* How much language the child knows is determined by the amount and quality of language s/he is exposed to. | Similarities: * The child’s environment and their interaction with others plays a large part in language development. * Developing grammar and is seen as a part of language development. | Similarities: * Both theories are based on what the child produces – words and sounds. * Both theories explain how language is developed from birth * Grammar is included in both definitions.
1. Who is responsible for what is known as “language acquisition device"? What are the basic principles behind this thought on language development? Noam Chomsky believes that children are born with an inherited ability to learn any human language. He claims that certain linguistic structures which children use so accurately must be already imprinted on the child’s mind. Chomsky believes that every child has a ‘language acquisition device’ or LAD which encodes the major principles of a language and its grammatical structures into the child’s brain.
Unit 068 outcome 1.1 Speech – the expression of or ability to express thoughts and feelings by articulate sounds. Language – the method of human communication, either spoken or written, consisting of the use of words in a structured and conventional way. Communication – the imparting or exchanging of information or news. Speech, Language and communication needs – difficulty in speech, language or communication. Outcome 1.2 Learning – language is the vehicle for most learning, and proficiency in speech, language and communication is critical to the development of children’s cognitive, social and emotional well-being.
Genie was considered a “wild child.” There is a great deal of evidence from the case that supports the nature and nurture theories of language development. Noame Chomsky once declared that we acquire language because it is in our genes, and that we are born with the principle of language. He suggested that we are born with an innate Language Acquisition Device, which is a mental program for how to deal with language. It provides infants with rules of grammar and semantics. Unlike Chomsky, Skinner believed in the nurture theory.
We provide a soft, cushioned area so that children can develop themselves physically without risk of hurting themselves. The theorist who theory is language development is B.F. Skinner. His theory is that children use cognitive behaviour when understanding and giving communication. They will use trial and error to get the right words out until they succeed. He believes that children observe adults and other children for the correct way to communicate and repeat the actions they have seen until they get it right.
Patience is the most important skill. We need to give enough time for baby to communicate. Talking to the child, reading books, showing pictures. Attention to what the baby is trying to say. Helping child with putting words together will help him in future communication.
Language influences other cognitive processes. Language has some universal stages that all humans go through when acquiring their native language. All children go through the cooing stage, the babbling stage in which the babble sounds are the same, they all seem to go through a two word phase, and seem to make the same grammatical mistakes as language skills develop. There is no doubt that language has an impact on what we think, and what we think has an impact on what we
• Teachers need to regularly and systematically use multiple indicators to assess and monitor children’s progress in reading and writing. The research-based statement stresses that for children to become skilled readers, they need to develop a rich language and conceptual knowledge base, a broad and deep vocabulary, and verbal reasoning abilities to understand messages conveyed through print. At the same time, it recognizes that children also must develop code-related skills: an understanding that spoken words are composed of smaller elements of speech (phonological awareness), the idea that letters represent these sounds (the alphabetic principle), and the knowledge that there are systematic correspondences between sounds and spellings. But to attain a high level of skill, young children need many opportunities to develop these strands interactively, not in isolation. Meaning, not sounds or letters, drives children’s earliest experiences with print.
However, teachers do need to indentify the specific disabilities and these are categorised in terms of general areas of development as follows; physical, cognitive, motor, social, language, behavioural and emotional development. Special needs also apply to gifted children who in many cases are not categorised as (SEN) however; they need adapted teaching to challenge their abilities and to foster their potential development. Therefore, this paper will also look at gifted children throughout the concepts and theories. Piaget's theory of cognitive development in essence deals with the view that all species inherit two basic tendencies; the first is organisation – organising behaviours and thoughts into logical systems. The second is adaptation – adjusting to your environment (Woolfolk, Hughes & Walkup, 2008).
What strategies can teachers use to accommodate for students with English as their second language? This paper will look into finding answers for these big questions. Glass and Selinker (2001, p. 1) describe the study of second language acquisition as “the study of how languages are learned”. Dictionary.com defines bilingualism as “the ability to speak two languages fluently”. The Issue There seems to be many advantages to learning a second language, however these advantages are normally mentioned in situations where children grow up, immersed in bilingual households from an early age.