1. More about language
development
• Language develops following typical,
predictable stages.
• What aspects of oral language development
are typical for children acquiring their 1st
language? Do you know?
• If you don’t know the stages of typical
language development, how will you
determine when a learner’s language
development is atypical?
2. Typical, predictable stages of language
development in children
❏ Pre-language stage: Voice recognition;
discrimination of phoneme sounds for L1; babbling with
consonants & vowel sounds and intonation patterns.
❏ Early language: First words (labels from immediate
environment; holophrastic meaning that 1 word carries
a longer message).
3. Typical, predictable stages of language
development in children (2)
❏ Combining words: Telegraphic speech
(“mommy up!”); pivotal words (“more- _____”); an
understanding of syntax develops (subject_ verb_
object, such as, “mommy get cookie!”).
❏ Acquisition of morphemes: There is a regular
sequence of morpheme acquisition that tends to
occur. Children regularly acquire “- ing” before
plurals; plurals & possessive before articles (“MINE!).
4. More about language
development
Did you know that language
develops gradually through
adolescence continuing into
the teen years?
In LCRT 5810, we will be
reading about early childhood
language development and
beyond.
5. So…… what is linguistics?
Linguistics is
• the study of language;
• language rules as implemented by humans;
• principles of language organization; and,
• observable manifestations of language in use.
(Barry, chapter 1, 2008)
6. In LCRT 5810, we will focus on observable
manifestations of language in use
• As teachers, we use language as a ‘tool of our trade.’
• Using the tools of linguistics, we will explore the
implications of different discourse patterns & spoken
varieties of English as well as differences in narrative
styles that can accompany a range of social and cultural
backgrounds.
• Using linguistic perspectives & principles of linguistics,
we will examine the relationship between language
use, language interactions, and language behaviors as
we inform our approach to our classroom instruction.
(Barry, chapter 1, 2008)
8. In LCRT 5810, we will focus on
observable manifestations of
language in use
• As you do this work, you will focus on an
individual learner who is representative
of the students with whom you work.
(Barry, chapter 1, 2008)
9. Case Study Overview
Purpose:
• To examine language and literacy development
as these apply to literacy instruction relevant to
your teaching context, you will identify a
learner whose language and literacy you will
analyze in social and academic contexts.
• You will select a learner who is average or
struggling with language or literacy and collect
samples of oral language, reading, and writing.
• Using concepts and frameworks addressed in
course readings, you will analyze the language
and literacy samples.
10. Case Study: What You Will Do
• Select a learner who is average or struggling with
language or literacy. Someone who maybe a ‘puzzle’.
• Choose a learner who is representative of the students
in your classroom; either a native speaker of English or
a learner acquiring English as an additional language
depending on the classroom context & learners.
• Plan to have informal conversations with your learner
about his/her understanding and beliefs about
language and literacy.
11. Case Study: What You Will Do (2)
NEXT…..
• Record several samples of your learner’s oral language
in academic and social settings.
• Collect several reading and writing samples (e.g.,
running records, DRAs, essays, dictated stories, etc.)
• Analyze oral language, reading, and writing and make
connections between language and literacy use.
12. Case Study Sections
Your Case Study will have 8 sections with
added appendices items.
1) An abstract
2) Learner Background
3) Analysis of Oral Language
4) Analysis of Reading
5) Analysis of Writing
6) Discussion of Findings and Conclusion
7) Works Cited
8) Appendix
• Learner Interview and Profile
• Coded Transcript Analysis
• Reading and Writing Samples
14. Case Study
Overview
• This is a BIG assignment…but NOT a ‘monster’… it is definitely
do-able!
• The assignment is broken into separate components and the
work is distributed throughout the semester.
• You will submit a draft of some components first, then have
opportunities to receive feedback before you submit the
finalized work.
• The CU Writing Center will support us with help on academic
writing and using APA writing style.
• Following this work, you will never look at language and literacy
as you do now.
• This learning will significantly impact your work with students
and other colleagues.
15. Enhancing our Understandings of
Language and Literacy (2)
• At your tables, consider and respond
to 3-4 of the questions about
language and literacy from each of
the 3 columns.
• Discuss in partners or in small groups.
16. Enhancing our Understandings of
Language and Literacy
• These questions connect to the case
study.
• You will use these questions &
modify some of them according to
what is appropriate for the Case
Study learner you select.
17. Case Study Learner
Who to select? How to start?
• Select a learner who is average or struggling
with language or literacy. Someone who
maybe a ‘puzzle’.
• Plan opportunities to have informal
conversations with your learner about
his/her understanding and beliefs about
language and literacy.
• Collect the data from these conversations
using the Learner Conversation & Interview
and the Learner Profile (We will review these
shortly & they are posted on Canvas).
18. Case Study:
Learner Background
NEXT…….
• Ask the interview questions provided or
modify them to meet your learner’s cognitive,
language, and experiential needs.
• Video or audio record these conversations for
future analysis!
• You will summarize what you learn about
your learner in the Learner Background
Assignment.
• This is the 1st component of the CASE STUDY.
20. Working Lunch
• Look over the Learner Background Guidelines, the Learner
Profile & the Learner Interview questions. Spend a few
minutes thinking about who you may choose as a learner
and note your questions about the assignment.
• Skim Linguistic Perspectives (pages 1-6) Ch. 1, “The
Linguistic Perspective.” Take time with Exercise #1 on page
3 and consider your responses to questions #1 & 2.
• Read CLAD, Ch. 1 (pages 2-6), “Learning about the
Learner.” Take some time to reflect on the psychological
and sociological factors of the learner you are considering.
22. Case Study Learner
• Spend a few minutes thinking about who you may
choose as a learner.
• Look over the Learner Profile document that
reflects the language of the learner you are
considering.
• Look over the Learner Interview questions and
think about which questions you will ask and how
they will be modified to meet the learner’s needs.
• Connect with someone near you or at your table to
discuss your thinking or questions.
23. Learner Background
Assignment
• After you have collected all the
required data on the learner, you
will summarize what you have
learned.
• In Session 2, you will find a Power
Point Slide presentation that will
guide you through writing the
Learner Background assignment.
24. Learner Background
Next Steps…
• Submit a draft of your Learner
Background assignment by Sept 20.
• The Learner Profile and Learner Interview
will also be due by Sept 20.
• Please check Session 2 and the syllabus to
find out how to submit the assignment
drafts.
• After getting feedback on the drafts, you
will have time to finalize the Learner
Background assignment.
25. Learner Background Assignment
Rubric Information for Final Assignment
• Include background information about learner
– ten [10] or more details about learner, family,
home language, academics, school behavior,
interests, beliefs about literacy, etc.
• Include a thorough rationale for choosing this
learner for your case study.
• Well written, high level use of grammar, no
spelling or punctuation errors.
• General length of this work is about 3-5 pages.
Hinweis der Redaktion
REMEMBER, a morpheme is the smallest meaningful unit of language….. some words consist of a SINGLE morpheme like SCHOOL. But many words consist of more than one morpheme like SCHOOLS (school + ‘plural marker’ -s) or PRESCHOOLS (pre + school + s).
