide and ask for information functions include 4 Speech Neuromuscular behavior respiration phonation resonation articulation medium for sharing information dependent on language You can have language without speech You cannot have speech without language a baby babbling is not speech because there is not language 5 Language Consists of a socially shared code or set of conventions for presenting thoughts ideas and beliefs through the use of arbitrary symbols as well as rule governed combinations of those symbols in sentences 6 Characteristics of Language Socially shared code Representational Uses arbitrary symbols Rule governed 7 Language is rule governed The boy ran to the bus How did the The bird to the 8 Language is generative it is expressive and receptive dog picture more than one way to describe the picture The dog is laying in the snow A dog is laying down in the snow on a winter day 9 Remarkable features of language Acquisition rate how quickly people learn language first 5 7 years of development babies come into the world with a quick acquisition rate Universality no matter where in the world first words around 1 year just different languages Species specific humans most complex 10 Language Two Main Divisions Expressive fluent flow of ideas and thoughts to listener speech gestures rules video repeats very limited for an average 7 year old not complete sentences uses hands but not to supplement language very flat Receptive receiving language like a lecture class making sense understanding following directions video 12 months responds slower than us using body language to express understanding 11 3 Major Domains of Language Content meaning of language often expressed through lexicon what someone is talking about Lexicon means vocabulary Form Use how words sentences and sounds are organized and conveyed what the language looks like how people use language to meet personal and social needs sharing information social interaction 12 5 Components of Language Content Form Semantics Syntax hard for students with disabilities because of words with multiple meanings and puns 14 Language form Syntax rules governing internal organization of sentences how words turn into sentences Morphology rules governing internal organization or words prefix suffix Morphology Phonology Pragmatics Use 13 Content semantics meaning of individual or groups of words whole is often different than parts Toddlers and Tiaras example Baby is a looker semantic message is that the girl is ugly root words smallest form of language with meaning cat cats multiple jump jumped past meaningful unit sounds of our language 39 in English Phonology rules governing sounds used to make words 15 Morphemes activity Morpheme Dog ist ed Lobby Un Stick Apple Free bound Meaning Free Bound Bound Free Bound Free Free Furry animal One who Organist Past Room Negation not Noun small cut part of tree Fruit 16 Language use pragmatics How language is used for social purposes to interact with their peers children must know how to take turns as speaker and listener maintain eye contact and stay on topic topic is appropriate stays on topic adjusting language towards different people grandmother vs friend kids with disabilities have common issues with this 17 Extralinguistic features of language happens in addition to words when communicating Paralinguistics tone emotion example I did MY homework but sibling didn t vs I did my HOMEWORK but not other thing tonation sarcasm Non linguistics non verbals eye contact gestures helps add meaning pointing Metalinguistics put foot in mouth said not what you meant ability to evaluate language as you speak and make adjustments 18 Cognitive Components of Language Executive Functions housed in frontal lobe of the brain Initiation make a plan Planning organizing what we are going to say and how Problem solving If someone isn t understanding what we are saying Flexibility Come up with other ways to say what you want Paying attention self regulation filter blurts out Critical Thinking Ability to identify and gather information appropriate information Evaluate output Check accuracy Apply knowledge Problem solve some overlap 19 Case Study Review communication initially expressive maybe caused receptive pragmatics socially group one on one different tests small groups Theories and Explications of Language Development Chapter 2 1 23 14 importance of the innate skills children have when they come into the world The child s surroundings provide information that supports the child s language growth how these factors influence language development Environmental experiences include interactions with 1 Theories of Language Acquisition Environmental Nurture Innateness Nature Emergentism 2 Environmental Theory Individuals Objects Events something is rolling 3 Environmental Theorists development coding sees something rolling someone in the environment communicates that the Vygotsky believed the environment provide children with information that supports language Piaget believed the emphasis should be on children solving problems on their own Bates believed language developed as a result of the social interaction between the environment and the child 4 Vygotsky Zone of Proximal Development ZPD good to know for student teaching assessment ZPD is the distance between what a child can do independently and what a child can do with support from an adult Children grow as a result of problem solving Retrospective mental development a child s actual development at the current time Prospective mental development ZPD Adults help children bridge the distance Tasks that demand reflection and problem solving lead to progress help child get the tools to get to the