Abstract
The paper discusses Rousseau's belief that when children are subjected to intense pressure and the artificial acceleration of their natural learning of language, it can make them unnecessarily shy and self-conscious, it reinforces the wrong pronunciation and it promotes lazy speech. The paper also explains Rousseau's assertion that the French tradition of ensuring that everyone sounds the same detracts from the ability of the individual to express himself completely. The paper emphasizes Rousseau's belief that some children simply begin speaking later than others, and that if they were left alone and allowed to absorb language at their own pace, they would not necessarily suffer any lasting consequences of starting to speak later than other children.

From the Paper
"Throughout Book I, Rousseau explains his criticism of the way that modern society (even in his time) teaches language to children. Rousseau's characterization of the way that children learn language naturally was prescient for his era, but was perfectly consistent with modern understanding of infant babbling. Today, it is known that infants in all cultures babble all of the sounds used in all languages spoken by man. During the first year of life, infants gradually discard the vocalizations not used in their language of origin because their linguistic experiments are modeled after and reinforced by the sounds (and mouth shapes) of their parents and caretakers (Gerrig & Zimbardo, 2007)."

Tags:pronunciation, speech, fluency, linguistics, conversation, instruction

Abstract
The paper explains that the principles of reference, extendability and object scope are the building blocks of new words. The paper relates that children build new words by paying attention to their environment and sometimes just by being in an environment. The paper points out that culture is an important part of the language for children just as memory and cognition are important factors in children learning new words. The paper says that children learn new words in many different ways including overhearing words, one-on-one contact with adults and building onto words they know.

Tags:language, children, learning

Abstract
The goals of this study are to identify and analyse common autism spectrum disorder (ASD) interventions targeting social communication; to ascertain whether any of these strategies specifically target deficits in figurative language, such as the inability to understand metaphors, irony, idiomatic expressions and humour; and to discover whether any of the current strategies have proven effective in addressing deficits in figurative language. Children with ASD suffer an increased likelihood of severe anxiety (such as hypochondriasis, panic, specific fears or excessive worrying) and depression or other mood disorders. Thus, it is extremely important to develop and implement effective strategies to help such children interact in socially positive ways in order to decrease their anxieties and improve their opportunities to establish friendships.
While there has recently been a proliferation of therapeutic approaches designed to remedy the deficits in the social and linguistic skills of children who suffer from ASD, there are few published studies available regarding the efficacy of such strategies in addressing the inability to understand figurative language such as metaphor, irony, idiomatic expressions and humour. This dissertation intends to contribute to the sparse literature on this subject by looking at the communication intervention strategies currently being used with ASD children and to what degree these have proven effective in addressing figurative language deficits.

Table of Contents:
Introduction
Literature Review
Methodology
Discussion
Conclusion

From the Paper
"Children with ASD suffer increased likelihood of severe anxiety (such as hypochondriasis, panic, specific fears or excessive worrying) and depression or other mood disorders (Sofronoff, Attwood & Hinton, 2005). This can be predominantly attributed to the bullying and social rejection they suffer as a result of their inability to communicate in socially appropriate ways (Harvard Mental Health Letter, 2005). Difficulties in social reasoning due to an inability to accurately gauge and respond to social cues, particularly those involved with verbal and nonverbal communication, leads to problems in establishing supportive friendships with others (Sofronoff, Attwood & Hinton, 2005). In addition, impairments in social communication render the individual with ASD naive and vulnerable to being taken advantage of by unscrupulous individuals (Rajendran, Mitchell & Rickards, 2005). Thus, it is extremely important to develop and implement effective strategies to help such children interact in socially positive ways in order to decrease their anxieties and improve their opportunities to establish friendships."

Tags:communication, ASD, PDD-NOS, intervention, treatment, therapy

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."

Tags:language, children, strategies

Abstract
This paper reviews Paul Bloom's book, "How Children Learn the Meanings of Words", explaining some of its basic ideas on language acquisition. The writer points out that this book is used to explain the author's theory of language acquisition in small children. The primary theory is called the "theory of mind," which is also called naive psychology. The writer notes that the book presents this theory on language acquisition through descriptions of research, presented in a clear and largely conversational manner.

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."

Tags:language, children, psychology

Abstract
This paper examines the development of American sign language and how deaf children learn this means of communication. First, the reasons for the development of American sign language. This includes the grammatical structure and composition of the language. Then, it discusses the benefits to children who have learned how to communicate in American sign language (ASL). This includes better educational opportunities and stronger social relationships. Additionally, it helps the self-esteem and confidence of these children. The paper concludes by noting that fluency among the deaf in ASL offers the potential of employment opportunities and enables children to develop confidence and good social skills


Outline:

Introduction
How Sign Language was Developed and its Composition
The Reason for the Development of Sign Language
The Benefits of Sign Language to Deaf Children
Conclusion

From the Paper
"The Deaf Community had been disadvantaged for a long time in terms of education, carrier opportunities, socialization and communication in general. This had been due to lack of a common communication system or means in the Deaf Community (Sell 85). The United States decided to develop a language for the deaf who aimed at helping them in communication, learning and other important day to day endeavors. This language was referred to as American Sign Language as it was developed by the United States of America. This language is mainly used in the United States of America and Canada. The American Sign Language is composed of both visual and gesture communication means. The manual gestures are referred to as sign. The gestures work in collaboration with different grammar that are non-manual and compose of body movements, mouth morphemes and facial expressions."

Tags:American sign language, deaf, sign bilingualism

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."

Tags:language, acquisition, theory, of, mind, parenting, fast, mapping

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."

Tags:language, development, children

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) "

Tags:children, development, education, language, learning, media, parents, research, society, statistics, teachers, television, verbal

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."

Tags:language, parents, macarthur, cdo, lexical, identifiers