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Assignment 2

Session 1 - Information Session

Tuesday 15th March @ 8pm (AEDT)

Session 2 - Specialised Session (Essay Writing)

Tuesday 22nd March @ 8pm (AEDT)

Session 3 - Q & A Session

Tuesday 29th March @ 8pm (AEDT)

The link to all the sessions is below:https://swinburneonline.instructure.com/courses/3438/external_tools/2

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Please enter your Student ID or Staff SIMS ID. If you are unable to sign in please click Password Assistance at the bottom of this page.

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https://swinburneonline.instructure.com/courses/3438/assignments/34286

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Time management and assignment extensions

We understand that everyone is busy juggling family, work and social life with your study.  Here are a few tips and resources to help you succeed in your study this TP.

Spend time checking that you have time to complete the number of units you are planning each TP. Each undergraduate unit recommends 10-12.5 hours per week, and placements require more than this.  Studying 4 units at once is the equivalent of a full time job!

Check all of your assignment dates at the beginning of the TP. Often assignments are due on the same day. There are some great tips on time management on the student portal.  The study planners (Links to an external site.) , especially the interactive one, are great ways to get organised. You will also find information on positive study habits (Links to an external site.) including workshops, time management and motivation tips.

Reassess your study load once you have checked assignments and filled in your study planner.  Sometimes it is better to do one less unit per TP, rather than putting yourself under extra stress and the possibility of not completing the unit.

Start working on your assignments early – at least 2 weeks before the due date and aim to be up to the polishing stage by the weekend before the due date.  Make sure you plan in a buffer for those unexpected events that tend to crop up the weekend before the due dates.

48 hour extensions are available through the assignment information tab.

Any extension that is longer that 48 hours requires supporting evidence.

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Here is a padlet which gives you all the information about the different curriculum in each state.

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Here is a padlet which gives you all the information about the different curriculum in each state.

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https://padlet.com/carolyngray/74eg3psc2u5l

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Oral language - Properties, components, milestones and phases. 

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Oral language - Properties, components, milestones and phases. 

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e-Text
Chapter 2

Week 2 Learning modules
https://swinburneonline.instructure.com/courses/3131/pages/2-dot-1-this-weeks-focus?module_item_id=254095

Week 3 Learning modules
https://swinburneonline.instructure.com/courses/3131/pages/3-dot-3-language-acquisition-and-language-learning?module_item_id=254110

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STAGES OF LANGUAGE ACQUISITION by Ladie Ballesteros 17190 views

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Theories that support oral language development from the nature perspective

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Theories that support oral language development from the nature perspective

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Check this guide to APA referencing
And this nifty checklist to avoid plagiarism as well as the flow chart below ↓

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Where do I find the Curriculum to link to?

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Where do I find the Curriculum to link to?

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Australian Curric

Early Years Learning Framework
https://www.education.gov.au/early-years-learning-framework-0

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Referencing Information in the Student Hub
https://landing.swinburneonline.edu.au/study-resources

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https://www.swinburne.edu.au/media/swinburneeduau/library/docs/pdfs/apa_quick_guide_new_2019.pdf

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Session 2 - Specialised Session - Essay Writing

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Session 2 - Specialised Session - Essay Writing

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All collaborate recordings can be accessed via the link below and then navigating to the recordings link:

https://swinburneonline.instructure.com/courses/3438/external_tools/2

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https://www.khanacademy.org/test-prep/mcat/processing-the-environment/language/a/theories-of-the-early-stages-of-language-acquisition

https://swinburneonline.instructure.com/courses/3438/pages/4-dot-2-revisiting-theories?module_item_id=287437

https://study.com/academy/lesson/the-nativist-perspective-and-language-development.html

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What is language?

Language is the primary method of human communication, but there are also other ways to communicate without the use of language. When asked to define language we tend to think of a verbal and written system in which certain sounds and symbols come together in a specific way to convey meaning. Language in its most complex form is unique to humans, although some animals have been found to have basic communication patterns. Languages often have verbal and written components, but how we classify something like American Sign Language? Animals manage to communicate - do they have language? How did language evolve? How do we learn enough language ourselves to begin to answer this question?

Why is it so surprising that we can learn language?

If you've ever tried to learn a new language, you know it's not easy. There are new rules of grammar which come with many exceptions, new sounds that are hard to make, endless lists of vocabulary to commit to memory and so on. And yet, you managed to learn the basics of your very first language around the time you were two years old; no textbooks in sight.

Not only are children able to absorb the complicated rules of grammar without formal teaching, they do so from a limited vocabulary. Regardless of how much a child is spoken to, they will not hear every possible word and sentence by the time they begin speaking. Yet when they do start to talk, children begin to follow grammatical rules and apply them to form new, innovative phrases. This level of information processing is incredibly impressive in anyone, much less someone still figuring out counting and skipping!

What do we know?

As is often the case in psychology and sociology, it's hard to get what we normally think of as data about language acquisition. It's not a chemical we can test for or a distance we can measure (imagine asking a 2 year old how many words they know - not a particularly useful or productive task, right? ). However, there are some facts that are generally agreed upon by the scientific community. The first couple years of life are the critical period for language learning, which becomes a much harder task as people age. Children usually say their first words around 10-18 months of age, and graduate to phrases sometime before they are two years old. In fact, studies have shown that 18 month olds can tell the difference between correctly formed verb pairs (is jumping) and incorrect ones (will jumping). Somewhere between four and seven years old children begin to be able to tell stories that more or less make sense.

We also know that learning a language is not like walking up the steady increase of a ramp, but more like walking the hills and valleys of a country road. Usually when we learn a new skill, the more we practice the better we get. However, this isn't always true in the early stages of language development. When children are first learning to talk, the verbs they use are usually the most common such as go, eat, talk, give, run, etc. These are often irregular in the past tense. Although at first they use the past tense properly ("I ran", "he went", etc), kids typically regress for a while. They often over-follow rules, saying phrases like "I runned" instead of "I ran". As their vocabularies expand rapidly (known as vocabulary burst), some researchers believe children notice patterns in language, and that leads to over-correction as described in the example above. Eventually, children begin to understand where the rules apply and where they don't, and then properly form the past tense once more. This is known as a U shaped learning curve, because the language mastery started high, dropped for a period of time, and then improved again. Thus, there appears to be a mimicking (copying) phase first and then a time of broad generalizations before children settle into language.

What are the major theories about language acquisition?

The most well-known theory about language acquisition is the nativist theory, which suggests that we are born with something in our genes that allows us to learn language. It proposes that there is a theoretical language acquisition device (LAD) somewhere in our brains that is responsible for learning a language the same way the hypothalamus is responsible for maintaining your body temperature. If language was partly biological, it could explain why humans seem to have far more complicated communication patterns than any other species .

Although no physical "language organ" exists in the brain, language acquisition can be hampered if certain parts of the brain are damaged during critical periods of language development. Damage to the left hemisphere, for example can lead to aphasia - a disorder which causes problems with language, while leaving intelligence untouched. For example, in Wernicke's aphasia, patients with damage in a certain region of the brain can no longer understand language. Although they can still form normal sentences, neither what they say nor the words of others make any sense to them. Patients with Broca's aphasia on the other hand, have problems forming language but no trouble understanding what is said to them. Studies have shown that young children with damage in similar regions of the brain can actually grow up with only slightly impaired language ability - implying that the brain can develop new language pathways that are good, but not quite as good as the original (Reilly, 1998).

Nativist theory also suggests that there is a universal grammar that is shared across differing languages, because this grammar is part of our genetic make-up. The majority of world languages have verbs and nouns, although this is not true in every instance, as well as similar ways to structure thoughts. Language is thought of as having a finite amount of rules from which we can build an infinite amount of phrases, and the core of these rules is somehow programmed into our brains. This is an ideal theory for explaining how young children can learn such complicated ideas so quickly, or why there are so many similarities in language around the world. This theory is comparable to how we think of numbers; regardless of cultural background, math always works the same way.

Another way to look at language learning is to treat it like learning a new skill. The learning theory of language acquisition suggests that children learn a language much like they learn to tie their shoes or how to count; through repetition and reinforcement. When babies first learn to babble, parents and guardians smile, coo, and hug them for this behavior. As they grow older, children are praised for speaking properly and corrected when they misspeak. Thus, language arises from stimuli and stimuli response. While this is logical, it fails to explain how new words or phrases come about, since children are only parroting the things they have heard from others.

The interactionist approach (sociocultural theory) combines ideas from sociology and biology to explain how language is developed. According to this theory, children learn language out of a desire to communicate with the world around them. Language emerges from, and is dependent upon, social interaction. The Interactionist approach claims that if our language ability develops out of a desire to communicate, then language is dependent upon whom we want to communicate with. This means the environment you grow up in will heavily affect how well and how quickly you learn to talk. For example, infants being raised by only their mother are more likely to learn the word "mama", and less likely to develop "dada". Among the first words we learn are ways to demand attention or food. If you've ever tried to learn a new language, you may recognize this theory's influence. Language classes often teach commonly used vocabulary and phrases first, and then focus on building conversations rather than simple rote memorization. Even when we expand our vocabularies in our native language, we remember the words we use the most.

It's important to keep in mind that theories of language acquisition are just ideas created by researchers to explain their observations. How accurate these theories are to the real world is debatable. Language acquisition is a complicated process influenced by the genetics of an individual as well as the environment they live in.

How do scientists today study language learning?

Many of these theories initially came about as a result of what is called "armchair psychology"; that is, sitting and thinking about a problem. It is extremely difficult to collect objective and accurate data on what's going on in the brain in terms of its direct relationship to a behavior such as language. That said, some computational models of language acquisition have been gaining traction in the past several decades. A computational model is a mathematical way to recreate complicated systems we see everyday; from how water flows in a river, to how children learn languages. The model is built to represent the way we think something happens. For example, in the model of the learning theory approach, a word would be learned faster if it came up a lot or the subject received a lot of input about it. Then, linguists change how different variables work to see what affect that would have on the system. If the model behaves and "learns" the same way that we do, it's a good sign that the model is on the right track. These models have helped to identify and measure linguistical features such as the critical period for language learning, the vocabulary burst, and the U-shaped learning mentioned earlier.

New brain imaging technology, such as MRIs and fMRIs have also allowed scientists to look at the brains of children and patients with language-acquisition disorders to understand this complicated event. An fMRI can track where and when our brains use energy. If a certain part of your brain lights up while you're learning a language, that part of your brain is using energy, and in this context might be related to language-acquisition. Of course we learn over time and not all at once, so there is a limit to what we can learn via imaging which represents the brain in a single moment.

While we still have a ways to go before we completely understand how we learn a language, we definitely know enough to know that it's a pretty incredible feat. So give yourself a well-deserved pat on the back and just remember that the phrase "it's so easy, a child could do it!" doesn't always apply.

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Theories of the early stages of language acquisition (article) | Khan Academy

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Learn for free about math, art, computer programming, economics, physics, chemistry, biology, medicine, finance, history, and more. Khan Academy is a nonprofit with the mission of providing a free, world-class education for anyone, anywhere.

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Theories that support the nurture perspective of oral language development

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Theories that support the nurture perspective of oral language development

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https://swinburneonline.instructure.com/courses/3438/pages/4-dot-4-maturational-perspective?module_item_id=287439

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(Fellowes & Oakley, 2019, pp. 75–76)

https://www.sciencedirect.com/topics/psychology/maturational-theory

https://www.brighthubeducation.com/language-learning-
tips/74198-gesells-theories-on-acquiring-language/

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https://www.khanacademy.org/test-prep/mcat/behavior/theories-personality/v/behavioral-theory

https://bookshelf-ref.vitalsource.com/reader/books/9780190319366/epubcfi/6/12[%3Bvnd.vst.idref%3Dch06]!/4/2[chapter4]/8/16/1:7[ine%2Css]

https://swinburneonline.instructure.com/courses/3438/pages/3-dot-2-introducing-language-acquisition-theories?module_item_id=287430

https://www.simplypsychology.org/language.html

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All right, the behavioral theory is what we're going to be talking about next. And the behavioral theory says that personality is a result of the interaction between an individual and their environment. So here's our person. And then, this is the environment. Whether it's society-- We'll draw a few houses here. There you go. You get the picture. So basically, what I've drawn here is one island, and another island, and a bridge connecting both. And you'll see why did that in a second. OK, so the behavioral theory says that we interact with our environment. And it's also focused on observable and measurable behavior, rather than mental or emotional behaviors. So there are different types of behaviors. And different theories focus more on one type of behavior over the other. So when looking at this, if this is the behavioral theory-- is this island right here. I guess we can say the psychoanalytic theory over here would be the most opposite because this theory focuses on the mental behavior rather than observable behavior. And behavioral theorists don't care for theories that take thoughts and feelings into account. So let's talk about two important theorists of the behavioral theory, and the first is Skinner. So Skinner was a strict behaviorist. And he's associated with the concept of operant conditioning, which you may have heard of before. So operant conditioning uses rewards and punishments to increase or decrease a behavior. And another behaviorist, Pavlov, who was a Russian physiologist, and he's also considered by many as the father of behaviorism, he's associated with classical conditioning. And he used his famous dog example, the Pavlov Dog Experiment, to show what classical conditioning was. It basically places a neutral stimulus with an unconditional stimulus to trigger an involuntary response. So in the case of the dogs, ringing a bell in the presence of food is what caused the dogs to begin salivating. It triggered that involuntary response. So these theorists, Skinner and Pavlov, believed that the environment determines the behavior. So that's why I put ourselves in our environment. We're shaped by the environment. And people have consistent behavior patterns because we have particular kinds of response tendencies. But these responses can change if we encountering new situations. And that's why our personality develops over our entire lifespan. It's constantly evolving and changing. Now, what is this bridge in the middle connecting one extreme of behaviorism to the other, the mental approach to the behavioral approach? Now, it's not to say one is right over the other. They're just two different approaches of personality. OK, so back to this, the bridge. The bridge the middle is what we're going to call the cognitive theory. And the cognitive theory is considered a bridge between classic behaviorism and other theories that emphasize thinking and behavior, such as the psychoanalytic theory. And it's because the cognitive theory treats thinking as a behavior and has much in common with the behavioral theory. So Albert Bandura combines the concepts of observing, thinking, and behaving in the social cognitive theory, which we'll take a look at next.

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Behavioral theory (video) | Behavior | Khan Academy

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All right, the behavioral theory is what we're going to be talking about next. And the behavioral theory says that personality is a result of the interaction between an individual and their environment. So here's our person. And then, this is the environment. Whether it's society-- We'll draw a few houses here.

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https://www.khanacademy.org/test-prep/mcat/processing-the-environment/language/a/theories-of-the-early-stages-of-language-acquisition

https://bookshelf-ref.vitalsource.com/reader/books/9780190319366/epubcfi/6/12[%3Bvnd.vst.idref%3Dch06]!/4/2[chapter4]/78/1:352[gni%2Ctiv]

https://swinburneonline.instructure.com/courses/3131/pages/3-dot-2-introducing-language-acquisition-theories?module_item_id=254109

https://www.khanacademy.org/test-prep/mcat/processing-the-environment/language/a/theories-of-the-early-stages-of-language-acquisition

https://biznewske.com/interactionist-theory-of-language-acquisition/

http://315631605254846606.weebly.com/social-interaction

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https://swinburneonline.instructuremedia.com/embed/c619e496-e9d5-48fc-93ea-72a1ed8d6a41

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https://swinburneonline.instructure.com/courses/3131/pages/2-dot-2-properties-and-components-of-language?module_item_id=254096

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How to search the Swinburne library using Google Scholar

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How to search the Swinburne library using Google Scholar

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Google Scholar searches peer-reviewed articles and papers across all areas of research.

If you are off campus, you can access Swinburne Library collections through Google Scholar: Go to Settings > Library Links > search for Swinburne and save. Your results will now display a Full Text at Swinburne link for articles available to you.
Video tutorial of how to do this here

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Check this guide to APA referencing
And this nifty checklist to avoid plagiarism as well as the flow chart below ↓

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Find the instructions here to submit & interpret the Originality Report

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I need to plan out my time so that I can submit this assignment on time

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I need to plan out my time so that I can submit this assignment on time

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Develop a study plan with the Student Coaches

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Chat to the Student Advisors

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Email a copy to your eLA and then Chat to the Student Advisors

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I'm unwell or I've experienced unexpected difficulty and need up to 48hrs longer

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I'm unwell or I've experienced unexpected difficulty and need up to 48hrs longer

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Use the 48 hour extension button in the assessment tab

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Send your draft to Studiosity

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I've experienced serious difficulties and need more than 48 hrs

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I've experienced serious difficulties and need more than 48 hrs

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Fill in the extension request form

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I'm struggling to engage with my study and need some motivation

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I'm struggling to engage with my study and need some motivation

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Chat to the Student Coaches

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https://portal.swinburneonline.edu.au/study-resources/essay-writing-guide/Essay-Planning-and-Structure-guide

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Here is a sample essay to use in the Week 4 activities on the DB

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Here is a sample essay to use in the Week 4 activities on the DB

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https://www.youtube.com/watch?v=opp259YvaoE&t=1s
(Links to an external site.)