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Introduction to Unit 7
Using the power point below, students elicit their initial response to child language acquisition.
PPT-https://docs.google.com/presentation/d/1LCjLo3mHCCyexUsnwWocatkjaJLAkECkZe6PJYrTKSs/edit#slide=id.p
Students watch two expert videos-
1. Baby Talk: How does language
develop in babies?
https://www.youtube.com/watch?v=xE3ssjQizi0
2. Gennie's case- a case study.
Activity: Discuss within your groups and note as many possible answers you could for the following questions.
(Use of these questions is deliberate to develop critical thinking in students thus calling for multiple perspectives).
1. Recall instances from your or a sibling's childhood write as many words you remember.
2. Did anyone tell you what's the first word you ever uttered? What was that word?
3. To what extent is Chomsky's theory applicable in Gennie's case?
4. Can you relate critical period with someone whose language development was delayed? Think of some possible reasons and discuss with your buddy partner in light of the theory.
Those students who do not have google account must sign up to google so that they can actively collaborate on Google docs.
Lastly, students in pairs compose an email for a visit to the Foundation Stage in their school. This visit will help them analyse theories. They must send it to the teacher first so that the best one could be sent across after feedback. In their email students must write briefly about the purpose of their visit and let the recipient know that they intend to visit FS for their upcoming research project. They will have to record videos using their mobile phones or Ipads. If they could also be given some lessons to practice their learning in the fourth week of January.
Overview:
Students develop understanding of key concepts and theories of language acquisition in children. They explore the resources. Power point presentation is Introduction to the topic. Link attached above.
Students also watch two videos as expert talk and multiple perspectives. These videos must follow group discussion among students to exchange their understanding with each other.
Students work collaboratively within their groups and discuss. This activity is set in real life context. Learners are researchers and collaborators.
Learners articulate their learning in groups as they discuss various questions from the activity. They listen to each other’s point of view and share ideas to finalize their answers. Reflection becomes prominent when learners recall instances from the past and draw information from Gennie's case study.
Writing of an email also draws on authentic learning as students use technology and compose an email of request which they later in life will experience as part of business letters.
So students will not only learn about the unit in hand but also study across curricula.
Extra support:
1. I Love English
https://aggslanguage.wordpress.com/
2. The University of Lancaster hosts a
very supportive course on language
and style at:
www.lancs.ac.uk/fass/projects/stylistics/index.html
3. Pattison, J., & Williams, D.
(2014). English Language for
Cambridge International AS & A
Level. Oxford University Press.
5. Language: Crash Course Psychology
#16
https://www.youtube.com/watch?
v=s9shPouRWCs