Language Development
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jfernando230000001983Language Development
Uploaded by
jfernando230000001983language
development
Bachelor in Human Services
language
A system of communication that
uses symbols in a regular way to
create meaning.
Language gives us the ability to
communicate our thoughts to
others by talking, reading, and
writing.
COMPONENTS
OF LANGUAGE
PHENOME
A phoneme is the smallest unit of
sound that makes a meaningful
difference in a language.
PHENOME
A phoneme is the smallest unit of sound
that makes a meaningful difference in a
language.
Phonemes are produced by the positions
and movements of the vocal tract,
including our lips, teeth, tongue, vocal
cords, and throat
mORPHEME
Morpheme is a string of one or more
phonemes that makes up the smallest units
of meaning in a language.
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SEMANTICS
Semantics refers to the set of rules we use to
obtain meaning from morphemes. For
example, adding “ed” to the end of a verb
makes it past tense.
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SYNTAX
Syntax is the set of rules of a language by
which we construct sentences.
The syntax of the English language requires
that each sentence have a noun and a verb,
each of which may be modified by adjectives
and adverbs.
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PRAGMATICS
The social side of language is expressed
through pragmatics, or how we communicate
effectively and appropriately with others.
Examples of pragmatics include turn-taking,
staying on topic, volume and tone of voice,
and appropriate eye contact. modified by
adjectives and adverbs.
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CONTEXTUAL
INFORMATION
Words do not possess fixed meanings, but
change their interpretation as a function
of the context in which they are spoken.
Examples of contextual information
include our knowledge and nonverbal
expressions, such as facial expressions,
postures, and gestures.
Language
Developmental
Progression
The order in which children learn language
structures is consistent across children and
cultures (Hatch, 1983).
Starting before birth, babies begin to develop
language and communication skills.
At birth, babies recognize their mother’s voice
and can discriminate between the language(s)
spoken by their mothers and foreign languages,
and they show preferences for faces that are
moving in synchrony with audible language
Do newborns
communicate?
They do not, however, communicate with
the use of oral language. Instead, they
communicate their thoughts and needs with
body posture (being relaxed or still),
gestures, cries, and facial expressions. A
person who spends adequate time with an
infant can learn which cries indicate pain
and which ones indicate hunger, discomfort,
or frustration.
Intentional
vocalizations
In terms of producing spoken language,
babies begin to coo almost immediately.
Cooing is a one-syllable combination of a
consonant and a vowel sound (e.g., coo
orba)
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Intentional
vocalizations
At about 7 months, infants begin babbling,
engaging in intentional vocalizations that
lack specific meaning and comprise a
consonant-vowel repeated sequence, such
as ma-ma-ma, da-da-da.
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Intentional
vocalizations
Gesturing. Children communicate
information through gesturing long before
they speak, and there is some evidence that
gesture usage predicts subsequent
language development
Intentional
vocalizations
Understanding. At around ten months of age,
the infant can understand more than he or
she can say, which is referred to as receptive
language.
One of the first words that children
understand is their own name, usually by
about 6 months, followed by commonly used
words like “bottle,” “mama,” and “doggie” by
10 to 12 months. Infants shake their head “no”
around 6–9 months, and they respond to
verbal requests to do things like “wave bye-
bye” or “blow a kiss” around 9–12 months
Intentional
vocalizations
Holophrasic speech. Children begin using their
first words at about 12 or 13 months of age
and may use partial words to convey
thoughts at even younger ages.
These one-word expressions are referred to
as holophrasic speech.
For example, the child may say “ju” for the
word “juice” and use this sound when referring
to a bottle.
Intentional
vocalizations
First words and cultural influences. If the child is
using English, first words tend to be nouns. The
child labels objects such as cup, ball, or other
items that they regularly interact with.
In a verb-friendly language such as Chinese,
however, children may learn more verbs.
Intentional
vocalizations
Two-word sentences and telegraphic (text
message) speech. By the time they become
toddlers, children have a vocabulary of about 50-
200 words and begin putting those words
together in telegraphic speech, such as “baby
bye-bye” or “doggie pretty”.
Telegraphic speech/text message speech occurs
when unnecessary words are not used. “Give baby
ball” is used rather than “Give the baby the ball.”
Intentional
vocalizations
Infant-directed speech. Why is a horse a “horsie”?
Have you ever wondered why adults tend to use
“baby talk” or that sing-song type of intonation
and exaggeration used when talking to children?
This represents a universal tendency and is
known as infant-directed speech. It involves
exaggerating the vowel and consonant sounds,
using a high-pitched voice, anddelivering the
phrase with great facial expression