1. Modes of Language
1.1. Oral Language
1.1.1. Receptive: listening
1.1.2. Expressive: speaking
1.2. Written Language
1.2.1. Receptive: reading
1.2.2. Expressive: writing
2. Role of Language in Schooling
2.1. phonological awareness
2.2. listening comprehension
2.3. vocabulary size
2.4. syntactic production
2.5. narrative production
2.6. higher achievements/school success
2.7. better communication with teachers and peers
3. Infant Language Development
3.1. Phonological: receptive language is developed by listening to those around them speak and begin recognizing sounds. Productive language consists of cooing and babbling.
3.2. Semantic: different cries for different needs; associating sounds with meaning/labeling important objects; idiomorphs
3.3. Syntactic: can detect changes in the order of sounds; understanding phrases
3.4. Morphemic: receptive only - beginning to recognize how words parts change meaning
3.5. Pragmatic: gestures; dialogic turn taking
3.6. Enhancing language development: book sharing, verbal mapping, exploratory activities, teacher-mediated activities, routine activities
4. Preschool Language Development
4.1. Phonological Knowledge: beginning to produce and manipulate phonemes, beginning to associate initial letters with specific sounds
4.2. Semantic Knowledge: receptive and expressive vocabulary is growing rapidly, word association develops through experiences
4.3. Syntactic: telegraph speech stage (2-3 word utterances), begin to use subject-verb-object structure, add in some conjunctions and contractions, lots of questions, some comprehension of passive sentences
4.4. Morphemic: significant development; inflectional morphemes used to indicate plurality, possession, and verb tense; later begin developing derivational morphemes; experimentation
4.5. Pragmatic: related to social competencies; beginning to use language for a wider range of purposes/audiences
4.6. Enhancing Language Development:
4.6.1. Exploratory activities (manipulatives, drama center, book center, drawing-writing center, art center, concept center, outdoor play)
4.6.2. teacher-guided activities (share-and-talk, interactive book sharing, poetry and song)
4.6.3. Routine activities (arrival, snack/lunch times, departure)
4.6.4. questioning (involves children in conversation and instructional dialogue)
4.6.5. linguistic scaffolding (recognize ZPD to support child's participation so messages are sent and received effectively)
4.6.6. mediation (simplify learning stimulus/use language to facilitate comprehension)
4.6.7. conflict resolution (encourage children to use language to express themselves and solve social disagreements)
5. 5 Aspects of Language
5.1. Phonological: sound-symbol relationship
5.2. Semantic: word labels that specify concepts; semantic networks that represent interrelations between concepts
5.3. Syntactic: rules of how to combine words to create sentences/meaningful phrases
5.4. Morphemic: how structures of words change their meaning or grammatical function
5.5. Pragmatic: how to use language differently in different settings/situations
6. Levels of Linguistic Knowledge
6.1. Linguistic Knowledge: has knowledge of how to use language to communicate
6.2. Metalinguistic Knowledge: is conscious awareness of specific features of language
6.3. Verbalization of Metalinguistic Knowledge: can verbally respond to questions about specific language features
7. Toddler Language Development
7.1. Phonological: begins to develop. Naming letters; connecting sounds to letters, connecting letters to words (D is "daddy")
7.2. Semantic: can say 20-170 words, understands much more; idiomorphs transitioning to conventional words; awareness of environmental print
7.3. Syntactic: telegraphic speech (2-3 words); beginning to acquire pronouns;
7.4. Morphemic: begin using pronouns, plural/possessive nouns, present/present progressive verbs
7.5. Pragmatic: continued referential/symbolic gestures, building in word use to express intent; routine expressions/conversations
7.6. Enhancing language development: communication loops, verbal mapping, child-directed speech, mediation, symbolic gestures, exploratory activities, teacher-mediated activities, routine activities
8. Kindergarten Langauge Development
8.1. Phonological Knowledge: can produce most phonemes, distinguish sound similarities and differences (especially beginning and ending sounds), know/write names of letters, make attempts at decoding while reading but mostly rely on memory of the story, begin to make attempts at writing using invented spellings with known letter sounds
8.2. Semantic Knowledge: can speak 1500+ words and understand 4x more, beginning to learn synonyms and antonyms, shades of meaning, acquire vocab through indirect and direct experiences as well as ostensive naming, defining words, figurative language, humor
8.3. Syntactic Knowledge: 5-7 word sentences, can comprehend more complex speech than they produce, use of pronouns, more adverbs used to expand verb phrases, begin to comprehend passive sentences (some production)
8.4. Morphemic Knowledge: increased understanding of inflectional morphemes (verb tenses, plurality, possession) and derivational morphemes (comparatives and superlatives, grammatical category of a word - verb to noun, etc.)
8.5. Pragmatic Knowledge:
8.5.1. Oral language: use language to tell stories, direct peers, express pride, role-play, ask for help or information, and get others' attention; knowing when to speak, appropriate topics of conversations, cultural expectations; respond differently based on who they are talking to; begin to consider listener's perspective, maintain topics of conversation; comprehending and responding to indirect requests
8.5.2. Written language: dictate stories different than telling them, awareness of genre and the language used in different types of texts, becoming aware of punctuation, capitalization, and word spacing
8.6. Enhancing language development
8.6.1. chants, rhymes, poems, word games (phonological)
8.6.2. book sharing experiences = new concepts/vocabulary (semantic)
8.6.3. create specific curricular goals that incorporate the 5 aspects and both oral and written language modes
8.6.4. independent activities: message center, classroom library, science center, media center
8.6.5. teacher-directed activities: share and talk, word study (phonological awareness, letter-sound relationships, word walls), interactive book sharing, book-based extension activities, dictated writing, morning messages
8.6.6. routine activities: arrival, calendar time
8.6.7. Family connections: book bags, family literacy activity packs, classroom newsletters
9. Primary Grades Language Development
9.1. Phonological Knowledge: produce all phonemes, consonant clusters, rhyming, awareness of sounds patterns like onset and rime, invented spellings are close (just missing silent letters, vowel digraphs, repeated consonants)
9.2. Semantic Knowledge: 7000+ words, concept labels, increased use of figurative language, humor (puns and riddles), academic content area vocabulary and interest-related vocabulary
9.3. Syntactic Knowledge: more elaborate/complex sentence structure when speaking and writing, narrative and informational writing, clearer understanding of pronouns, more accurate in understanding and producing passive sentences
9.4. Morphemic Knowledge: distinguish between regular and irregular words based on inflectional endings, developing use of derivational morphemes (adding stems to change the function of the word), forming adverbs by adding -ly, recognizing that derivational morphemes may change the pronunciation of the root word, can communicate more precisely and more elaborately
9.5. Pragmatic Knowledge: requests for clarification, more competent in conversations (take into account what listener's know, maintain conversational topic, polite requests, make adjustments in speech based on context and requests for clarification from others), conflict resolution, sensitive to language expectations of different settings, written language includes (labels, stories, little books, directions, lists, newspapers, charts, rhymes, planners, diary, quizzes, observations), aware of and beginning to use academic English, responses differ based on text types
9.6. Enhancing Language Development: influenced by the formal curriculum chosen by the school/district which are aligned with state and national standards
9.6.1. inquiry learning- questioning, seeking answers, hypothesizing, collecting data, analyzing data
9.6.2. talk should be invited and sustained; create collaborative classroom communities (linguistic scaffolding, mediation, questioning); listening is a key factor!
9.6.3. center-based learning activities: classroom library, writing center, content-concept learning centers
9.6.4. teacher-directed activities: interactive teacher read-alouds, creative drama, morning messages and interactive writing, small group activities
9.6.5. value language and cultural diversity, multicultural approach
9.6.6. take home activities (reading/writing backpack)