To reach these goals you are expected to do the following:<\/p>\n
- \n
- read the introduction below<\/li>\n
- watch the videos provided<\/li>\n
- check your knowledge and understanding with an activity at the end of each task<\/li>\n<\/ul>\n
Please note<\/em>: the total work time required to complete 4.2 .is about 90 minutes.<\/p>\n
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<\/h3>\nIn this part we will examine the role of rich language input in language learning in early childhood (ages 3 to 5)<\/strong><\/p>\n
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\u00a0how<\/em>\u00a0does the language acquisition process unfold and\u00a0when<\/em>\u00a0do children reach various milestones?<\/p>\n
Rich language input<\/em><\/strong> 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.<\/p>\n
Language acquisition theories emphasise the importance of comprehensible input<\/em>, which is language just beyond the competence of the learner and which provides the ideal conditions for acquisition to happen.<\/p>\n
Input<\/em> is the first step in the input-intake-output cycle. Intake<\/em> is the input taken in and internalised by the learner so that it can then be applied. Output<\/em> is the application of the language (through speech and writing) that has been acquired.<\/p>\n
In preschool<\/strong><\/p>\n
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.<\/p>\n
Modified input<\/em> 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<\/em> to address those learning a second language (L2) by using, for example, shorter, simpler sentences and basic vocabulary. By using modified input<\/em> or child-directed speech<\/em> (\u2018teacher talk\u2019), teachers provide comprehensible input for young learners learning a L2.<\/p>\n
Sources:<\/em><\/p>\n
Andrews, S. Teacher Language Awareness<\/em>. Cambridge UP: 2007.<\/p>\n
Dunn, O. Introducing English to Young Children: Spoken Language<\/em>. Collins: 2014.<\/p>\n
Cameron, L. Teaching Languages to Young Learners<\/em>. Cambridge UP: 2001.<\/p>\n
Cook, G. Language Play, Language Learning<\/em>. Oxford UP: 2000.<\/p>\n
Neuman, S. and D. Dickinson, eds. Handbook of Early Literacy Research<\/em>. The Guilford Press: 2011.<\/p>\n
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Activity<\/h4>\nTask 1\u00a0[30 min]<\/strong><\/p>\n
Watch the two videos at the links below.<\/p>\n
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- \u201cThe birth of a word\u201d [from minute 00:00 to minute 11:00]\u00a0by Deb Roy on Ted Talks. A full transcript of the talk is available at the link to support your viewing.\u00a0https:\/\/www.ted.com\/talks\/deb_roy_the_birth_of_a_word?language=en<\/a><\/li>\n<\/ol>\n
In his research on early language acquisition, Deb Roy was able to prove that parents support their children in \u201cthe birth of a word\u201d. What does this support look like? Check your comprehension by completing the activity below.<\/p>\n
\n\t\t\t\n\t\t\t
- \u201cThe birth of a word\u201d [from minute 00:00 to minute 11:00]\u00a0by Deb Roy on Ted Talks. A full transcript of the talk is available at the link to support your viewing.\u00a0https:\/\/www.ted.com\/talks\/deb_roy_the_birth_of_a_word?language=en<\/a><\/li>\n<\/ol>\n