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Bloom and Lahey

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by

Jenny Streckfuss

on 9 February 2016

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Transcript of Bloom and Lahey

Bloom and Lahey
Content
- Includes the topics and ideas that are talked about during a conversation
- Falls into 3 categories
-states= how people are
-events=not influenced by humans
-actions=performed by humans
- All children learn to talk about the same content (objects, actions and relations) but they will differ in the topics that they talk about.
-Vocabulary and Semantics
A developmental sequence of the way people code ideas in the world of language

The normal development of expressive language is a semantic model (a network of concepts and the relationships to those concepts) broken down into 8 different phases

Form
-Grammar which includes the shape and structure of language
-Morphology
-Syntax
-Phonology




Use
-Pragmatics
-Social Communication
-Two different aspects
-Function= why people communicate
Ex: -persuading
-teaching a skill
-sharing information
-asking a question

Use (Continued)
Context: how people understand and choose from different linguistic forms to reach the same goal

Ex: You want someone to stop tapping their pencil because the tapping annoys you.

-How many diffferent ways can you communicate to them that you want them to stop?
Bloom and Lahey Model
Bloom and Lahey Model
Normal developmental sequence of expressive language
Phases 1-2
1. Existence
2. Non-existence
3.Recurrence
4. Rejection
5. Denial
6. Attributions
7. Possession
8. Action
9.Locative Action

Phases 5-6
15. Additive
16. Causal
17. Specification
18. Dative
Phases 7-8
19. Epistemic
20. Adversative
21. Communication
(Ages 1-2)
(Ages 2-3)
Phases 3-4
10. Locative State
11. State
12. Quantity
13. Notice Perception
14. Temporal

(Ages 3-4)
(Ages 4-5)
Existence
- names people, place, things and ideas
Non-existence
- child refers to disappearance of object
Recurrence
- comments or requests recurrence of a thing
Rejection-
actions or objects the child rejects or opposes

Denial-
child negates the identity or state
Attributions-
adjectives to specify an object with respect to the state of the object
Possessive-
child indicates that a particular object is associated or owned by someone
Action-
child refers to the movement of people or objects not goal is not to change locations
Locative Action
- refers to the movement of a person or object where the goal is to change location
Locative State-
spatial relations where no movement within the context of the speech event
baby in bed
State -
child refers to state of being including internal or external state states-feelings, attitudes, emotions
I want to go home.
Quantity-
child designates the number of objects or persons by using a number word
I have two books.
Notice Perception-
child points out a person object or event and includes a verb of notice
I hear the music.
Temporal -
child refers to time and temporal relationships between or among events
I get up and then eat breakfast.
Additive-
joining two objects events or states without a dependency relationship between them

Causal-
child expresses implicit or explicit cause-effect relationships between states or events one expressed event or state is dependent on the other for its occurrence


Specification-
words indicating a particular person, object or event using
this, the
and
that
. Includes the use of the article
the
versus
a
.
Dative-
child designates the recipient of an object or action with or without an preposition like
for
or
to
I sit here; you sit there.
Don't walk, the light is red.
This dog is so big but not that one.
Give it to me!
Epistemic-
child refers to a relationship between two states or affairs with verbs such as know, think, remember, wonder
Adversative -
expressing contrast between two events or states using the word but. Most often one clause negates, qualifies or somehow limits the other.
Communication-
words about communicating,
like, say, ask and tell

I think I can put him in the house.
This one is big but that one is small
Mommy said not to do that.
man
milk all gone
dance again
no bath
not tired
red ball
eat
mommy car
you sit down

Phase 1-2
Phase 3-4
Phase 5-6
Phase 7-8
(Ages 1-2)
(Ages 2-3)
(Ages 3-4)
(Ages 4-5)
Bloom and Lahey (1978) divide language into three separate but overlapping components:

The overlap of these in the center of the diagram below represents knowledge of language and a successful integration of content, form and use to understand and transmit messages.
By: Jody Kyle, Andrea Kueker, Jenny Streckfuss and Crystal Sullivan
References:

http://www.sltinfo.com/language-content/

http://www.ehow.com/info_8371475_five-parts-language-development.html

http://www.firstyears.org/c4/bloom-lahey/BLchart.pdf
Pragmatics
This is the way people use language in various settings.
Syntax- The way a sentence is structured and the parts of speech fall under syntax
Semantics- Recognizing that words have various meanings and can be used in sentences yet have different connotation.

Morphology- Study of the forms of words, and the ways in which words are related to other words of the same language
Phonology- consists of English sounds with 44 different sounds
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