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This PowerPoint presentation provides an overview of linguistics, communication, speech, language, language components, dialects, and child language development. It includes references to essential sources in the field of communication disorders and workshops attended for continuing education. Through examples and questions, participants will explore the importance of recognizing typical language development and language disorders in children. 8
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Outline of this PowerPoint:** • Brief Intro • I. Linguistics • II. Communication • III. Speech • IV. Language • V. Language Components • VI. Dialects
I have used some other sources in my lectures for this class:** • Owens, R.E., Farinella, K.A., & Metz (2015). Introduction to communication disorders: A lifespan evidence-based perspective (5th ed.). Boston: Pearson. • Justice, L.M., & Redle, E.E. (2014). Communication sciences and disorders: A clinical evidence-based approach (3rd ed.). New Jersey: Pearson Education • Hulit, L.M., Fahey, K.R., & Howard, M.R. (2015). Born to talk: An introduction to speech and language development (5th ed.). Boston: Allyn & Bacon. • Owens, R.E. (2014). Language disorders: A functional approach to assessment and intervention (6th ed.). New Jersey: Pearson Education.
Roseberry-McKibbin, C., & Hegde, M.N. (2016). Advanced review of speech-language pathology: Study guide for PRAXIS and comprehensive examination (4th ed.). Austin, TX: Pro-Ed. • This is in press, and will be out in late September 2015.
And workshops I have attended for CEUs:** ASHA 2013, Chicago ASHA Schools Conference Long Beach, 2013 • CSHA, 2014, San Francisco • ASHA Schools Conference, Pittsburgh, 7/14 • Literacy and iPad apps conference, 3/15 • Will be attending 2015 ASHA in Denver and presenting several papers
Why is all of this information about child language development important?** • We need to recgonize what is typical and what is not typical so we can intervene as early as possible in children’s lives
Let’s take a look at a typically developing child and one with a language disorder** • YoutubeStar Wars according to a 3-year old
Now a child with a language disorder** • Youtubemixed receptive-expressive language disorder • Liz Furtado
Turn to each other and note:** • What are 2-3 differences you noticed in these children? • What stood out to you about the little boy with the language disorder? • Please write your answers on the next slide and we will share with the whole class
I. LINGUISTICS** • Linguistics is the study of language • We are most concerned with 2 types of linguistics
II. COMMUNICATION** • A. Basic Definition • Exchange of information and ideas, needs, and desires between 2 or more individuals • What are some ways we communicate with each other? • Communicative competence: the degree to which the speaker is successful in communicating appropriately and effectively
Consider the differences:** • Mom: “Did you have a good time at school?” • 4th grader: “Yeah, science was good—we learned about condensation!” • 4th grader: “Yeah….science was good…..we learned about…..condensation?”
C. Metalinguistic Skills** • The ability to talk about language, analyze it, think about it, judge it, and see it as an entity separate from its content or out of context • My 4-year old nephew: “Aunt Celeste, my name ‘Andrew’ doesn’t have a vowel-driven “r.” It’s an “r” blend.”
IV. LANGUAGE** • A. Basic Definitions • Language is defined as a socially shared code or conventional system for representing concepts through the use of arbitrary symbols and rule-governed combinations of those symbols • (this is Owens’ definition that I will not ask on the exam)
So the child, ideally, has been to a zoo and develops the concept** • Then she learns the word zoo that goes with the concept
The child needs to have • Exposure and experience • How do children get exposure and experience?
Linguistic competence:** • A language user’s underlying knowledge about the system of rules • Cannot be measured directly • We can only directly measure linguistic performance
Please write 2-3 sentences or questions using most or all of these words: (you can add other words as well ) • Texting, friends, I, like, my, Instagram, Facebook, email, parents, fun, work, secret, when, Twitter
A. Phonology:** • Aspect of language concerned with the rules governing the structure, distribution, and sequencing of speech sounds and the shape of syllables • We have the IPA • English orthography is problematic: • Bough, thought, rough, though, through
B. Morphology** • Concerned with the internal organization of words • Words consist of morphemes • Free morphemes are independent and can stand alone • Bound morphemes cannot function independently—must be attached to free morphemes
Inflectional morphemes…** • Are suffixes only • Change the state or increase the precision of the free morpheme • Things like plural –s, past tense -ed
Please underline the free morphemes and circle the bound morphemes: • Basically Definition • Neighbors Decalibrated • Uninhibited Unkindness
With one girl, LaShon, a first grade 6-year old…** We worked with her first grade language arts book
I would have LaShon read each page, and we would talk about the vocabulary and what it meant, focusing first on comprehension and decoding**
LaShon wrote them on the board and underlined the suffixes** • She said she thought it was fun!
D. Semantics—Word Meaning** • 1. World knowledge Person’s autobiographical and experiential understanding and memory of particular events • 2. Word knowledge • Verbal and contains word and symbol definitions
3. Synonyms:** • Different words that carry similar meanings • Scared/afraid • Beautiful/pretty • Hard/difficult
E. Pragmatics** • Rules govern conversational interactions • Social rules of language
