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language differentiation
a major issue in simultaneous bilingualism
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Language differentiation factors
- Phonology
- Lexicon
- Morphosyntax
- Language environment awareness (children know when to use which language)
- "One parent, one language" not necessary
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Language differentiation - Three theories
- The fusion hypothesis
- The differentiation with autonomous development hypothesis
- The differentiation with interdependent development hypothesis
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Language differentiation - The fusion hypothesis
Says the two languages are fused until they can differentiate around 3 yrs
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Language differentiation - The differentiation with autonomous development hypothesis
Children differentiate the two languages and each develops uninfluenced by the other
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Language differentiation - The differentiation with interdependent development hypothesis
Children differentiate the two languages and each language is influenced by the other
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code switching
- not chaotic or random
- a communicative resource and serves pragmatic functions
- shaped by social norms in the families and communities and reflects cultural identity
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conceptual vocabulary
- Combined language vocabulary
- Bilingual children may have a smaller single language vocabulary but are said to have a comparable combined language vocabulary (or conceptual vocabulary)
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bilingual language proficiency
- Depends on the context of use for L1 and L2
- may lose L1 if it is not used and may become more proficient in L2
- After 21 months normal levels of oral proficiency can be obtained
- Generally take 5-7 years to attain proficiency levels necessary for literacy and academic achievement
- Children's proficiency in L1 seems to predict success at learning L2
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ESL (sequential bilingualism): definition, stagesof development, influential factors
- Children only hear one language for first few years and later are exposed to another language
- Stage 1 Home language use
- Stage 2 Nonverbal period
- Stage 3 Telegraphic and formulaic use
- Stage 4 Productive language use (interlanguage)
- Language aptitude, age, motivation (instrumental-necessity, integrative-desire), personality/social style, classroom structure
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schooling in a second language
- Developmental bilingual program-aims for full bilingualism, both languages are seen as important
- Two-way immersion/bilingual program-half students from majority language and half from minority, instruction equally in both languages
- transitional bilingual program-support in both languages, but eventual move to majority
- second language only-sink or swim
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Use the two dimensions(onset and community) to categorize a dual language learner and discuss the likely language proficiency profile of this learner
- Simultaneous vs sequential
- minority vs majority
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patterns and rate of sign language development
- Similar to that of spoken language development
- manual babbling
- single-sign productions
- multiple sign combinations
- morphological development
- more complex syntax
- same errors-overregularizations, pronoun reversals
- Rate is about the same for referential signs and words
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the effect of hearing impairment on language learning
- phonology differs in quantity and quality
- literacy achievement is low
- lexical development is delayed
- syntax plateaus after age 10
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the effect of visual impairment on language learning
- highly visible articulatory movements-more errors than sighted children
- nonvisible articulatory movements-same errors as sighted children
- semantics-less likely to overgeneralize words
- fail to appropriately generalize words
- delay in auxiliaries (helping verbs)-parents typically use direct imperatives and fewer yes/no questions
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chronological age, mental age, and language age in Down syndrome
6 years chron=3 years mental=language lags behind that. 6 year old with Down syndrome will be less developed than a child chronologically 3 years old
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language profile in Down Syndrome
- 1 in 800 newborns
- Language is more impaired than other cognitive functions
- Canonical babbling delayed by about 2 months
- Phonological processes present in toddlers remain into adulthood
- First word at 2 years
- Vocab production lags behind mental age, but comprehension is on par with mental age
- Grammatical development-delayed relative to mental age-same course as other children but it may take 12 years to do what others do in 30 months
- Expressive language (syntax) plateaus at age 12, Stage 3 MLU 3
- More interested in social interaction than objects than other children
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language profile in Williams syndrome
- Striking contrast between severe cognitive deficits and unusual language abilities providing evidence for the dissociability of language and cognition
- IQ range roughly the same as Down syndrome
- Spontaneous language is grammatically complex in terms of morphology and sentence structure
- Verbal abilities much better than visual-spatial
- Seem to say more than they actually comprehend
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-autism (prevalence, triad of deficits, language andcognitive profiles) -
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SLI (definition,characteristics, and possible causes )
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