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The presentation should briefly summarize the important points made…
The presentation should briefly summarize the important points made in the chapter
Oral Language Development
In infancy, children become increasingly sensitive to the sounds, rhythm, and intonation of language around them. Scientific research has documented that the development of human language is a built-in, genetic predisposition that is hardwired into the brain (Chomsky, 1965). As far as we know, only human beings can acquire language, although many other species develop strategies for communication (Lightfoot, Cole, & Cole, 2012).
With these built-in cognitive mechanisms, children move initially from just making throaty sounds to babbling at 4 months of age and then imitating a broader range of sounds by 8 months. Around this time, they are already beginning to narrow their “ear” to the distinctive set of individual sounds constituting their primary language. By 1 year of age, children proudly show off with several words and babbled sentences that mean something to them but not necessarily to anyone else. Then, because of the dramatic growth of neural connections prior to age 18 months, an explosion of receptive language occurs, during which they may learn as many as 12 words a day. At about 20 months old, they realize that everything in their world has a name, and “What’s that?” becomes a favorite question (Otto, 2017).
The speed of language acquisition in young children and how they pick up vocabulary and syntax is one of “nature’s marvels” and strong evidence of a biological basis (Tomlinson & Hyson, 2013, p. 60). However, the eventual quantity and quality of the child’s language development depend on exposure and stimulation. While the general stages of oral language development are well documented (see Table 12.1), there are substantial individual differences in language growth and eventual capabilities among children. These result from children’s early interactions with the significant others in their lives, the socioeconomic environment in which they are reared, and any disabilities they may experience. The effects of early barriers to language growth are predictive of less positive long-term outcomes. For example, less language facility in 3-year-olds predicts their poorer reading abilities in the 11th grade. Delayed vocabulary is highly predictive of dropping out of school (Morrow, 2012).
TABLE 12.1 Oral Language Development
Age
General Characteristics of Oral Language
Birth to 1 year
Experiments and plays with sounds; cries to communicate discomfort; gurgles, coos, and babbles (consonant/vowel sounds such as ma ma) to communicate or attract attention; babbles when alone; understands familiar names such as those of family members and pets; first word; demonstrates some one-word utterances for liquids or foods; appears to listen to conversations; laughs.
Year 1-2
Increases utterances with adult intonations that are not necessarily understandable. Receptive language is far greater than expressive language. Telegraphic speech (noun and verb) is in correct order (“want milk”). Pronounces about 80 percent of English phonemes and has 9-20 words. Shakes head to indicate no. Begins to use the word me.
Year 2-3
Dramatic burst in language development and expressive speech. Expressive vocabulary grows from 200 to 1,000 words, and receptive comprehension to another 2,000-3,000 additional words. Develops phonological awareness. Enjoys rhyme and repetition and playful, silly, and creative use of language (Morrow, 2012). Moves from telegraphic speech to three- and four-word sentences. Begins to use adjectives and adverbs. Speech becomes more understandable. Constantly attempts to give everything a name by asking, “What’s that?”
Years 3-5
Vocabulary of about 1,000 words expands dramatically. Understanding and application of syntactic structures grows, with overgeneralization in pluralizing irregular verbs; there is acquisition of all basic elements of adult language by age 4 and development of private speech. Phonological awareness, the understanding that language can be broken down into smaller units and manipulated, continues to develop.
Years 5-7
Vocabularies of approximately 2,500 words and syntactic ability now approaches that of adults. There may be some difficulty in pronouncing sounds such as l, r, and sh. Becomes aware that words can have more than one meaning. Engages in complex and lively conversations. Discovers and uses “bathroom talk” and curse words. Begins to use language to control situations. Uses language skill and concept as foundation for beginning reading and writing.
Years Beyond 7
Grammar is almost equivalent to adults. Enjoys talking about what he or she does. Language development continues at a rapid pace. Continued vocabulary development and application of language to literacy. To “keep up” and be able to read and write fluently, children must now learn about 3,000 words per year throughout elementary school.
