Abstract
The paper compares and contrasts the views of two language development articles: "The Influence of Culture, Class and Linguistic Diversity on Early Language Development", by RaMonda Horton-Ikard, and "Cultural Influences on Early Language and Literacy Teaching Practices", by Rebecca Parlakian. The paper shows how Parlakian's article paid close attention to the teaching end of language development for a child while Horton-Ikard's article paid strict attention to the child's development within the confines of culture. The paper notes the differing implications of the models used in each of these articles.

Outline:
The Influence of Culture, Class and Linguistic Diversity on Early Language Development
Cultural Influences on Early Language and Literacy Teaching Practices
Compare and Contrast
Implications for Use in the Early Childhood Setting

From the Paper
"This article suggests that in children who are late talkers researchers advocate the 'watch and see' method. There is a lot of controversy over this method as it is time consuming and if there is a severe language development issue then the child has less of a chance of developing a normal communicative relationship with others if steps are not taken in preventative measures soon enough. This article developed its research with African America toddlers who come from poor families. The article states that the effect of lower class income and the subsequent culture have developmental effects on children, especially in regards to language skills (7)."

Tags:communication, relationships, socio-economic, status

Abstract
This paper focuses on the value of clay in encouraging children's expressive language development. The paper explains that expressive language includes the sounds, gestures, and emotions learned from the point of infancy to express thoughts, feelings, and desires. Expressive languages help children learn to communicate with others. The paper asserts that play in general, and clay in particular, greatly helps children develop their fine and gross motor skills in addition to expressive languages. The paper discusses Reggio Emilia Preschools, which have developed their own curriculum centered on student-guided development and play. The paper notes that clay is also used in art therapy because it has been found to help adults who are unable to express their feelings properly - possibly because of the lack of full expressive language development as a child.

From the Paper
"Using clay as a medium for developing expressive language skills is a fun way for children to learn at their own pace. Children at multiple levels of development can all have fun and benefit developmentally working with clay. Children can focus on their likes and dislikes by creating things that replicate what they enjoy. When the clay is dried, they can chose to paint it their favorite colors, or they can choose to leave it the color it is. Clay allows children to express their likes and dislikes in a variety of ways. As mentioned early, clay is ideal for young children because it is so forgiving. Although other forms or art, such as painting or drawing, are also helpful in the development of expressive language, they are more permanent. Once the paint is on the canvas, the young artist can not take it back or change their mind. If the child makes a mistake in paint, he or she needs to figure out how to cover it up, or start over from scratch. Clay allows children to experiment with different designs, shapes, colors, etc. when working with clay; children are truly free to try whatever they want."

Tags:Reggio, Emilia, preschool, art, therapy

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
The paper discusses how humans use speech and language to communicate their thoughts, ideas and emotions. The paper explains how language sets the rules for communication and speech is the way language is expressed. The paper notes that for those who have neurological disorders, language is expressed through gestures, writing or signing; the one characteristic all languages have in common is that it is an expression; and each language has its own phonology, morphology, syntax, semantics, prosody and pragmatics ("Speech and Language Development Milestones", 2001).

From the Paper
"Humans use speech and language to communicate their thoughts, ideas and emotions. Language sets the rules for communication. Speech is the way language is expressed. For those who have neurological disorders language is expressed through gestures, writing or signing. The one characteristic all languages have in common is that it is an expression. Each language has its own phonology, morphology, syntax, semantics, prosody and pragmatics ("Speech and Language Development Milestones", 2001). In order to form language phonology, morphology and syntax skills need to be developed. Phonology is like a sound system of language skills. It has..."

Tags:stuttering, cluttering, impairment

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
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 language development. 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."

Tags:affection, mother, relationship, responsiveness, stimulation

Abstract
This paper reviews and critiques six articles on language development 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, language development, kindergarten, elementary school

Abstract
In this article, the writer maintains that a century of anthropological and psychological research has addressed language development and acquisition as a child developmental task across cultures. Nativist models suggest that the human brain is geared to speech as an inborn, automatic set of processes; interactionists argue that culture and interaction, of course, indicate successful language development or its failure. The writer presents a reflection on various scholars' search for a universal theory in developed and non-Western cultures, often not taking into account particular circumstances or what delayed speech may or may not mean.

From the Paper
"Language development specialists who belong to Psychology have joined anthropologists in trying to arrive at a theory of language acquisition that refers to children of all cultures. Language development does seem to appear quickly in most infants and soon, with only loose or complete connections between linguistic knowledge and experience, a normal child one that responds to his or her surroundings verbally, often trying to communicate with others before speech facility have been achieved. What seems a human instinct towards language, a kind of biological blueprint ..."

Tags:language

Abstract
This paper explains that the California English Language Development 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."

Tags:assess, credibility, insufficient, monitoring, credibility