PowerPoint Presentation

							Please
check
  Quick
questions or
quandaries?
            Announcements
1. Reading review due now.
2. Start thinking about/exploring what
   intervention you might like to research for
   this class. Some examples might include:
   functional communication training (FCT),
   milieu techniques, total communication,
   responsive interaction. Please send me an
   e-mail with three interventions that you
   would be interested in researching.
 APA Tip of the Day: Changing
  sentence final punctuation
“The punctuation mark at the end of a
sentence may be changed to fit the syntax”
(APA, 2010, p. 172).

• This means that you can do things like
  getting rid of the final period or question
  mark at the end of a quote without
  indicating this change.
            APA Example
From: The punctuation mark at the end of a
      sentence may be changed to fit the
      syntax.
To: “The punctuation mark at the end of a
     sentence may be changed to fit the
     syntax” (APA, 2010, p. 172).
   Today’s Topic:
Theories of language
 development, cont.
  Ways to contrast approach to
    language development:


Language               Language
is separate           is a subset
from                            of
cognition               cognition
 Ways to contrast approaches to
   language development:


Focus on               Focus on
competence          performance
Focus on Linguistic Competence
“Linguistic theory is concerned primarily with
 an ideal speaker-listener, in a completely
 homogeneous speech-community, who
 knows its language perfectly and in
 unaffected by such grammatically irrelevant
 conditions as memory limitations,
 distractions, shifts of attention and interest,
 and errors… in applying his knowledge of
 the language in actual performance.”
                Chomsky, 1965, Aspects of the theory of syntax, p. 3)
Competence is “the speaker-
hearer’s knowledge of his
language” and performance is
“the actual use of language in
concrete situations.”

          Chomsky, 1965, Aspects of the theory of syntax, p. 4)
“The problem for the linguist, as well as for
 the child learning the language, is to
 determine from the data of performance
 the underlying system of rules that has
 been mastered by the speaker-hearer and
 that he puts into actual performance.
 Hence, in the technical sense, linguistic
 theory is mentalistic, since it is concerned
 with discovering a mental reality
 underlying actual behavior.”
               Chomsky, 1965, Aspects of the theory of syntax, p. 3)
 What’s the “problem” for
 language socialization?




Competence or performance?
(Ochs, 1986, p. 11)
      Small Group Activity:
1. What do you think Ochs (1986)
   meant when she wrote that language
   socialization refers to both
   "socialization through language and
   socialization to language" (p. 2)?
2. How does this relate to individuals
   with intensive communication needs?
                          20 minutes!
   Quick Write
Define language
socialization in your own
terms. How might this
concept relate to your work
with students with intensive
communication needs?
What does it
  mean to
   know a
 language?
         What is Socialization?

•“...an interactional display
 (covert or overt) to a
 novice of expected ways
 of thinking, feeling, and
 acting.”

(Ochs, 1986)
“One critical area of social    Language
                               Socialization
 competence a child must
  acquire is the ability to
 recognize/ interpret what
social event is taking place
and to speak and act in ways
  that are sensitive to the
         context.”             (Ochs, 1986, p. 3)
Social Events???
Attending church
Hanging with my bud….
The Job Interview
Closing the Deal
Family Counseling Session
 Telephone
Conversations
socialization through
      language
         and

socialization to use
     language
“Johnny, Don’t say
Bob, say Dr. Jones”
 Socialization through language:
“…children and other novices in
 society acquire tacit knowledge of
 principles of social order and
 systems of belief (ethnotheories)
 through exposure to and
 participation in language-mediated
 interaction.”

                        (Ochs, 1986, pp. 2-3)
   Socialization through language, cont.
“…grammatical and conversational
 structures…are also culturally organized and
 as such expressive of local conceptions and
 theories about the world. Language use then
 is a major if not the major tool for conveying
 sociocultural knowledge and a powerful
 medium of socialization. In this sense, we…
 suggest that children acquire a world view as
 they acquire a language.”
                              (Ochs, 1986, pp. 2-3)
    The Transactional Model of
   Communication Development
“This perspective emphasizes the
 reciprocal, bidirectional influence of
 the communication environment, the
 responsiveness of communicative
 partners, and the child's own
 developing communicative
 competence…
    Transactional Model, cont.
…For example, this model assumes that
the increasing readability or clarity of the
child's communicative behavior may
influence the parent's style and
frequency of contingent responsiveness
in ways that will further scaffold the
child's developing competence during
the transition to linguistic
communication.”
                   (Wetherby, Warren, & Reichle, 1998, p. 2)
   Another definition…
“Children are viewed as active
 participants who learn to affect the
 behavior and attitudes of others
 through active signaling and who
 gradually learn to use more
 sophisticated and conventional means
 to communicate through caregivers’
 contingent social responsiveness.”
                        (Kublin et al., 1998, p. 286)
                       And…
“The quality and nature of the contexts in
 which interaction occurs are considered
 to have a great influence on the
 successful acquisition of language and
 communicative behavior... development
 can be understood only by analysis of
 the interactive context, not simply by
 focusing solely on the child or the
 caregivers, because successful
 communication involves reciprocity and
 mutual negotiation."       (Kublin et al., 1998, p. 286)
                   The
              Communication
               Environment




The responsiveness               The child’s
of communicative                 developing
partners                      communicative
                                competence
          Think-Pair-Share
• Individually reflect on what we’ve talked
  about so far tonight. What seem to be
  important points? What isn‘t clear? How
  does this perhaps relate to your work with
  individuals with intensive communication
  needs?
• Talk about your thoughts with a partner.
• Share with the group as a whole.
         Today’s Main Points:
1. Children are active participants in their own
   language development.
2. Children develop language within a social
   context -- language is not learned without
   interacting with others.
3. Children learn about the way their society is
   organized and about their culture by learning
   their language.
           Main points, cont.:
4. We speak differently in different contexts, i.e.
   with friends versus during religious
   ceremonies. By learning to speak in different
   situations, we learn about how our culture is
   organized.
5. By participating in cultural events, we learn
   language.
6. Therefore, active participation in meaningful
   communicative interactions is necessary for
   develop language.
       Looking ahead…

Cultural differences in the
development of
communication
•   .




          Please
          take a
        minute for
        the minute
          paper.