assessment 2

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Charles Sturt University *

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302

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Linguistics

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Jan 9, 2024

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docx

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Uploaded by BrigadierFieldLoris37

EML302 Assessment Two Name : Olivia Casey Student Number: 11760781 Subject Code & Title : EML302 – Investigation: Literacy Assignment Title : Oral Language Analysis and Newsletter Value : 50% Date Submitted : Actual date you submit the task Actual Word Count (report and newsletter only) : Please document your actual word count (including the newsletter, and excluding: transcriptions, the title page, headings and the reference list). Statement of Authenticity : I declare that the work within this assignment is my own, that it has not been submitted previously and that I acknowledge the ideas of other authors within the paper.

Oral Language Analysis Contextual Information In this Oral Language Analysis, I am writing a report about a child who I will refer to as “Mary” in the toddler room at the centre I work at, who is 2.5 years of age. Mary speaks only English both at home and at school. She attends care 4 days a week and has one older sibling who attends primary school. She has been attending this centre for just under a year. When she started at the centre the educators felt her language was ahead of her peers and they now feel her literacy development has strengthened since attending the service, and her language has also developed since her sibling started school. Her older sibling likes to come home and teach her little sister Mary about the things she learned at school. When at the service Mary enjoys singing and playing with the dolls in the home corner. The two language samples I have included in this assessment include one sample where Mary is interacting during child-initiated play with another child in the toddler room who I will refer to as “Mike”, the second sample is an analysis of an interaction between Mary and myself. Mary is often the last child to be picked up as her parents work late and when I am on the late shift at the center we get to interact one on one with each other. The interaction is Mary talking to me about her favourite things. Language Analysis Using the transcriptions, analyse the child's language and your contributions to the exchange as an educator. In your analysis, refer to elements of your transcription to provide examples and make clear links to readings. Use the following headings to structure your analysis (approx. 400 words for each sub-heading below [that’s 1200 words total for this section]): Development of oral language – Mary’s language is developmentally ahead of others her age and one of her strengths has always been language and communication. When comparing her development to the developmental milestones Mary is reaching and exceeding her milestones. She can say her first name and string sentences together. Has had an “explosion” of vocabulary and uses correct grammar, she says simple sentences and phrases. Looking at her social development she also plays happily with other children. The early years are

formative years for children’s language and children will go through the phases at their own pace. Each child develops at their own pace, as educators we use the developmental milestones as a reference point for the children’s growth and learning. There are 4 components of oral language: Phonological, Syntactic, Semantic, and Pragmatic. “Mary” displays aspects of all these language components throughout the language analysis. The Phonological component is displayed when she uses intonation, rising, and falling of her pitch during conversations to show her emotional undertones including surprise and joy. The use of the syntactic component comes through when “Mary” uses morphology and plurals when talking to myself and her peers. The semantic opponent is used frequently for “Mary” when she uses receptive and expressive vocabulary such as contact words like objects, actions and numbers and function words such as pronouns and prepositions. “Mary” also uses pragmatic language when she participates in social behavioural norms for example taking turns, answering questions and maintaining a topic. – This section should refer to developmental milestones and the components of spoken language. Functions for which the child is using language When an infant is attempting to communicate with others they use a variety of language functions. “Mary” displays many different functions throughout the language analysis. Halliday states 7 categories of language including Instrumental, Regulatory, Interactional, Personal, Heuristic, Imaginative, and Informative. Mary uses regulatory when she tells mine to mix the dirt together. Heuristic functions are also used during our conversation when “Mary” questions the giraffes name. Imaginative language functions are used throughout her dramatic play in language analysis one with her friend “mike” when they pretend to make and serve ice cream. I Interactional language functions are used during “Mary” and my conversation when we talk about her favourite colours. During this conversation “Mary” also displays the use of Personal language functions. Informative language was used when “Mary” is telling me about her favourite colours and that her mummy is picking her up today. – This section should refer to the functions of language as proposed by either Halliday or Tough; and the concept of a language register by comparing the language used within each conversational context.

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Critique of adult participation in the language exchange When adults and infants communicate the adults normally have a specific role in the conversation. Some techniques educators and adults use include repetition, expansion, extensions, vertical structuring, fill-ins, parallel talk and self-talk. During my conversation with “Mary” I tried to use as many of these techniques as I could to encourage her language and continue the conversation. I used repetition when I repeated that there were only two girls left in the centre. I used expansion and extension when I extended upon “Mary’s” sentences and add correct grammar to what she has said and said it back to her. In doing this I was encouraging a deep and meaningful conversation. – This section should refer to specific techniques adopted by the educator that may have enhanced or impeded the child’s use of language. Conclusion The relationships and partnerships between parents and educators are one of the most important things that can impact a child’s development. As educators, we acknowledge that parents are children’s first and most influential exposure to language. As well as parents, their family members can also influence and shape a child’s oral language development. When parents and educators collaborate and respect each other it encourages a child’s development in a positive way. To best support a child's oral, language and overall development, educators and families need to “team up” to maximise experiences and opportunities for children to develop and grow into effective communicators. The importance of parent-educator partnerships Conclude your report with a discussion on the importance of early childhood educator- family partnerships in relation to children’s oral language development (approx. 200 words). References Add a reference list, following APA guidelines (this must commence on a new page).

Newsletter Oral language development Drawing on what you know about the importance of the home environment for enhancing children’s oral language development, design an A4 sized (single page, 150-200 words) newsletter you can give to parents informing them of how they can encourage their child’s oral language development. Be sure to include some practical ideas on how parents can facilitate this.

Appendix: Language Transcript Sample One Field Tenor Mode The children are discussing Ice cream, flavours, and the ice cream shop. Mary, Mike, and Mitch, all children in the Toddler room Casual discussion, during a child-initiated play-based learning Transcription Line 1: Mary “Ice cream! Want ice cream?” Line 2: Mike “Cream! Yum” Line 3: Mary “Mike, want ice cream?” Line 4: Mike “Chocolate? Love chocolate” Line 5: Mary “My mummy likes chocolate, I like pink.” Line 6: Mike “No pink.” Line 7: Mary “Here, Chocolate.” Line 8: Mike “Yes.” “Cream!” Line 9: Mary “Ice Cream, Ice Cream!” Line 10: Mike “Prinkles?” Line 11: Mary “No, I get some.” “Sand or dirt.” Line 12: Mike “Both!” Line 13: Mary “mix gether.” Line 14: Mike “Need spoons.” Line 15: Mary “Got it!” “Need friends to get ice cream.” Line 16: Mike “Itch, Cream?” Line 17: Mitch “Yum, Strawberry?” Line 18: Mary “Here, pink ice cream” Sample Two Fiel d Tenor Mode Mary and I were talking about her being the last child at the Mary and Olivia (educator) Information shared during a casual conversation, child lead interaction

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centre and we also talked about animals, letters and colours Transcription Line 1: Mary “I’m the last one.” Line 2: Olivia (educator) “Yes, you are the last one, everyone else has gone home, it will be your turn soon.” Line 3: Mary “My mummy is picking me up.” “There is two girls. One. Two.” Line 4: Olivia “Yes, two girls and Matthew.” Line 5: Mary “he a boy.” Line 6: Olivia “Yes Daniel is a boy.” Line 7: Mary “Two teachers and one kid.” “And look a giraffe.” Line 8: Olivia “Yes, I bought that giraffe from home today for you and my other friends to play with, do you like it?” Line 9: Mary “Yes, what his name?” Line 10: Olivia “Gerald the giraffe.” Line 11: Mary “Gerald giraffe, G - G start with G.” Line 12: Olivia “Yes! You are so clever, what else starts with G?” Line 13: Mary “G – G -green” Line 14: Olivia “Yes!” Line 15: Mary “Green not my favourite.” Line 16: Olivia “What is your favourite colour?” Line 17: Mary “Purple.” “And orange.” Line 18: Olivia “Orange like your hair, and mine.” Line 19: Mary “Yes, we are the same.”

assessment 2

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