ED1111 Lecture Notes - Lecture 10: Language Acquisition Device, Positive Tone, Universal Grammar
Functional Literacy – Lecture 10
Language acquisition
Language Acquisition - Part One
- Developing thought process and recognising their language
- Wired to learn language
- Children pay close attention to what they see and hear
- Process (natural) - Exposed to it in a meaningful way
- Brain works to make connections and sorts through information
- Always in motion - match words with experiences
- Focused on objects, actions or feelings, parents can label them often in every day experiences
- Become input into child’s brain
- Makes sense of what he sees, touches, feels, hears
- ‘Aha’ concept - understood
- Words he knows are stored in the language dictionary
- Words would be abstract concepts without reinforcement of the words
- Makes abstract concept a concrete reality
- Ongoing experiences build a dictionary of new concepts and experiences
- Children will talk more using the language they understand
- Second language acquisition
Words and concepts already exist in language dictionary
Foundation on which a second language is built
What you know in the first language will transition into the second language
Takes much less time - easier to transition
Research shows that transferring words and concepts into a second language is 3-4 times more easier
than learning a new language
Many classes have students at both first and second language transition
Need comprehension
Language Acquisition - Part Two
1. Applying Language Acquisition process to enhance comprehension in children
2. Consistently focus on meaning and making ti comprehensible
3. Means ‘making language concrete and meaningful’ so the child can make sense of it
4. Teacher needs to provide that input
5. Don't assume that a child knows what a notion is
6. Assume that the child has no connection, so we can help them comprehend
7. Iforatio Talk
strategy that is helpful to all children across the grades - be specific with a word or phrase of what
you're seeing - highlight effort, emotions and accomplishments
giving the children words for what they are experience - linking words to actions can be a way to
reinforce meaning
Describe their action using language
Help children begin to make connections
Intentionally emphasising key words or phrases when a child’s attention is focused
“its going to get higher using lots of blocks” - careful to avoid asking questions - make statements
about what is happening - pose comments in a natural way allowing the child to make sense of
words
Describing own actions gives child a comprehensible way of explaining your own input
Talking through a process is a natural way of allowing a child to comprehend grammar and syntax
Children can see and hear emotion - listens to comments from children that reflect their understanding
8. Multi sensory experiences
9. Assure the children have many opportunities to explain the language they are hearing
10. Texture - bring concept alive for children - helps them understand what teacher means by texture
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Developing thought process and recognising their language. Children pay close attention to what they see and hear. Process (natural) - exposed to it in a meaningful way. Brain works to make connections and sorts through information. Always in motion - match words with experiences. Focused on objects, actions or feelings, parents can label them often in every day experiences. Makes sense of what he sees, touches, feels, hears. Words he knows are stored in the language dictionary. Words would be abstract concepts without reinforcement of the words. Ongoing experiences build a dictionary of new concepts and experiences. Children will talk more using the language they understand. Words and concepts already exist in language dictionary. What you know in the first language will transition into the second language. Foundation on which a second language is built. Takes much less time - easier to transition.
