Session 1_VP_20240820_PDF.pdf

ECE5067 PROMOTING LANGUAGE AND LITERACY IN EARLY CHILDHOOD Session 1 Introduction Dr. Vanessa Pang Brainstorming… u What do you know about language? u What do you do with language? Why is language essential to us? 01 02 03 Language is...

ECE5067 PROMOTING LANGUAGE AND LITERACY IN EARLY CHILDHOOD Session 1 Introduction Dr. Vanessa Pang Brainstorming… u What do you know about language? u What do you do with language? Why is language essential to us? 01 02 03 Language is essential It is a system of Through language, we to a society. It forms symbols by which we represent the world the foundation of organize, and clarify and learn about the communications and our thinking. world. Without daily interactions. language, a society and its culture cannot exist. (Otto, 2014, pp. 2-3) First vs second language First language (L1) Second language (L2) The language(s) that a person has learnt Any language other than L1 from birth Usually used widely in the speech community Other terms: mother tongue, parent language, native language L2 learning: language development of both children and adults Not necessarily the language he or she uses most L1 acquisition: language development of children Language competencies To be able to function successfully in a society, children’ language competencies involve: Receptive language Expressive language a child's comprehension of words Both oral and written => in a variety of settings a child's production of language to communicate (Otto,2014 pp2-3) Discussion Which should come first? 1. oral language and written language 2. receptive skills and expressive skills u Oral language comes before written language. u Receptive skills emerges before expressive skills. Why should early childhood educators need knowledge on language and literacy development? Kindergarten Education Curriculum Guide (CDC, 2017)  only be allowed for Course Progression be absent to 2 courses Late submission policy 10 Guidelines outlined in Chapter 4.1 of the Student Handbook 2024/25: u 9.6.1 Students who wish to submit an assignment later than the due date should obtain permission in advance from the course lecturer; otherwise, this will be treated as a failure to submit the assignment as required. u 9.6.3 Students who fail to obtain prior approval for late submissions will be assigned a "fail" grade (grade F) for late submission or non- submission of assignments. Late submission policy 11 u Please submit your application with official supporting document. u If you have obtained permission in advance (before the deadline) from the course lecturer, here is the mark deduction policy: u 10% deduction on the total marks of your assessment task if your submission is within one week from the deadline; u 20% deduction on the total marks of your assessment task if your submission is within two weeks from the deadline. u 0 marks will be given if the submission is more than 2 weeks after the deadline. u Application for late submission will NOT be accepted if it is less than 24 hours before the deadline. Use of AI-generated materials 12 u Please refer to “Guidelines for using AI tools” in our Moodle course room. Aspects of Language Knowledge When children acquire a language, they are developing five main aspects of language: When children are acquiring a language, they are developing five main components of language ability: Speech sounds Word meanings Grammar Word formation Social rules of using language How do you analyze this sentence in terms of aspect of language? How do you analyze this sentence in terms of aspect of language? Pragmatics Phonetics/ phonology /kæt/ /mæt/ Semantics sit + ing = a new word Morphology Subject + verb phrase + prepositional phrase = a sentence Syntax Phonetic and phonological knowledge Concerned with speech sounds of Each language has a variety of a language speech sounds: consonants, vowels and the formation of syllables Phoneme - - very important u An abstract unit for phonological analysis u The smallest linguistic unit of a sound that can signal a difference in meaning cat vs mat u For example, 1c) vs/M1 make the def diff ↳ Consonant sound (phonemes are diff) diff which make meaning u As /d/ and /l/ are different English phonemes, the meanings of ‘dog’ and ‘log’ are different. English consonant phonemes > - place of articulation manner of articulation aweder softeralate ridge. b complete closure before articulation church judge The shoes ent - pleasure house fish Yes = why Example: English phoneme /p/ et Pop u When /p/ occurs in the initial position of a syllable, e.g., pin , /p/ is pronounced with an aspiration [ph] : [ph in]. pen u When /p/ occurs in another position of a syllable ,e.g., spin , /p/ is pronounced without an aspiration [p] : [spin] etcstop u Both and & [ph] [p] belong to the same family of the phoneme /p/. +his can be pronunce cannot be produce  Cantonese consonant phonemes (Zee, 1991) English same for phorp th pig/pl- voiceless articulation a with dated place of PhF boy/b voiced b voiceless check voiceless P English vowels longuowel difficult ver O for conforese speaker native C O dealmont is ditto Cantonese vowels (Zee, 1991) L1 acquisition of sounds u Young children learn to discriminate (listen) and produce the speech sounds (speak) in their home language.  must included assignment Why is phonological awareness in important ↑ most important to literacy development? u Children need to understand the relation between speech and print. u Phonological awareness of speech sounds enables children to decode the symbols when reading and to use symbols to represent the sounds in their language in writing. u We will explore phonological awareness in Session 4. Semantic knowledge u Concerned with meaning of words and the links between them u Using words to represent ideas and concepts conceptual knowledges u Semantic development: acquisition of words, their meanings and the links between them u The development of semantic knowledge is closely tied to the acquisition of conceptual knowledge (Vygotsky, 1962). Meaning and properties of the English word “BALL” u a round object semantic - knowledge ↳ Super important in u rolling and bouncing Kindergarden year u is often used in a game or physical activity u Children do not learn the concepts separately. u In acquiring the concepts, each individual concept is not represented in a separate way. u Each concept is learnt through a network –Semantic networks (Schema). u Semantic networks are thought to be cognitive structures in our memory that organize our conceptual knowledge. u Semantic relations between concepts should be acquired simultaneously.  Colour Semantic Network orange yellow it becomes more complex as they grow in. age Shape spherical round it Teacher make complex network more BALL ⑧ Actions Example throw basketball bounce football kick tennis ball hit golf ball For children with well developed ability in semantic network, they can perform: 1. Divergent naming Name five animals. 2. Convergent naming What is the category of dog? 3. Word definition What is a dog? u Children with more developed vocabulary have more options for expressing themselves. u Vocabulary development is significant in language express themselves development. options > more - to related > - comprehension reading listening to , & u For example, it is closely related to comprehension (reading and listening). Over-extension & Under-extension: Children’s common errors when they are learning new words 1. Over-extension: to use a word to refer to more than its intended referent. u For example, a child may say “ball” to refer to balls, marbles, balloons, and eggs. 2. Under-extension: to use a word to refer to less than its intended referent. is banana but banna slices > - the whole is not etc , u For example, a child may only refer to her teddy-bear as “bear” rather than recognizing that everybody else’s teddy-bear and real bears are also “bears.” (Otto, 2014, pp.6-8) Syntactic knowledge u Each language system has rules of a grammar. word order the Grammar: How words are combined to create sentences we How u to create sentence u Word order: u e.g., Jack hit you vs You hit Jack u English is a subject-verb-object language. (so are French, Spanish, etc.) Japanese is a subject-object-verb language. Syntactic knowledge u Syntactic development is significant in language development. u For example, it is closely related to length and complexity of sentence production. Syntactic knowledge u Children learn that words cannot be randomly combined u E.g., “flower table the beautiful was the on.” u The fact that such random combinations of words have not been documented among young children → word order knowledge develops early Morphemic knowledge structure of internal a word u Concerned with word structure and word formation of a language. u A morpheme is the smallest unit of meaning expressed in a language (Bloomfield,1933). cat morpheme u It can refer to either a semantic concept, such as “ball” or “hit,” S-morpheme (plural cats Cut + S = u Or to a syntactic function (e.g., “-s” added to a noun in English ↳ 2 morphemes EtC walk us walked creates a plural such as “cars” and “-ing” added to a verb marks aspect: “hitting”). etc : ent walk+ ed tense I past Morphological knowledge in English u Knowledge of morphology allows children to comprehend others’ speech better such as understanding plural nouns and verb tense. u Children use their knowledge of morphemes to create new words in their speech. Morphemes and words in Chinese u Most words in Chinese are composed of two or more morphemes, and often these morphemes are directly relevant to the meanings of the words. u For example: The word girl in English is literally female child (女子/neoi5zi2/ in Cantonese, 女孩 /nü2hai2/ in Mandarin) in Chinese; it is a two-morpheme word. 1 + 1 = 2 expressed * F one character one morpheme Morpheme and word in Chinese character Cantonese Mandarin + is also a as Mandarin morphemes same 女 子 女 孩 Morpheme 1 Morpheme 2 Morpheme 1 Morpheme 2 女子 女孩 Word Word Morphological knowledge in Chinese 1 Word 2 morphemes u A child first exposed to 公牛/gung1ngau4/ (bull), for instance, would be able to infer from previous knowledge of 牛/ngau4/ (cattle) and 公/gung1/ (male) in 公雞/gung1gai1/ inferencesmaleto chicken (rooster) or other animals that /gung1ngau4/ based on the characters of a might mean male cattle (bull),in Cantonese. word- > new weening hes been formed. u With increasing vocabulary knowledge, more morphemes can be identified, learned, and generalized to newly encountered words.  Do you have any rules of conversation ? THINK ABOUT IT… Do you ask for help from a teacher and from your sister in different manners? Pragmatic knowledge use of the Language u Concerned with the way language is used to communicate rather than with the way language is structured u Awareness of the interlocators and circumstances u e.g., goals of the speaker, the context, principles of communication u How language is used to achieve the communication purpose u use appropriate word, sentence and intonation Who is talking to whom ? Excuse me, Dr. Pang, I just wanted to gently ”Vanessa, shut up!" remind you that we're approaching the end of our allotted time. The context : The lecturer didn't realize she went over time. the choice of how to you use language achieve the same purpose Pragmatic skills included (both verbal and non-verbal) Basic skills eye contact, turn-taking, request, smiles Conversation skills topic maintenance, clarifying or repairing areas of confusion, join in conversation appropriately Language and gender different topics to talk with boys and girls Politeness (i.e. how to use language politely) choice of word (e.g. please, thank you) intonation Other skills Etc : I feel a bit cold. att. form Not in a question ↑ Declarative sentence Negotiate, bargain, tease, threaten, joke, indirect request for question a · Ability to understand the threated made by teacher (Otto, 2014, pp.10-11) is pragmatic A summary of aspects of language knowledge Morphology How words are formed happy happiness Will be in test Pragmatics Syntax How How parts of language is sentences used Language go together red car car red - > - grammatical urgrammatical knowledge Phonology Sounds and Semantics speech Meaning in patterns in language language Reference 51 u Morrow. L. M. (2020). Early Childhood Language Development: From Birth to Age two. Literacy Development in The Early Years: Helping Children Read and Write. Boston: Allyn & Bacon. u Vukelich, C., Christie, J., & Enz, B. (2020). Helping young children learn language and literacy: Birth through kindergarten. Boston, MA: Pearson.