Learning to Talk, Talking to Learn

Abstract

We can take it for granted that by the time a child enters nursery he/she will have acquired much of the grammatical system of his/her native language, much of the sound system and a substantial vocabulary. Although there will be individual differences between children, all will have used language to express meanings, to communicate with others and to make sense of the world in which they are growing up. In using language they also learn about language, their own and the language of others. This chapter focuses on the important role speaking and listening activities have in the life of the young child. It begins with an overview of the child's early language acquisition and the different perspectives offered by those researching language, and goes on to discuss the role of the adult in developing a child's spoken language. The complexity of the acquisition process can only be lightly sketched here, the emphasis being on the importance of interaction in learning and learning to talk. This is followed by suggestions for classroom-or home-based activities. Language acquisition-differing perspectives Until the late 1950s the prevailing views on language acquisition were largely influenced by behaviourism until the work of Noam Chomsky marked a turning point in theories about the nature of language and the nature of language acquisition. The behaviourists' claim that language is learned through the acquisition of linguistic

Pretend Play: Children in Control of a Shifting Narrative

“…These reframings in the play narrative were unscripted and developed as the play unfolded [14] due to the power shifting between and among different children. It was clear that different children used and developed [26] considerable linguistic resources to initiate changes at key points and to take the lead in the play. They were observed to deliberately and independently opt in and out as the play narrative changed.…”

“…A focus on power offers a useful lens for identifying and explicating the ways children generate play narratives and privilege certain literacy practices over others. Imaginative play that utilises toys, props, and other materials will stimulate talk, interactions, and the development of play narratives between and among children [26]. It is important, then, to note that the set-up of a play space and the resources made available will influence that play in particular ways, and therefore to acknowledge the motivation, experiences, beliefs, and intentions of those that create the spaces for children to play as powerful influencers on the play that can occur.…”

Becoming Polyglots through Formal and Non-Formal Language Education

“…Mothers here may mean the real mothers but it may also other adult caretakers undergoing interaction in such a way so that the children with limited linguistic competence and cognitive development can get involved in the interaction in more understandable way. Inspired by Snow, 1995;Snow andFergusson, 1977, McDonagh andMcDonagh (2008) listed a number of characteristics of motherese or caretakers language that make the language is more easily acquired.…”

Creatividad léxica y discursiva en el lenguaje oral infantil

“…Según Chomsky existe un Mecanismo -o dispositivo-de Adquisición del Lenguaje, LAD (Language Adquisition Device) que garantiza su acceso a lo que él llamó la competencia lingüística. Al nacer, el ser humano cuenta con una predisposición para captar la "estructura profunda" de las lenguas, esos "universales lingüísticos" comunes a todas ellas -en todas los elementos se combinan, existen géneros, números,…- (Briscoe, 2000;McDonagh y McDonagh, 2009). Los planteamientos de Chomsky vendrían a romper con la idea conductista basada exclusivamente en el estímulo-respuesta, rechaza la mera imitación como desencadenante del desarrollo del lenguaje.…”