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Language Development

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Candice Begg

on 12 December 2017

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Transcript of Language Development

Operant Conditioning in the Classroom
Behavioral Theory
B.F. Skinner (1957) suggested that language emerges from reinforcement and imitation.
Operant conditioning plays a role in language development (Levey, 2014).
For example, when a child says "mama'' and the adult responds with a positive response.

Cognitive Developmental Perspective
Piaget argued that cognitive growth must occur before language acquisition. (Webb, pg. 94)
Nativist Perspective
Universal grammar - Inborn or innate human capabilities being responsible for language development.
Language acquisition device (LAD) - Enables children to process and acquire language through their innate knowledge of grammar, structure, rules, & manipulation.
Children use hypothesis testing to expand their language development

Noam Chomsky

Theories of Language Development in Early Years
By: Rowan Rankin, Ramon Flores, Jordan Frink, & Candice Begg

Implications of the nativist perspective for an early childhood classroom
Cognition & Social Interaction

Social Interactionist Perspective
Language acquisition result from communication
Role of child in interaction increases with language acquisition
Caregivers consistently adjust their input as child progresses
Zone of Proximal Development (ZPD)
Lev Vygotsky
Supporting evidence
Children must go through stages of development to understand aspects of language (Webb, pg. 94)
Language Basics: Form Behavior
Becker, J., & Varelas, M. (n.d.). Piaget's Early Theory of the Role of Language in Intellectual Development: A Comment on DeVries's Account of Piaget's Social Theory. 23-24.

Casey, L. B., & Bicard, D. F. (2008, November). Language Development in Children with Language Disorders: An Introduction to Skinner's Verbal Behavior and the Techniques for Initial Language Acquisition. Retrieved November, 2017, from https://files.eric.ed.gov/fulltext/EJ1097768.pdf

Levey, S. (2014). Introduction to language development. San Diego, CA: Plural Publishing, Inc.

Louis, B & Sierschynski, J (2015) - Enhancing English learners' language development using wordless picture books - The Reading Teacher Vol. 69 pp 103-111

Moses, L., Busetti-Frevert, R. & Pritchard, R (2015) - Inquiry as ESL - The reading Teacher Vol. 68 pp. 435-447

Schneider, P., & Watkins, R. (1996 April). Applying Vygotskian Developmental Theory to Language Intervention. Retrieved December, 2017, from http://web.a.ebscohost.com.proxy.lib.pacificu.edu:2048/ehost/pdfviewer/pdfviewer?vid=3&sid=42f25d4a-613a-4afa-89bb-3ecef9572d23%40sessionmgr4008

Skinner, B. F. (1957). Verbal learning. New York, NY: Appleton-Century-Crofts.

Webb, P. K. (1980). Piaget: Implications for teaching. Theory Into Practice, 19(2), 93-97.

Piaget's views changed later in his life. He stated that cognitive growth and social interaction has a connection to language and thoughts. (Becker & Maria, pg. 23)
Implications for Teaching
Piaget believed that:
Use of language is not the same as concept development & verbal explanations are not good substitutes for experience. (Webb, pg. 95)
Application of Vygotskian Developmental Theory
ZPD components
Child's Innate Level
Adult's Contribution
Nature of Activity
Dynamic Intervention
Abbreviated/Unabbreviated assistance
Mediation Example
Providing students with opportunities to use and explore language
Communication Loop
Create meaning
Form behavior focuses on language in its structural state, analyzing things such as: grammar, phonemes, phonology, semantics, syntax, etc.
English Language Learners
Extended opportunities
Be patient
Use wordless picture books
Literary elements and narrative to deliver a complete story
Teach strategies
Teaching strategies
Anchor Lessons
Asking questions
Use think a-louds - Beginning, middle, end
Look at pictures, ask questions, look for information, read, write. "I wonder"
Take your time and talk about what you all learned in the process
Demonstrate Understanding
Have students draw pictures
1. Make sure you have a meaningful reward
2. Show the item
3. Ask for them to say the word
4. Provide the reward
Operant Conditioning in the Classroom
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