1

Language Learning in Early Childhood

Definitions of L1, L2, FL, TL

Patterns and sequences in L1 development

Language AcquisitionFirst Lecture

By: Ms.Hajar ALmaa

2

Definitions of L1 & L2

Definition of “first language” (L1): The language(s) that an individual learns first. Other terms for “first language”-

• Native language or mother tongue

Definition of “second language” (L2): Any language other than the first language learned (in

a broader sense). A language learned after the first language in a context

where the language is used widely in the speech community (in a narrower sense).

• e.g., For many people in Taiwan, their L1 is Taiwanese and L2 is Mandarin.

3

Definitions of FL & TL

Definition of “foreign language” (FL) A second (or third, or fourth) language learned in a

context where the language is NOT widely used in the speech community. This is often contrasted with second language learning in a narrower sense.

e.g., English or Japanese is a foreign language for people in Taiwan.

Definition of “target language” (TL) A language which is being learned, where it is the first

language or a second, third language.

e.g., English is a target language for you now.

4

Acquisition and Learning :

Acquisition : Refers to developing language use through communicative

situations with others who know the language .

Learning : is a more conscious process of accumulating knowledge about language in classrooms.

The process of English learning were focusing on getting knowledge about language rather than using and performing fluency in actual situations . Those who are exposed to L2 in a young age can pick up L2 by analogy as much as picking up L1. But those who are learning L2 as learning only in classes do not develop the same proficiency .

5

Patterns in L1 Development

Characteristics of the language of children:

Their language development shows a high degree of similarity among children all over the world. There are predicable patterns in the L1 development and their L1 developmental patterns are related to their cognitive development (predictability).

Their language reflects the word order of the language that they are hearing. The combination of the words has a meaning relationship (learning through imitation).

Their language also shows they are able to apply the rules of the language to make sentences which they have never heard before (creativity).

6

The stages of the child language development :

1- “Babbling” : The first stage of language development . During this period , which typically lasts from the age of three to nine months , babies begin to make vowel sound such as oooo and aaaaa . By five months , infants typically begin to babble and add consonant sounds to their sounds such as ba-ba-ba , ma-ma-ma or da-da-da

7

2- “Single word” : The second stage is known as the one-word or holophase stage of language development. Around the age of 10 to 13 months , children will begin to produce their first real words. While children are only capable of producing a few , single words at this point, it is important to realize that they are able to understand considerably more. Infants begin to comprehend language about twice as fast as they are able to produce it.

8

3- “Two words” : The third stage begins around

the age of 18 months, when children begin to use

two word sentences. These sentences usually

consist of just nouns and verbs, such as :Where

daddy?” and “ Puppy big” .

9

4- “Multi-word sentences” : Around the age of two, children begin to produce short , multi-word sentences that have a subject and predicate . For example, a child might say “Mommy is nice” or “ Want more candy” .

~ As children age, they continue to learn more new words every day. By the time they enter school around the age of five, children typically have a vocabulary of 10,000 words or more.

- Birth : Language learning starts at birth . Even new babies are aware of the sounds in the environment.

- They listen to the speech of those close to them, and startle or cry if there is an unexpected noise.

- 0-3 months : babies learn to turn to you when you speak , and smile when they hear your voice. In fact, they seem to recognize your familiar voice.

10

Ages :

11

- 4-6 months: babies respond to the word “no” . They are also responsive to changes in your tone of voice. And to sounds other than speech. For example, they can be fascinated by toys and other objects that make sounds, enjoy music and rhythm.

12

- 7-12 months : The baby listens when spoken to, turns and looks at your face when called by name, and discovers the fun of games like: “round and round the garden” , “peep-oh” , “ I see” , (daaaaay).

- The child recognizes the names of familiar objects (Daddy, car, eyes, phone, key) and begin to respond to requests (Give it to Granny) and questions (More juice) ?

13

1-2 years : The child can follow simple commands (Push the bus!) , (Don’t touch, it’s hot!) and understand simple questions (Where’s the bunny?) , (Who likes Miffy?) , (What’s in your purse ?)

Your toddler now likes listening to simple stories and enjoys it when you sing songs or say rhymes.

This is a stage in which he or she will want the same story , rhyme or game repeated many times.

14

2-3 years : They understand two stage commands (Get your socks and put them in the basket) and understand contrasting concepts or meanings like hot/cold , stop/go , in/on and nice/yuccy. He or she notices sounds like the telephone or doorbell ringing and may point or become excited , get you to answer, or attempt to answer themselves.

15

3-4 years : Your three or four years old understand simple “Who”? , “What?” and “Where?” questions, and can hear you when you call from another room. This is an age where hearing difficulties may become evident. If you are in doubt about your child’s hearing , see a clinical audiologist.

16

4-5 years : Children in this age range enjoy stories and can answer simple questions about them. He or she hears and understands nearly everything that is said (within reason) at home at pre-school or day care. The child speaks clearly and fluently in an easy-to-listen-to voice.

He or she can construct long and detailed sentences (We went to the zoo but we had to come home early because Sally wasn’t feeling well”; “ I want to have a horse of my own like Evan, and Daddy says when he wins the lottery he will buy me a one” .