CHILD LANGUAGE RENEWED

Question 1

Key points on behaviourism?

Answer 1

Made by B.F Skinner (opposed to innateness)

• > believed children acquire language by imitating their parents/adults
• > introduced operant conditioning which is:
• > positive reinforcement- encouraging the child and praising them in order for them to learn
• > negative reinforcement- the lack of feedback, correction or negative feedback that might prevent a child from making the same error repeatedly.

Question 2

Points against behaviourism?

Answer 2

• > The wug test (Jean Berko) used plural ‘wugs’ on word theyve never heard before
• > virtual errors/overgeneralisation = wouldnt make errors if they were copying
• > overextensions - wouldnt make errors
• > children do not simply imitate language or construct grammatically complete sentences as soon as they begin to talk. There needs to be pragmatic awareness of social conventions anf these can’t just be imitated.

Question 3

KEY POINTS ON INNATENESS?

Answer 3

Made by Chomsky.

• > Children are already born with ability to acquire language themselves. language is innate.
• > LAD language acquisition device
• > Babbling supports this as babies around the word babble in same way.
• > Wug experiment supports this as plural
• > Virtual errors as they are trying to figure it out themsleves.

Question 4

AGAINST innateness?

Answer 4

• > They did not acknowledge the need of interaction and input - Genie - locked up 13 years - didnt acquire language.
• > Eric Lenneburg coined the term ‘critical period’ in our first few years, social interaction and exposure to language is essential in order to master language.

Question 5

Key points on cognitive?

Answer 5

Made by Piaget.

• > Children need to understand concepts before they can use appropiate language.
• > Believed children develop their own understanding through exploring and questioning the world around them.
• > Tenses, sizes and positions are needed to be present before language can reflect this.

Question 6

Key points for interaction?

Answer 6

Made by Bruner.

• > Rejected Chomsky’s LAD and focused on the importance of the childs caregivers input as the key to the childs language development.
• > LASS language acquisition support system
• > Scaffolding -> is support provided by the caregiver through modelling how language out to take place in order to help the childs language development.

Question 7

Proto words?

Answer 7

make up words which children use to represent a word they may not know how to pronounce e.g ray rays for raisins

Question 8

5 stages children move through for spoken language?

Answer 8

Pre verbal stage, holophrastic stage, two word stage, telegraphic stage, post-telegraphic stage

Question 9

Pre verbal stage?

Answer 9

Period of time which involves experimenting with different noises and sounds but without producing recognisable words.

• cooing -> distinctive from crying, not yet forming vowels and consanents
• babbling -> vocal play that involves forming vowel and consonant sounds which can be repeated e.g poo poo

Question 10

Holophrastic stage?

Answer 10

(between 12-18 months)When a child uses just individual words to communicate
- Addition = mummy and daddy instead of mum and dad.

Question 11

Two word stage?

Answer 11

when a child begins to put two words together e.g kick ball

Question 12

Telegraphic stage?

Answer 12

When a childs utterances will be 3 words or more, might still be an omission of words.
- content words = words witin a sentence which are vital to convey meaning

Question 13

Post telegraphic stage?

Answer 13

When a childs language will contain both content and grammatical words which closely resemble an adults speech.

Question 14

Over extension?

Answer 14

when a child might use a word more broadly to describe things e.g calling all men ‘daddy’

Question 15

Underextension?

Answer 15

Where a child might use a word more narrowly when describing something without knowing the full meaning e.g calling only green apples apples, not red ones.

Question 16

Hypernym?

Answer 16

Generic term for a word e.g animal

Question 17

Hypnonym?

Answer 17

More specific word within a hypernym e.g cat

Question 18

Superlative?

Answer 18

An adjective/adverb which expresses highest degree of quality e.g ‘loudest’

Question 19

Look and say approach?

Answer 19

Encourages readers to look at words as a whole in order to read them.

Question 20

Phonic approach?

Answer 20

Encourages reader to sound out the words by breaking them down in order to read them.

Question 21

Brittons model? (3 things)

Answer 21

Expressive, transactional and poetic

Question 22

Expressive? from brittons model

Answer 22

takes the first person and will enable children to explore their own identity and preferences through writing.

Question 23

Transactional? from brittons model

Answer 23

when the writer is able to seperate themselves from their writing, so becomes entirely detached.

Question 24

Poetic? from brittons model

Answer 24

When the writer uses alliteration, rhythm, or rhyme

Question 25

homonyms?

Answer 25

Words that are spelt the same, but have different meaning and pronounciations e.g bow and bow

Question 26

Homophones?

Answer 26

Words that are spelt differently and have different meanings but are pronounced the same e.g their and there

Question 27

Phonetic spelling errors?

Answer 27

Where words are spelt how they sound

Question 28

undergeneralisation?

Answer 28

Standard rules for particular spelling patterns arent followed e.g y to -ies

Question 29

overgeneralisation?

Answer 29

regular spelling rules are applied when theyre not needed e.g runned

Question 30

omission?

Answer 30

when letters are missed out of words

Question 31

insertion?

Answer 31

when letters are are added when not needed for a spelling.

Question 32

substitution?

Answer 32

Substituting the correct letter for an alternative one

Question 33

Transposition?

Answer 33

When pairs of letters in words are switched around e.g olny

Question 34

CDS 9 key features?

Answer 34

• prompt questions/tag questions
• repetition
• slower/clearer speech
• recasts (gramatically incorrect utterance of a child is spoken back in the correct form)
• mitigated imperatives (where command is given but disguised in a question)
• higher pitch
• longer pauses
• simpler sentences
• expansion (where caregiver might develop the childs utterance to make it more gramatically complete)

Question 35

Hallidays 7 functions when a child uses language?

Answer 35

Instrumental, regulatory, interactional, personal, heuristic, imaginative, represenational

Question 36

Instrumental? (Halliday)

Answer 36

when child uses language to fulfil a need e.g i need a drink

Question 37

Regulatory? (Halliday)

Answer 37

used to control behaviour of someone e.g telling caregiver to sit

Question 38

Interactional? (Halliday)

Answer 38

used to develop relationships with others e.g telling sibling you love them

Question 39

Personal? (Halliday)

Answer 39

used to express views e.g me no like it

Question 40

Heuristic (Halliday)?

Answer 40

used to explore world around them e.g what are you doing mummy?

Question 41

Imaginative? (Halliday)

Answer 41

Used to explore something creatively or during play

Question 42

Representational?(Halliday)

Answer 42

used to exchange information give/receive

Question 43

Challs 6 reading stages?

Answer 43

Pre-reading, Initial reading and decoding, Confirmation and fluency, Reading for learning, multiple viewpoints, construction and reconstruction

Question 44

Pre reading stage? (challs)

Answer 44

up to 6 years old
- will still be read to by caregivers, might imitate the reading process by turning pages or creating stories based on images, may identify some letters in the alphabet.

Question 45

Initial reading and decoding stage? (challs)

Answer 45

ages 6-7

-May identify familiar whole words or recognise letters and blend sounds together to sound out the words.

Question 46

Confirmation and fluency stage? (challs)

Answer 46

ages 7-8

• Children will be able to decode words more readily and read with some fluency.
• There will be a greater sense of the text as a whole emerging by now.

Question 47

Reading for learning stage? (challs)

Answer 47

ages 9-13
- Students now read in order to learn, might be accessing a wider range of texts by this point and reading to obtain facts and scanning for relevant details.

Question 48

Multiple viewpoints stage? (challs)

Answer 48

ages 14-18
- Students begin to reocgnise how meaning can be conveyed in different ways or with different focus. Will become more critical readers.

Question 49

Construction and reconstruction stage? (challs)

Answer 49

ages 18+
- By this point individuals can read a range of sources and synthesise these in order to develop their own interpretations. They can skim and scan efficiently and recognise what is and what is not important to read.

Question 50

Addition?

Answer 50

Adding a suffix to the end of a word in order to change the way in which the word is pronounced - e.g mummy, dolly

Question 51

Lev Vygotsky?

Answer 51

• Focused on the importance of the caregiver to act as a ‘more knowledgeable other’ (MKO)
• Through supporting the child from a position of having more knowledge and understanding, the adult (or perhaps older child) can direct the child to move within the ‘zone of proximal development’ (ZPD)
• ZPD = the area between what a child can already do and that which is beyond their reach. it is the area into which a caregiver might enable the child to progress by offering necessary support or scaffolding to facilitate learning.