Language Learning in Early Childhood

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15/05/12
Pedagogia en Ingles
Didactics I

Language Learning in Early Childhood

Professor Veronica Leon
José Miguel Ávalos
INTRODUCTION

Perhaps thousands of research about Language Learning in Early Childhood have been made, based on some of them, the book of the analysis was created.

Due to the book “Language Learning in Early Childhood”
“As children progress through the discovery of language in their first three years, there are predictable patterns in the emergence and development of many features of the language they are learning. For some language features the patterns that are described in terms of developmental In the first marked developmental stage goes for Developmental Sequences, or “STAGES”.

Briefly explained, the whole text goes for different Stages in Language Learning since each stage children pass through has its specific characteristic, also some theories to explain the first language acquisition since the very beginning of a child’s mind, how he perceives the world surrounded him , different types of childhood bilingualism some language disorders such as deafness, articulacy problems, dyslexia and how important the role of teachers is in this problem.

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DEVELOPMENTAL STAGES

Grammatical Morphemes:

Has to do with how the child acquire some morphemes
Due to Roger Brown’s research, fourteen grammatical morphemes are acquired in a similar sequence.

One of the developmental stages is Negation, called like that because children learn the function of negation very early. This function has 4 Stages:

1st. The word NO is the main word they learn for using functions and expressing themselves and for language learning. Ex. No wash teeth

2nd. Now comes the sentences with a subject:
Ex. Daddy, no wash teeth!

3rd This particular negative sentence is more well-structured. Including “can’t” and “don’t” Ex. I can’t tell it. He don’t try it (obviously with some mistakes)

4th Using the negative sentence in the correct form of auxiliary verbs such as “do” and “be” Ex. I don’t have no more chocolate

Questions

Making questions for the challenge of acquiring a language in a child is so important. There supposed to be a predictable order of how a simple question in starts. WH – question for example
The use of Wh questions like WHAT makes huge steps in a child’s mind. Simple things like “what is that” or “what is car?”

After this we can see “Where” and “Who” so they can identify places and people. Probably their relatives, and some prepositions (in the case of places)

Looking for reasons come “WHY” I think this step in a child’s language learning is one of the most famous because everybody has seen when a child start asking “why” to everything (and they know that this question would start a sort of long communication). Everybody who has a little brother, sisters, some children you saw in the street, or if you have any children has probably seen this. After the child has better understanding of manner and time comes “How” and “When”.

Each one of these mentioned goes in different steps an one is followed by the other there are 6 Stages and all regard Questions.

FIRST LANGUAGE ACQUISITION

Some people say that one of the first things that should strike any half observant parent is the speed and apparent accuracy in which a child proceeds to learn his or her own language. This remarkably rapid development seems to fly in the face of many known facts about the nature of language much so that it has become widely accepted in the scientific community to think of language and its acquisition as one of many utterly unexplainable mysteries that beset us in our daily lives. Even the most clever of scientists today do not know where to begin with trying to unravel the range of complexities that all of language brings. Even so, the child moves ever...
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