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Facilitating spoken language development in the regular classroom

Facilitating spoken language development in the regular classroom. September 28 th & 29 th Winnipeg, MB Petra Smith M.Sc. Aud (C) Audiologist/Certified Auditory Verbal Therapist. Typical Language Development. HOW MUCH DO CHILDREN SAY IN A DAY? Child Age Total # words # Types.

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Facilitating spoken language development in the regular classroom

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  1. Facilitating spoken language development in the regular classroom September 28th & 29th Winnipeg, MB Petra Smith M.Sc. Aud (C) Audiologist/Certified Auditory Verbal Therapist

  2. Typical Language Development Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  3. HOW MUCH DO CHILDREN SAY IN A DAY?Child Age Total # words # Types Katrin 17 months Carsten 3yrs 6 mo Gabi 5 yrs 4 mo Frederik 8 yrs 7 mo Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  4. HOW MUCH DO CHILDREN SAY IN A DAY? Child Age Total # words # Types Katrin 17 months 13,800 1,860 Nicole 20 months 11,700 Andreas 2 yrs 1 mo 20,200 2,210 Carsten 3 yrs 6 mo 37,700 4,790 Gabi 5 yrs 4 mo 30,600 2,490 Frederik 8 yrs 7 mo 24,700 3,960 Roman 9 yrs 2 mo 24,400 3,630 Markus 11 yrs 4 mo 37,200 5,020 Christiane 12 yrs 2 mo 22,600 3,580 Axel 14 yrs 10 mo 22,900 3,040 Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  5. Overall findings: • Average of 20 to 30 thousand words spoken by each child in a day, from 3 years of age • Daily vocabulary of around 3,000 words • Speed at which they speak ranges from 46.2 wpm to187.5 wpm. • 100 wpm at 3 yrs and average of 150 wpm by kindergarten. Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  6. “The acquisition of a first language is the most complex skill anyone ever learns. And this task needs to be virtually complete by the time a child reaches school age.” (Prof. David Crystal) Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  7. Pre school language development • Consider overall development • Language growth reflects social, emotional, cognitive and behavioural development • Critical period for vocabulary and conceptual development – coincides with neural plasticity Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  8. LANGUAGE DEVELOPMENT • Key concepts • First year of life • Pre school language development • Language growth K – Gr 3 Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  9. Language: key concepts: • PRAGMATICS – what language is used for. • SEMANTICS – meaning of the utterance. • SYNTAX – rule system or grammar. • PHONOLOGY – rules governing how the sounds of a language may be combined. Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  10. What is language – Key concepts: • Receptive language – what we understand – this develops first • Expressive language – what we use • Speech – the sound system used to produce spoken language Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  11. The literacy pyramid: Writing Reading Expressive Language Receptive language “When I was born, I was so surprised I couldn’t talk for a year and a half” (Gracie Allen) Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  12. Literacy Development is Based on • Phonemic Awareness • Phonics • Reading Fluency • Vocabulary development • Comprehension Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  13. “Literacy begins with speaking and listening. Adults are so familiar with these faculties we rarely acknowledge them as complex, learned skills, except when visiting a foreign country.” (Colin Grigg) WHY? Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  14. What is language? • Language is a code • We are continually cracking the language code • How do we, as adults do this? Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  15. Paid a prynnu'r crys gwyrdd Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  16. Dyma esgid Dyma trwsus Dyma crys Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  17. Paid a prynnu'r crys gwyrdd Crys = Shirt Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  18. Crys coch Crys glas Crys gwyrdd Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  19. Paid a prynnu'r shirt green Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  20. Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  21. Paid a prynnu'r crys gwyrdd Don't buy the shirt green Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  22. Children are actively learning language • Must have joint attention (shared focus) • Must have representational ability (words stand for things) • Must carry out semantic mapping (work out what a word stands for) • Must identify words in stream of speech • Must store and retrieve words • Must learn that sharing ideas requires combinations of words • Must learnrules for combining words (grammar) Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  23. “The beautiful thing about learning is nobody can take it away form you”(B.B.King) Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  24. Principles of Early Language Learning Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  25. PRINCIPLES OF EARLY LANGUAGE LEARNING • Language is learned through interaction Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  26. Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  27. Another Principle: • Human beings are predisposed to learn language early in life – children are actively learning their native language Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  28. Patterns are learned through hearing many repetitions, rather than explicit teaching: “…blow…” More principles of early language learning: Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  29. "More cookies?"..."more juice?" Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  30. "....?" Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  31. Two more principles…. • Language is learned in use & • All systems are learned together(words, meanings, syntax and speech sounds) Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  32. The ingredients: (words, grammar, sounds) The end product: (spoken language) ……. All systems learned together Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  33. The child's challenge... Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  34. “What we have to learn to do, we learn by doing” (Aristotle, 384-322 B.C.) Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  35. Learning to swim: • Need to be in the water to learn to swim… • Need to be actively involved • Need assistance to acquire skills Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  36. Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  37. Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  38. Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  39. Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  40. How we keep kids afloat.. • Repeat, repeat, repeat… • Slow down our own speech • Emphasize important (key) words • Break down sentences • Use objects, pictures and gestures to help convey meaning PARENTESE Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  41. Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  42. Role of caregiver involves.. Helping the child, as the inexperienced conversational partner, to want to share thoughts, ideas and feelings with confidence and joy. Assisting the child in taking conversational turns provides the framework upon which typical language acquisition develops. Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  43. LANGUAGE DEVELOPMENT • Key concepts • First year of life • Pre school language development • Language growth K – Gr 3 Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  44. First year “ A child’s first word has behind it a history of listening, observing and experimenting with sounds and highly selective imitations of people” (M Whitehead, 2002: Developing Language and Literacy with Young Children) Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  45. Perceiving sounds • Perceiving does not = understanding • Perceiving leads to understanding • Perceiving = Sound-receiving: “How far back do we have to go?” Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  46. Auditory abilities in newborns Structures of the ear are fully formed in utero by 5 months. Babies show: • Close to adult sensitivity to sounds • Head turn to sound source (2 days) • Prefer human to non human sounds (2 weeks) • Recognize mothers voice (1 day) • Ability to discriminate fine speech contrasts Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  47. Listening skills – what are they? • Auditory detection • Auditory attention • Auditory recognition • Auditory discrimination • Auditory memory • Auditory sequencing Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  48. More auditory skills: • Auditory comprehension • Auditory integration • Auditory feedback • Auditory application “We have two ears and one mouth so that we can listen twice as much as we speak.” (Epictetus) Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  49. More seriously: “ A child’s first word has behind it a history of listening, observing and experimenting with sounds and highly selective imitations of people.” (M. Whitehead, 2002: Developing Language and Literacy in Young Children) Petra Smith M.Sc. Aud (C) Sept 28/29 2009

  50. Key concept – Hearing Age Hearing age is calculated in order to guide our expectations, assessment and intervention. Hearing age is the difference between the child’s chronological age and the amount of time hearing and learning to listen. Petra Smith M.Sc. Aud (C) Sept 28/29 2009

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