1. DAYANG
FIRST AND SECOND LANGUAGE
DEVELOPMENT CHAPTER 4

2. First Language Development
 Strickland & Feeley – caretakers of
young children constantly negotiate
meaning as they communicate with
children.
 Focusing on what children say, not how
they say it.

3. Theories of First Language
Development
Constructivist Theory (Jean Piaget)
- Stages of Language Development
Social InteractionTheory (Lev Vygotsky)
- Zone of Proximal Development
- Language Structure and System

4. Constructivist Theory (Jean
Piaget, 1969)
 Language development is an aspect of
general cognitive development.
 Conceptualization precedes language.
 Language will follow experience.

5. Stages of Language
Development
 Sensorimotor Stage (0-2 years old)
- Preverbal
- Crying, Babbling (pa,pa…. ma,ma….)
 Preoperational Stage ( 2-7 years old)
- Vocabulary and True Language
- can name things, use two-word, simple
sentences
- cannot pronounce clearly, but is able to convey
meaning
- repeats words

6.  Concrete Operational Stage (7-11 years old)
- Logical Reasoning & Socialized Speech
- similar to adult speech
- children pretty much mastered their native
language
 Formal Operational Stage ( 11- 15 years old )
- Abstract Reasoning & World of Symbols
- speaks like adult
- use language for communicative purposes
- can guide others in using language for the
development of
language level

7. Social Interaction Theory (Lev
Vygotsky, 1986)
 Language development is determined by the
interaction of physical, linguistic and social factors.
 Interaction with the environment, especially with
adults, plays critical role in language development.
 Babies use language to communicate their needs.
 Caretakers – suit their language level to children’s
language
level, do not point out errors, pay more
attention to meaning, provide
environment for
social interaction.

8. Zone of Proximal Development
 Connecting new knowledge with previous
knowledge.
 Caretakers play major role as they provide
guidance to children.

9. Language Structure & Systems
 Phonological Rules : sounds patterns of
language
 Semantic Rules : the meaning of words
and sentences
 Syntactic Rules : how to combine words in
sentences
 Pragmatic conventions : how language is
used

10. Second Language
Development

11. Theories of Second Language
Development
Context-Embedded Communication
- Basic Interpersonal Communication
Skills
- Cognitive Academic Language
Proficiency
Comprehensible Input

12. Context – Embedded
Communication (Cummins)
 Cummins – the amount of contextual support
present when someone is learning a second
language determines his/her proficiency in two
important dimensions of language:
 Basic interpersonal communication skills (BICS)
-used in daily social speaking situations (0-3
years of practice)
 Cognitive academic language proficiency (CALP)
-language skills used in school tasks (taking
notes, report writing – 5 to 7 years of practice)

13. Cummin’s Model of
Language Proficiency

14. Comprehensible Input (Stephen
Krashen)
 Understandable language experiences
 Characteristics of comprehensible input
- language that is already known + new language
(i+1)
- contextual clues (objects in familiar situationd)
- paralinguistic clues (gestures and facial
expressions)
- linguistic modification
(intonation, repetition, paraphrasing)
- meaningful topics + prior knowledge on the topic

15. Teaching About Vocabulary Dev.
 Semantic Mapping
- diagrams that helps children see how words are
related to
one another (Johnson and Pearson, 1984)

16. Beds
Bunk
bed
Water
bed
Hospital
bed
Reclining
bed
Semantic Map for Beds

17.  Word Play
- synonyms and antonyms
- homonyms (same look, same sound, diff. spelling
and meaning)
- parts of speech
- onomatopoeia
- palindromes (words and sentences that can be
read forward of
backward. Eg : mom, dad, bob)
- similes and metaphors
- riddles, puns (plays on words using sounds and
meanings)
and conundrums (riddles based on an imagined
likeness

18. Assessing and Differentiating
Instruction
 Teaching Speakers of Nonmainstream English
- teachers build on what students bring to school
- adding the school exp. to what children already
know
- teachers support the language children bring to
school
- provide them input using standard English
- give opportunities to use new language in a
safe, real
communication context