Abstract This paper discusses children from low income families, and languagedevelopment 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 developlanguage 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 This paper reviews and critiques six articles on languagedevelopment in school and presents a synthesis of their findings.
From the Paper "Language Development in Grades K - Six research studies, discussing issues related to the language development of young children from the pre-kindergarten through third grade age cohort, were identified in the literature as suitable for inclusion in this analysis. Each article will be briefly reviewed and critiqued. A synthesis of concepts identified in the article will conclude the report, which identifies early intervention as key in resolving any early childhood language development deficiencies or problems that a child may present. Qi and Kaiser noted that children..."
Tags: education, languagedevelopment, kindergarten, elementary school
This paper discusses the role that culture plays on languagedevelopment and looks at the different stages, and outward effects that culture has on language.
Abstract This paper discusses language and the role of culture within learning. The paper asserts that the culture and environment a child is exposed to during the cultivation of language plays a key role in the development of his or her unique language facility. Specifically in this paper, the author opens by defining the two main schools of thought, the Nativist (or Hereditarians) and the Interactionists (or Environmentalists), as well as the Interactionists, asserting that the one similarity between each view is the need for social interaction either as a learning tool or an activation device. The paper goes on to discuss the stages of development throughout life and the concrete languagedevelopment within each stage. Additionally, the paper assesses how the effects of culture on language are outwardly visible, for example through the act of translation or through the learning of additional languages. Finally, the paper concludes that throughout all of this, it can be shown that culture and language are mutually inclusive.
From the Paper "During the ongoing stages of development, semantics, syntactic and pragmatics the individual absorbs almost unconsciously the nuances of the language and the culture he or she is raised within. The rate at which a child increases vocabulary during the semantic stage is directly proportionate to the degree of their exposure to language through active verbal interactions from those around them such as parents, siblings as well as teachers and other caregivers. During the syntax phase the more formal development of language takes place wherein the child is learning to comprehend the basic rules of grammar and can more readily convey their thoughts and ideas in complete sentences. (Broderick & Blewitt 2006:.91-93) This is where the order of language that the culture has imposed comes into play. In some languages, such as Spanish, verbs begin sentences and are often a combination of the noun-subject and the action, in English the culture has delineated the subject from the action and the correct arrangement is subject -verb -object."
Tags: stages, development, semantics, syntactic, pragmatics, language
Abstract This paper examines the criteria for measuring early languagedevelopment, 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."
This paper is a review of the literature on the California English LanguageDevelopment Test (CELDT) and student achievement when learning English as a second language.
Abstract This paper explains that the California English LanguageDevelopment Test (CELDT) is used as a means of evaluating language proficiency among students learning English as a second language to identify students who are learning English as a second language. The author points out that the CELDT also is used to monitor the performance of these students at regular intervals and to reclassify students from limited English proficiency to fluent English proficiency. The paper stresses that CELDT is a monitoring system, not a pedagogical approach; therefore, its use will never directly improve or diminish the scores of second language learners. The paper concludes that administrators and educators may have unwittingly created a setting in which the CELDT is given more credibility than it deserves in terms of its significance as a testing apparatus.
Table of Contents:
Abstract
Introduction
CELDT in Application
Implications
Conclusion
From the Paper "The test was used for the first time in 2001, suggesting that data pertaining to its use is insufficient to judge long-term outcomes based on the use of the test. The CELDT was developed by the professional for-profit test organization, "CTB-McGraw Hill" and is "designed to assess English learners in grades 1 through 12 on reading, writing, comprehension, and oral English along a continuum of five levels, from Beginning (1) to Advanced (5)" The test has been praised in California by educators and administrators who were forced to rely on a variety of different tests but now can evaluate a student's performance even when he or she has moved from one school to another."
Abstract This paper reviews the TELD-3 or the Test of Early LanguageDevelopment - Third Edition, a standardized screening test assessing language capabilities in children between two to seven years of age. The paper describes the contents of the test kit and discusses the measuring tools used in this system. The paper also praises the TELD-3 for being a child friendly assessment tool that can be effectively used to assess receptive language and expressive language strengths and weaknesses within a child, as well as to evaluate student progress after interventions. The paper also points out, however, that as the norms for the TELD-3 were derived from a sample of children residing in 35 American states it is limited by it's American formed results and its bias towards the English language.
From the Paper "The TELD-3 is a child friendly assessment tool. Test items involve realistic, colored pictures that hold the child's interest. In addition, test items are varied and involve activities such as listening to a story. For younger children, test materials also include actual objects, such as a doll, shoe and blocks. As a result of the stimulating format of the test, children are less likely to become bored and restless. Also, the test procedure is designed to facilitate breaks in between subtests, thus reducing fatigue in test takers."
Tags: learning measurement, languagedevelopment, children
Abstract This paper discusses language acquisition and the evolution of language, describing models that have been proposed for the evolutionary development of the human language faculty and for the processes involved, with some empirical support for the different models. The paper concludes that the issue remains unresolved as far as deciding on one specific model over all others.
From the Paper "Language acquisition has been much studied as to ways in which speakers learn language in the first place, then learn other languages if they do and add words to their store of knowledge as an ongoing process. Another issue has been the origins of language of any sort, extending back as far in the historical record as possible and then considering how human beings may have first started communicating using a language. Different models have been proposed for the evolutionary development of the human language faculty and for the processes involved, with some empirical support for the different models. The issue remains unresolved as far as deciding on one specific model over all others. One view of the origin of language is discussed by Hewes 1992 and the idea that the first human language was primarily gestural, following the way various primates communicate (1992:65)."
Abstract The paper explores the effect of cognitive and socio-emotional factors on infants' behavior. The paper discusses a study on a twenty four month old toddler that examined the effects of affection on his languagedevelopment. The paper explains the results of the study that shows that competence in the development of language in toddlers is enhanced when cognitive and socio-emotional factors are nurtured through emotionally sensitive parenting and cognitively stimulating environments.
Outline:
Introduction
Background information
Methodology
Results and Discussions
Conclusion
From the Paper "There are some differences in cognitive reasoning between two age groups and found that both groups understand the world around them in different ways. The children within the stage of early childhood used symbolism to represent the things around them or the things they played with. For example one boy aged 3, played with a skipping rope pretending that it was a snake, and another boy played with a hockey stick as if it was a gun. The older children ranging from age 6-12 used different sporting equipment for its proper use, like playing hockey with hockey sticks and basketball with a basketball, which showed their ability think logically."
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 deals with the concepts of low income, languagedevelopment and preschoolers. It thoroughly explains each concept and applies it appropriately. It then presents evidence with respect to current research investigations in the area as well as to improvements needed. The paper presents some case studies and draws the conclusion that low income familial status is extremely important with respect to language acquisition.
From the Paper "The Effects of Low Income on Language Development of Preschoolers The study of language development, one of the most fascinating human achievements, has a long and rich history, extending over thousands of years (Chomsky, 2000). As the nature-versus-nurture argument is inevitable to arise whenever human behaviors are discussed, it is not surprising that language experts have debated the relative influences of genetics and the environment on language development (Hulit & Howard, 2002). Among the various proposals concerning the mechanisms involved in acquiring a language, two opposing theoretical positions, the behaviorist and the nativist, are the most prominent and influential (Ayoun, 2003; Garton & Pratt, 1998; Owens, 2001). "
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 languagedevelopment 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."
A review of a book on the language of infants and toddlers by Roberta Golinkoff and Kathy Hirsch-Pasek, entitled "How Babies Talk: The Magic and Mystery of Language in the First Three Years of Life".
Abstract This paper discusses the book "How Babies Talk: The Magic and Mystery of Language in the First Three Years of Life" by Roberta Golinkoff and Kathy Hirsch-Pasek." It explains that the book is geared toward parents with infants who are interested in tracking how their children learn language. The paper looks at a portion of this book which is devoted to "experiments" that parents can do with their children. This also paper examines the style in which the book is written, the language used and the use of humour. Overall the writer was not impressed with this book and feels that it adds very little to the study of languagedevelopment.
Outline:
Overview
In Utero
Tactile Learning
Babbling and Other Things
Toddlers
Conclusion
From the Paper "The authors of this book, Roberta Golinkoff and Kathy Hirsch-Pasek, claim that the fetus is being prepared to hear "the contours of our voice and the cadences of speech without ever hearing words the way that we do" (13). The words that the fetus hears, the authors state, is like the swimming pool game of guessing words spoken underwater.It is possible to hear the syllables and pitch of those words, but in most cases the words are indistinct at best. Using an experiment that monitored fetal heart rate, which declines initially before rising again when the fetus is exposed to a new experience, researchers found that babies can even differentiate between new sounds even in the uterus (14-15). Other experiments revealed that the fetus could determine differences in music and in poetry as well."
Tags: childern, speaking, sounds, music, development
Abstract This paper discusses how there can be little question that effective communication is vital to teaching in any classroom. With this in mind, the following paper explores how signing actually facilitates languagedevelopment and why it essential to any progressive educational program or institution. In the process of so doing, one of the most important revelations of all is that language acquisition is not automatically achieved most efficaciously through auditory-cognitive means but that it is just as effectively acquired through visual-cognitive means. That being noted, the paper then discusses signing and language acquisition.
Abstract The paper explains Jean Piaget's and Lev Vygotsky's stages of development and identifies the differences in their approaches. Additionally, the paper provides specific examples of how teachers can incorporate each of these theories in the classroom. The paper concludes that both Vygotsky and Piaget acknowledge the importance of social learning, however, Vygotsky places greater importance on languagedevelopment and the role it plays in the development of individual cognition.
Outline:
Objective
Introduction
Piaget: Stages of Development Vygotsky: Stages of Development Differences Between Piaget and Vygotsky
Application of Piaget and Vygotsky in the Classroom
Summary and Conclusion
From the Paper "To Jean Piaget, the most vital element in the individual development of cognition of a child was based on interacting among his own peers and that this interaction results in conflict on the cognitive level. Piaget held that children were not as challenged in their interactions with those considered their peers, as they would be when among adults. Vygotsky's assertion was that a child learns best among peers who are more skilled which provides the child with a scaffold comprised of intellect and experience and through this; the child is able to complete tasks much more complex than they would be capable of on their own. DeVries (nd) writes in the work entitled: "Vygotsky, Piaget, and Education: A Reciprocal Assimilation of Theories and Educational Practices" which incidentally is a comparison of Vygotsky and Piaget, that she was for quite a long time "unable to see Vygotsky as a constructivist.""
