Abstract This paper takes a look at language and speech development in young children. According to this paper, this development is quite rapid, unless there are issues. Children with language development issues are recognised at an early age. This paper takes a look at specific examples of two children and their language and speech development.
From the Paper "Children rapidly begin learning different words beginning as early as six months. Looking at the examples of Adam and Mike show that normal language develops quickly unless the child develops language problems. There are expected language behaviors for children of different ages. These behaviors should be seen by observing different conversations with children. Parents and teachers can do some simple strategies to help children build their word knowledge. Adam is four years and seven months old. He should be able to carry on a normal conversation with an adult using extensive verbalization as he plays, yet Adam barely talks to the adult."
Abstract In this book review of "How Children Learn the Meanings of Words", author Paul Bloom's theory of language acquisition in small children is explained. The paper discusses the primary theory called the "theory of mind," which is also called naive psychology. The paper explains that the book presents this theory on language acquisition through descriptions of research, presented in a clear and largely conversational manner. The writer of the review recommends this book to both students and to parents interested in helping their children acquire language.
Outline:
Theory of Mind
Fast Mapping
Objects and Concepts
Context Learning
About this Book
Conclusion
From the Paper "This book describes the process of language acquisition through syntactic cues that are present in the child's environment. Such a process is not just a part of language acquisition, but is also part of other forms of reasoning as well. The capacity to learn language in such a way belongs to human beings alone. Although other mammals are capable of communicating in what could be considered to be a limited language, only humans have the capability to acquire abstract concepts."
Abstract This paper examines the criteria for measuring early language development, the concepts associated with ascertaining a child's developmental progress, the research supporting the prevailing theories and the significant findings inherent in credible research in these areas. It discusses how all over the globe young children seem to effortlessly acquire two or more languages at one time, while some uphold the belief that children who are exposed to multiple languages too early may experience developmental language delays and/or confusion. It evaluates how scientific research has attempted to examine whether young bilinguals can ascertain that they are acquiring two separate and distinct languages early on.
Outline
Introduction
Research and Analysis
Bilingual Paradox
Bilingual Deficit Hypothesis
Unitary Language System Hypothesis
Bilingual Advantage Hypothesis
Differentiated Language System Hypothesis
Vocabulary Development
The MacArthur CDI
Linguistic Milestones
Lexical Identifiers
Neutrals
Translation Equivalents
Interlocutor Sensitivity
Language Choice
Codemixing
Parental Discourse Strategies
Early Constraints
Conclusion
Bibliography
From the Paper "The line of thought that resembles popular opinion about whether or not children should be raised bilingual from birth is called the "Bilingual Paradox". It is a paradox because there are conflicting contemporary theories about whether or not it is the preferred method of introducing two languages. While much research shows that, by several measures, children who are exposed to two languages simultaneously between the ages of zero and three achieve major milestones within the same timeframe and with similar results as monolinguals, the contemporary line of thought has been to teach a child one language early on, reserving the introduction of a second language for the later school years. The thinking associated with the latter opinion is that introducing two languages early on will confuse the child, or that the child will be disadvantaged in mastery of one or both languages. There are, however, steps parents can take early on based on proven research to give their child an advantage in learning language skills. Methodologies, tools, timing mechanisms and support strategies have been developed through testing and observation that aids children in successful and timely language development, specifically in the adoption of multiple languages."
Abstract This paper discusses children from low income families, and language development in modern society. The paper examines the societal contention that children raised in poverty will develop inadequate language patterns as well as be candidates for special education programs when their school years commence. The research provides evidence that low income children may develop language complications because the resources for learning are not available to them.
From the Paper "Children learn language by sound or phonology that allows them to begin to form words, sentences, and structures that serve them in communication (Wright, 2004, p. 61). Children, by nature have a strong inclination to attempt to understand what things mean in order to function within their lives, and relate to the world around them (Athey, 1983, p. 197). It has been contended, however, that children of low-income families have historically suffered from language problems that begin in early childhood, and then progress throughout life because the society in which poor children are reared is absent of the verbal intricacies that children of higher income households are accustomed to."
Abstract A discussion of the negative and fewer positive effects that television has on children and their language skills. Several propositions seem undisputed by all the researchers such as: children are the largest audience for television, television is a continuing interest for most children, and television can provoke a response in children. This paper concludes that television can invigorate the vocabulary of children, encourage their reading, and inspire their writing.
From the Paper "Without doubt, television influences the mental processes and speaking habits of young people who may develop their language skills in the family den as much as they do in the classroom. Indeed, statistics abound on the television habits of children. High school seniors will have watched about 15,000 hours of television by the time they graduate (1986 Nielson Report as cited in Powell 41). To gain perspective, Hal Blythe and Charlie Sweet put it this way: "By the time the vidkids matriculate at their favorite institution of higher learning, almost one-half of their waking life will have been spent being Superseted, Chromacolored, and Colortaked" (22-23). Sister Rosemary Winkeljohann reports this incident: A few seasons ago, on an episode of "Happy Days," Fonzie got a library card as a small part of the overall story. The producers thought nothing of it until they later learned that librarians all over the country were swamped the next day with children coming to the library. Children who had never used the library facilities now wanted library cards! (100) "
Abstract This paper reviews the different teaching methods and strategies for increasing young children's language skills. Of all the various teaching options available, this paper focuses on two particular methods: the Mand-Model Procedure and the delayed language programs.
From the Paper "There are several ways that language can be increased in young children, using particular teaching strategies. Some of these are as follows. Diagnostic-prescriptive approaches, including the process or ability model and the task analysis model; performance-oriented approaches, including imitating and modeling of correct communication behaviours; interpersonal-interactive approaches; syntax-based programs, including the Language Assessment, Remediation and Screening Procedures (LARSP), the Fokes Sentence Builder and the Sound Order Sense (SOS); delayed language programs; and the Mand-Model Procedure. (Winzer, 1999) "
Abstract Infants and very small children are extremely receptive of almost all forms of learning. For many years, it was the practice to begin foreign language training at the high school level. However, research suggests that children who begin bilingual education at the pre-school level are the most effective language learners. This paper explains that the myths of dual language acquisition have largely been found to be false: learning more than one language does not lead to confusion or disorders in the learner. The paper also discusses the benefits that occur when bilingual education is begun at a very early age.
Abstract This paper examines the fierce debate between the rationalist and the empiricist theorists on the issue of language acquisition which has captured the imagination of the linguistic world for decades. It looks at how although the rationalists? concept of specific language mechanisms in the brain has prevailed for many years, new research by connectionist theorists has tilted the balance towards the empiricists? approach. It provides a detailed comparative analysis of these two competing approaches and explores their application in children's discourse to assess their validity. It also discusses the work by the connectionist theorists and the implications on the future of linguistic research in the area of first language acquisition.
From the Paper "In Chomsky's (1972) original conception, the mind of children is analogized to a black box called the "Language Acquisition Device" (LAD). This box contains all linguistic principles that do not derive from the interaction with the environment. In Chomsky's (1981) "Principles-and-Parameters Theory" and his subsequent work, his version of how children utilize their linguistic knowledge to acquire language in their specific environments is presented. Before their interaction with the environment, children possess an ?universal grammar.? With exposure to specific linguistic environments, all children need to do is to set the switches on certain parameters that correspond to their language (in Hirsh-Pasek & Golinkoff, 1996, pp. 31-2)."
Tags: empiricist, rationalist, linguistics, barin, children
Abstract The paper reveals that high quality preschool programs for poor children can reduce the delay in the development of their communication skills. The paper reviews the article "Language and Literacy Environments in Preschools" by Snow, Burns and Griffin that explores how best to help preschool children develop communication skills so that they will be ready to learn how to read when they go to school. The writer discusses how he/she applies these principles in his/her preschool program.
From the Paper "The article (Snow, Burns, & Griffin, 1999) states, "it is precisely on measures of the language environment that many preschool programs serving poor children have scored in the inadequate range" (p. 1). The article doesn't say how many programs are inadequate or what the percentage overall might be of programs which do not help children develop their communication skills. The author goes on to say, or at least to imply, that Headstart programs are no better than any other programs for preschool children coming from impoverished homes: "A study of 32 headstart classrooms similarly found the lowest scores for language and reasoning on the same test" (p. 2)."
This paper discusses the advantages of learning English as the global languages to be used by all the world; however, this presents a danger to the native culture.
Abstract This paper argues that English is the most likely of all languages to create a useful global lingua franca (language of trade); therefore, teaching English globally is only logical. The author contends that, because of the strong link between language and culture, the globalization of the English language threatens other languages and cultures with extinction; therefore the method of teaching English as a second or foreign language is important. The paper relates that young students, who are most at risk of becoming indoctrinated into speaking English as their dominant language rather than their native language, should be taught in a bi-lingual program which stresses the values of the native language and culture, while teaching English as a useful second global lingua franca.
Table of Contents
Language Dominance and English-as-a-Second Language Education
The Relationship between Culture and Language Can Teaching EFL be a Threat to Local Ways of Life and Languages?
The Importance and Advantages of Learning to Use English
Balancing between Globalism and Local Culture
From the Paper "There are several ways in which English is taught as a second language in other countries. Many nations include English education in primary schools. This is common not only in countries where English is a primary official or natural language, but also in countries that merely wish their educated youth to be able to communicate in English. Most European countries teach English as a second language to their young. Most people who learn English in school will not be likely to need EFL instruction later in life. Another form of English education involves teaching by non-native English teachers who instruct academically, much as one would learn a foreign language in America. These classes may be instructed both in English and the student''s native language and tend to focus more on aspects like appropriate grammar and spelling than on mere usage. EFL instruction, on the other hand, tends to be taught by native English speakers entirely in English."
Tags: native, bi-lingual, indians, adults, children
Abstract This paper focuses on the primary language impairment of linguistically diverse students. The researchers' intent is to develop appropriate interventions for students that have difficulty with their language of origin, despite their enrollment in an educational system, which supports another language. The paper includes specific questions to be addressed within the study.
From the Paper "The purpose of the study focused on the primary language impairment of linguistically diverse students. The researchers intent was to develop appropriate interventions for students that had difficulty with their language of origin, despite their enrollment in an educational system, which supported another language. The researchers developed specific questions to be addressed within the study. These questions were: * Why support the home language when it is not the language used in school for the majority community? * Does continued support for the home language undermine attainment in the second language? * Should we support the home language when it includes the code switching or mixing of two traditionally separate languages? * What are some strategies that can be used to support the home language when it is a language that the speech language pathologist (SLP) does not speak ?"
Abstract This paper explains that, when a society loses its language, it also can lose a significant amount of its cultural identity. The paper indicates that, in just 20 years, this is happening to the Yupik Eskimo communities in Alaska . The author proposes comparing Yupik language stories to other tales from the Native Americans, the Anglo-Europeans, Africans and the Asians. The paper stresses that, although Yupik stories have been homogenized by their translation into English, enough of the original cultural flavor of the stories remains so that such a comparison could still be made.
From the Paper "According to the UNESCO Endangered Languages website, there are only a few pieces of fiction in Eskimo including a book of short stories, mostly, for schoolchildren, and several books of poetry. There are about ten publications of folklore (fairy tales, myths, legends). A number of folklore texts (recorded as scripts) is represented in the works of W.G. Bogoraz and devoted to the studies of Eskimo language. ...There have recently been a few Alaskan stories published by new authors who have adapted older stories."
Abstract This paper examines the mean length of utterance (MLU) which refers to the actual length of the sentence uttered in terms of words and morphemes within a particular sentence. The paper particularly compares the utterance length in children versus the abilities of chimpanzees as measured by the MLU. The paper then looks at verbal and nonverbal associations of language and all of its complexities among children and chimpanzees.
From the Paper "Therefore, further studies need to focus on furthering the understanding of chimpanzee sign language as a true form of language. Furthering on Dwyer's 1986 research study, a new study should focus on the concept of comparing normal children's verbal language skills with chimpanzee's non-verbal language communication skills. The level of proficiency of both normal human children needs to be matched to young non-verbal communications of chimpanzees. However, since previous studies have already shown that there is a certain point where children rise above the levels of chimpanzee language skills, these future studies need to focus on finding the particular average age in which this further development takes place. This means an ANOVA data analysis study based on a weekly transgression of language development of a relatively large population of growing kids and chimpanzees. With a larger portion being studies on a much more constant basis, researchers should be able to get a more concrete age range of when human children begin to significantly rise above the language skills of chimpanzees based on the complexity of utterances and sentences. This would provide the psychological world a better idea of exactly what age range we branch of from our ape ancestors."
Abstract This paper looks at the significant role that children's literature plays in transmitting society's cultural aspects to children. The paper explains that gender roles are a particularly important part of this cultural development, thereby making the portrayal of genders within children's literature a strong influence on the image children develop of their own role and that of their gender in society.
From the Paper "In the field of Children's Literature there are many, many issues that impact upon this literature such as censorship, the uses of series books, the role of technologies and many others. However, there can be no more important issue, particularly in the early elementary learning period of children than the issues presented by the roles of gender."
