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An ENGB3 power point for Child Language
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ENGB3 Developing LanguageENGB3 Developing LanguageLanguage Acquisition
Outline of first two sessionsOutline of first two sessions
Session 1Session 1Recap of what is
required on ENGB3Focus on short
extracts of data to revise early stages
Focus on later stages, with emphasis on social development
Session 2Session 2Move into working
with data in the exam itself
Suggested approaches to reading, note-taking, planning and writing
Marking and redrafting exercises
ENGB3: what the spec saysENGB3: what the spec says
This topic area is designed to teach candidates about the nature and functions of language acquisition and
social development of children from 0 - 11 years. This unit will therefore require some knowledge of:
the early stages of language development and the learning of the sound system
lexical, semantic and grammatical development in language use between these ages
the importance of social interaction and the development of communication skills
the beginnings of reading and writing theories of acquisition and their role in understanding
how children acquire language.
Two key areas in this first sessionTwo key areas in this first session
How do you apply linguistic methods/ frameworks to data? How much credit will you get for this AO?
How do you link your observations to wider ideas from language study?
We will focus on some short extracts of child language data to draw out key concepts.
The importance of later stages and interaction between children and caregivers.
How can you usefully write about the later stages of language development?
We will focus on pragmatics and interaction.
Data set 1: extracts from talk Data set 1: extracts from talk during play over 2 yearsduring play over 2 years
(2,9)Liam: Did you hid it in my castle?Stan: Yes, I hid it in the dungeons. Liam: They shotted their arrows at the baddy (3,6)Liam: The goodies are going on their ship cos they’ve caught a baddie Liam: The cavemans are laughing Liam: I’m going to build a whole army of goodies//Stan: // yeah, cos the baddies are
coming (4,6)Stan: Don’t do that because you’ll hit the men and they’ll fall over.
Data set 1: extracts from talk Data set 1: extracts from talk during play over 2 yearsduring play over 2 years
(2,9)Liam: Did you hid it in my castle?Stan: Yes, I hid it in the dungeons. Liam: They shotted their arrows at the baddy (3,6)Liam: The goodies are going on their ship cos they’ve caught a baddy Liam: The cavemans are laughing Liam: I’m going to build a whole army of goodies//Stan: // yeah, cos the baddies are
coming (4,6)Stan: Don’t do that because you’ll hit the men and they’ll fall over.
Errors/areas of interestErrors/areas of interest
Did you hid it: confusion over formation of past tense in question syntax. Has successfully used auxiliary verb did in past tense form, but also inflected the main verb hide – hid
Shotted: overgeneralisation of past tense –ed form on irregular verb
Baddy/ goodies: phonological process of addition
Cavemans: overgeneralisation of plural –s ending on irregular noun
AchievementsAchievements
(3,6)Liam: The goodies are going on their ship cos they’ve caught a baddie
Formation of two clause, complex sentence with a clause of reason (cos…) Use of present perfect construction (they’ve caught) rather than simple past
tense. Use of present progressive construction (are going)
(4,6)Stan: Don’t do that because you’ll hit the men and they’ll fall over.
Use of three clause complex compound sentence (because…and) Use of modal will to create sense of future action/ consequences of actions.
Data set 1: earning marks Data set 1: earning marks
AO1: precision with language (esp. grammatical) terminology will secure marks.
Looking out for what children are achieving as well as the mistakes they are making will give you more scope for marks.
AO2: understanding of how to link language concepts, theory and case studies to data will help here.
Don’t try to shoehorn data into theories but look for possible connections.
What connections do we have from data set 1?
Data set 2Data set 2(Tom 2,7 with mum)(Tom 2,7 with mum)
(from ENB6 Jan 2005)
Data set 2Data set 2(Tom 2,7 with mum)(Tom 2,7 with mum)
G
A
C
D
B
F
E
Data set 2: features of caretaker languageData set 2: features of caretaker language
Data set 3: the pragmatics of Data set 3: the pragmatics of biscuitsbiscuits
a Ruby: dat (pointing at biscuit tin, age: 1 year 6 months)
b Ruby: biscuit, daddy (age: 2 years)c Stan: I want a biscuit, daddy (age: 3 years 6
months)d Stan: Can I have a biscuit, daddy? (age: 3 years 9
months)e Stan: Please can I have a biscuit, daddy? (age: 4
years 2 months) f Liam: I’m hungry, daddy (age: 4 years 9 months)g Liam: Stan’s had a biscuit. (age: 4 years 9 months)h Stan: Did you go shopping yesterday, Daddy? (age:
9 years)
Data set 3: the pragmatics of Data set 3: the pragmatics of biscuitsbiscuits
What do we mean by pragmatics?Atkinson, Kilba and Roca: “The distinction
between what a speaker’s words (literally) mean and what the speaker might mean by his words” (in Peter Grundy, Doing Pragmatics).
When applied to language acquisition, we might consider pragmatics to cover implicature, face, politeness and directness/ indirectness. There are other areas too.
Data set 3: the pragmatics of Data set 3: the pragmatics of biscuitsbiscuits
a Ruby: dat (pointing at biscuit tin, age: 1 year 6 months)
b Ruby: biscuit, daddy (age: 2 years)c Stan: I want a biscuit, daddy (age: 3 years 6
months)d Stan: Can I have a biscuit, daddy? (age: 3 years 9
months)e Stan: Please can I have a biscuit, daddy? (age: 4
years 2 months) f Liam: I’m hungry, daddy (age: 4 years 9 months)g Liam: Stan’s had a biscuit. (age: 4 years 9 months)h Stan: Did you go shopping yesterday, Daddy? (age:
9 years)