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Occurs when children manipulate the phonemic elements and prosodic features of pitch, stress, and juncture

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The language a person is able to comprehend, as in listening or reading.

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The grammar of a language.

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Semantic networks-Schemata- are thought to be cognitive structures in our memory that organize our conceptual knowledge

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The highest level of language knowledge that involves verbally reflecting on one's language concepts

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Involves the knowledge or awareness of the overall intent of the communication and how language is used to achieve that intent.

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Knowledge that alphabetic symbols (letters) are used to represent the specific sounds in words used in written language.

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Semantic Knowledge refers to the word labels that specify concepts and also to the semantic networks, or schemata, that represent the interrelation between concepts.

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As children move into the preschool years, they may acquire a more conscious awareness of distinct speech sounds in their language and begin to deliberately manipulate their language.

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The language that a person is able to produce, as in speaking or writing. -

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refers to knowledge about sound-symbol relations in a language

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A phoneme is the smallest linguistic unit of sound, which is combined with other phonemes to form words. Phonemes consist of sounds that are considered to be a single perceptual unit by a listener.

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Morphemes that are used alone as a word

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Represents a way something in a language said.

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The rules or grammar in a language system that prescribes how words are combined to create sentences or meaningful phrases

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Knowledge of word structure or how words are composed of one or more meaningful linguistic units

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The smallest unit of meaning in language.

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Morphemes that must be attached to a free morpheme.

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Bound morphemes that may change the way a word is used in an utterance or sentence.

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Bound morphemes that change a word to correspond to syntactic rules (e.g., cat-cats; Mary-Mary's hat; walk-walked)

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Instances where a speaker assumes that a word follows a specific regular pattern or rule when it does not.

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This refers to the specific ways of using language differently in different settings. For example, face-to-face conversations, classroom discourse, telephone conversations, classroom discourse, jokes, etc.

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Children also acquire knowledge of how language is used in relation to one's gender.

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or usage level; the "know-how" of being able to use language in communicative contexts

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At this level a child consciously manipulates phonological,semantic, syntactic, morphemic, and pragmatic knowledge to form the desired message.

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The rule system that underlies all human languages

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Abstract cognitive structures stored in human memory to represent events, concepts, or relationships (schema is the singular form)

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An inborn mechanism described by Chomsky as aiding language development

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The second stage of cognitive development identified by Piaget that usually begins at about age 2 and extends to about 7 years of age; children in this stage begin to represent the world symbolically through words, images, and drawings.

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Involves the production of speech that approximates the speech of another person; may occur as a result of direct modeling or delayed modeling

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Language Acquisition Support System (LASS)

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Language Acquisition Support System (LASS)

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Ways in which an environment supports children's language exploration.

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The impairment of speech production resulting from damage to the lower area of the left frontal lobe of the cerebrum, referred to as Broca's area

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The difference between what a child can accomplish alone and what she can accomplish with an adult's mediation or assistance

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What a child accomplishes independently

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General loss of language due to brain damage.

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Words that are phoenemically similar but that have no semantic relation to what appears to be the message communicated may be substituted.

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A circular or cycle-like sharing and exchanging of the roles of speaker and listener. (Characterizing all patterns of interaction)

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When two people attend to the same stimulus (event or object)

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The specific language structures and discourse patterns that adults use with young children to increase their comprehension and participation in communication; also called baby talk or motherese

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Refers to a supportive manner in which adults or older children interact with young children in a dialogue.

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The interaction pattern in which an adult verbally describes the object or action in a level of detail appropriate to the developmental level of the child.

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An interaction pattern used by an adult to "fill out" what a child says; modeling of more complex syntax, morphology, semantics, and correct pronunciation

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Is another aspect of linguistic scaffolding. It's is used to "fill out" what a child says. See definition for expansion.

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Adult is aware they are scaffolding the interaction for a child

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An interaction pattern in which an adult focuses on simplifying the learnering stimulus or tasks to facilitate the language interactions with, and comprehension by, a child.

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The field of research that has focused on the study of "language in the brain"

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An awareness that an object continues to exist even when it is out of sight.

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The pitch, loudness, tempo, and rhythm of speech

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Vocalizations that come from the infant's physical state (cries, coughs, hiccups)

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Limited English Proficiency

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Infant vocalizations that are not initiated as a result of a physical reflex; nonreflexive vocalizations include cooing and babbling

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Extended vowel sounds, such as ooo, ahh, eee, aaa, often made in relative isolation of each other, usually beginning when an infant is 6 to 8 weeks old.

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An infant's spontaneous vocalizations that show a wide range of consonants and vowels, a range of articulation aspects (Ex. Nasal quality) and day-to-day variations

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The production of consonant-vowel sounds of varying intonation, usually involving reduplicated sounds such as ba-ba-ba-ba, the develops when a child is between 4 and 6 months old.

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Type of babbling that appears to echo the rhythm and phonation of adult speech in a child's environment, developing when an infant is about 8-10 months old; also referred to as jargon or intonated babble

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Type of babbling that may sound as if the infant is carrying on a conversation with someone

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Babbling that is expressed with marked variations in intonation; also termed echolalic babbling or jargon.

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Occurs when children are encouraged to produce and repeat the sounds that are appropriate and necessary for their home language

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The gradual acquisition of knowledge about reading and writing through informal interactions with written language.

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Connects the middle ear with the throat

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Refers to inflammation of the middle ear.

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The gradual process in which a concept label becomes comprehended without the actual referent being present.

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"Firsthand" experiences that contribute to the development of conceptual and semantic knowledge.

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An object or idea represented by a word.

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The process by which a specific oral or written symbol becomes associated with a referent through interaction between the addressor, addressee, referent, and symbolic medium.

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Early invented or individualized "words", also known iniomorphs.

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In this state of language development, one word is used to convey a whole thought and is accompanied by distinct intonation, stress, pitch, and/or vocal rhythm

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When a child learns the label for a cocncept or entity quickly, with only few exposures and without specific enforcement.

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The child's use of two or three content words in an utterance, with no function words, such as conjunctions, articles, prepositions, and inflections.

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Consistent actions used by a child in referring to events or objects.

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Symbols gestures unique to individual home environments.

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A conscious awareness of distinction speech sounds

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The process in which a current cognitive structure or schema is changed to incorporate a new concept.

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The process of incorporating a new concept into an existing conceptual scheme

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A unit that measures the length and complexity of an utterance by counting the number of words and the number of grammatical markings.

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Instances where a speaker assumes that a word follows a specific regular pattern or rule when it does not

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Extended speech to a listener without conversational turn taking.

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Questions used to explain or elucidate something previously said.

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Questions used to determine a child's knowledge or awareness of a concept or action.

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Questions used to elicit information that the questioner does not know.

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A type of questioning that focuses on things or events that are not present in the immediate context

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The amount of time between the end of a teachers question and expected student responses; may also be referred to as think time

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Involves a series of questions designed to incorporate prior comments or questions from a child; the questions in the series build on each other and engage a child's thinking and oral responses

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An interaction pattern in which an adult focuses on simplifying the learning stimulus or task to facilitate the language interaction with, and comprehension by,

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The use of language dialogue to resolve disagreements.

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A form of literature

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Explicit attention to print during read aloud time.

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a person fluent in two languages

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speaking only one language.

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using several languages

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Dual Language Learners (DLL)=
English as Second Language (ESL)

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Fluent English Proficiency

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L1

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L2

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Basic Interpersonal Communication Skills