MOOC: Multilingual Education

4.2. The role of rich language input

Week 4 Part 2 will help you to:

  • become familiar with key concepts in language development such as ‘rich language input’, ‘authentic language’, and ‘child-directed speech’
  • gain an understanding of the first step in the input-intake-output cycle of language acquisition and of how caregivers and teachers support this process through their conversational interactions with children

To reach these goals you are expected to do the following:

  • read the introduction below
  • watch the videos provided
  • check your knowledge and understanding with an activity at the end of each task

Please note: the total work time required to complete 4.2 .is about 90 minutes.

In this part we will examine the role of rich language input in language learning in early childhood (ages 3 to 5)

The acquisition of language is one of the more remarkable achievements of early childhood. By age 5, children essentially master the sound system and grammar of their first language (L1) and acquire a vocabulary of thousands of words. But how does the language acquisition process unfold and when do children reach various milestones?

Rich language input refers to the exposure learners have to authentic language in use. This can be from various sources, including parents and caregivers, teachers, other learners, and the environment around the learners.

Language acquisition theories emphasise the importance of comprehensible input, which is language just beyond the competence of the learner and which provides the ideal conditions for acquisition to happen.

Input is the first step in the input-intake-output cycle. Intake is the input taken in and internalised by the learner so that it can then be applied. Output is the application of the language (through speech and writing) that has been acquired.

In preschool

The most important and accessible language input for young learners outside the home environment is that provided by the teacher. When teachers are talking in class they are providing opportunities for learners to develop their comprehension. Teachers can optimise this opportunity by choosing the right level of complexity of vocabulary and structures, by modifying the speed of delivery, by emphasising and repeating for clarity, and by selecting the suitable range of register and style.

Modified input is adapted speech that adults use to address young children in their native language in order to make their words comprehensible. Caregivers and teachers also use modified input to address those learning a second language (L2) by using, for example, shorter, simpler sentences and basic vocabulary. By using modified input or child-directed speech (‘teacher talk’), teachers provide comprehensible input for young learners learning a L2.

Sources:

Andrews, S. Teacher Language Awareness. Cambridge UP: 2007.

Dunn, O. Introducing English to Young Children: Spoken Language. Collins: 2014.

Cameron, L. Teaching Languages to Young Learners. Cambridge UP: 2001.

Cook, G. Language Play, Language Learning. Oxford UP: 2000.

Neuman, S. and D. Dickinson, eds. Handbook of Early Literacy Research. The Guilford Press: 2011.

Activity

Task 1 [30 min]

Watch the two videos at the links below.

  1. “The birth of a word” [from minute 00:00 to minute 11:00] by Deb Roy on Ted Talks. A full transcript of the talk is available at the link to support your viewing. https://www.ted.com/talks/deb_roy_the_birth_of_a_word?language=en

In his research on early language acquisition, Deb Roy was able to prove that parents support their children in “the birth of a word”. What does this support look like? Check your comprehension by completing the activity below.

2. “Beyond the 30 Million Word Gap” (MIT News)

http://news.mit.edu/2018/conversation-boost-childrens-brain-response-language-0214

The article explains how parents and educators can support children’s language skills. Check your comprehension by completing the activity below.

Task 2  [30 min]

  1. Choose one reading from each of the categories below:
  1. Journal article (choose one based on language preference)

ii. Informational pamphlets (choose one based on language preference)

2a) Based on your reading, which competences are of key importance for literacy acquisition once a child starts school? Check your comprehension by completing the activity below.

2b) Based on your reading, what do teachers attribute children’s lack of linguistic competence when they enter school to? Check your comprehension by completing the activity below.

Task 3 [30 min]

Please note: this task involves a self-assessment.

1. Click on the link below to watch the video with the sunflower which demonstrates rich language input.

The sunflower activity is explained in German. Even if you don’t know German, try to follow the simple explanation. Modified input will help you understand key words, and gestures provide scaffolding to understand the language focus and the sequential process.

Transcripts of the language input are available below in English and Italian.

ENGLISH transcript – sunflowers

ITALIAN transcript – girasoli

GERMAN transkript – sonnenblume

2. Imagine yourself doing a similar activity with a child. For example, explain how to cook something or grow something in the garden or how to do a household task like making a bed. You may wish to make a short video of yourself explaining the process step-by-step.

3. Now think about your explanation (re-watch your video if you have made one) and reflect on the quality and quantity of your language input by answering the following questions:

    1. Did you prepare all the materials you needed for the task?
    2. Did you present all the items one by one?
    3. Did you introduce new words in a clear way by presenting each item and describing its specific features?
    4. Did you describe your actions in a clear and sequential way?
    5. Did you repeat key words and simplify your speech?
    6. Did you vary your tone of voice, your pitch and your pace for emphasis?

4. For each time you answered ‘yes’, give yourself one point.

0 points = try again

1-2 points = sufficient

3-4 points = good

5-6 points = excellent

Previous
Next