Language Assistance in Childhood Development: Two and a Half Year Old, Logan

I will be preparing a blog/vlog about my nephew Logan. He is a 2 and a half year old very social and interactive toddler. I have taught him new words and phrases up to this point, but I am going to try to get him to incorporate telegraphics and implement the word "no" into his daily vocabulary. I will also focus on getting Logan to stop repeating phrases over and over when he wants something. For example, "chuck-e-cheese now" and making a specific grunt sound after statements. 
Logan also tells mini stories about his day, may it be months ago, days ago, or a week ago. I will count the amount of times he repeats a story(s).  The use of technology Logan uses on a daily basis is staggering. I am going to make sure he "uses his words" versus gestures and one word answers to get his point across by using an adult (family member) to translate his story. 

I am choosing to do this particular study to help parents understand how to help their young kids to learn and use language daily without the help of the parent dis ciphering/translating for them. 

Parents need to encourage toddler age children to use language that can be understood by most people, instead of being specific to their common language environment. Hence, accommodating the child by making language within the household "loose" instead of enforced, should be something parents focus on. Not only will they be able to understand their own child, but if their child needs something, they can effectively communicate with adults and older kids without so much confusion between understanding contextual evidence and gestures toddlers commonly use.

 

My Sources for this Case Study:  (Accompanied with Two Annotated Bibliographies)
Mother's Speech to Children Learning Language

Snow, Catherine E. Child Development, Vol. 43 No. 2 (June, 1972), pp. 549-565. Wiley and Society for Research in Child Development.  McGill University. Web. 22, April 2014.

Catherine E. Snow describes the importance of language acquisition and how it can be assessed in young children, based upon the type of language and the amount of dialogue they hear on a daily basis. The speech children are able to hear is exactly what they are able to learn, similar to the problems "feral child" Genie experienced. Within speech, the stutters, grunts, and also mistakes. Experiments
were performed in order to investigate:
(a) whether the speech of mothers to children just learning to talk differed from the speech of those
same mothers to older children
(b) whether speech-style modifications for
young children depended on the presence of the child with the mother, as
opposed to the mother's mere intention to address a 2-year-old
(c) whether the difficulty of the tasks for the child affected the mother's production of
speech-style modifications
(d) whether non-mothers differed from mothers in their ability to modify their speech for young children.

This research/article seems credible considering the 4 different tracks of studying the mother and child and language use. This article is considered to be slightly outdated since it is from 1972, with studies done in the late 60's. This study was especially helpful because it covered all the bases I was looking for such as : Intonation, incidence of third-person pronouns, and repetitions. The source also provides tables of evidence which is helpful to understand the study as a period over time. The main comparison was between a 2 year old and a 10 year old. The most useful thing I have gathered from the article is to get a 2 year old to want to speak, you have to find a meaningful verb for the child to want to use.  If I were to ever do another child study, I would definitely use this article again to validate my case-study research.

Toddler's Acquisition of Self

Pipp-Siegel, Sandra & Foltz, Carol. "Toddlers' Acquisition of Self/Other Knowledge: Ecological and Interpersonal Aspects of Self and Other". Child Development, Vol. 68, No. 1 (February, 1997), pp. 69-79. Web. 26 April, 2014.

"Toddler's Acquisition of Self" describes a research study that examined in the context  toddlers' of knowing others. The researchers describe, "[T]wo studies were designed to test whether toddlers' self-knowledge was different from their knowledge of others (e.g.,mother and inanimate object) or whether toddlers' knowledge of persons (e.g., self and mother) was different from their knowledge of objects." The concept of "self" is described in the way that a child can see themselves as a part of the world, while on the other hand, an infant cannot grasp the concept of self--they just are. By comparing themselves to objects and people to objects, it is easier to differentiate if the toddler does understand concept of self. The researchers also asked formulated questions such as "are you hungry/thirsty?" Most toddlers passed this area.

I find this study interesting, but almost too specific to use as a relevant source. I disagree with the aspect of the study that considers toddlers between 12-24 months. If I could change this study, I would make the age range from 18 months- 3 years. Language and comprehension is being built especially during the age of two. There were gender comparisons in comprehension studies, but I believe there should be further research in ethnicity/race aspects where language also may have a factor in language comprehension.

Before he was old enough to speak, he demonstrates the ability to understand questions and decode messages.

 

The first funny word I taught Logan was "booty".

Feral Child, Genie

             

Genie is a unique person; she was neglected and abused by her parents, and never taught how to speak. Genie was taken under the wings of numerous linguists, eventually learning new words each week. Studying Genie was an important way to gain further insight into the processes controlling language acquisition skills and linguistic development. Extensive observation of their new-found human subject enabled them to publish many works testing theories any hypotheses identifying critical periods during which humans learn to understand and use language.

If this situation were to happen again, I would suggest the linguists to prepare to study and work along with the "subject" for a longer period of time so funding doesn't run out. Also, since the subject would be from an abandoned household, being left by her favorite people that she has bonded with would be again traumatizing. The most important thing I would incorporate would to NEVER give the child back to the parent that caused this horrible condition and type of life. It is indeed no life for a child to live, with health issues along with not being able to communicate. As the "subject" learns more words and grows up, after learning how to speak for about 20 years or so, I would then try to get more information about her past. The child obviously needs a person or two to bond with in order to progress further and be excited to retain information. Hopefully this does not happen to any child, but with unstable parents as bad as Genie had, it is a sad occurrence. 

Should Programming be Considered a Foreign Language?

I believe language is the communication between people. I believe language was created in order to advance as a society and progress to create a better future. Language is a way people communicate, both verbal and non verbal, using body language and gestures. Language should be a dialogue, with either party having zero control or knowledge about the response of the other. There has to be a message that can be decoded and unraveled. Language also can be written and/or spoken to be considered a language. 

Scholars have had many discussions about whether Programming should be considered a language. I personally as an English Language student do not agree with those that believe it should be considered for a foreign language credit just as Spanish or French are. Language should be person to person, and also be able to be personal and unique. As much as I find Programming interesting and something I have learned a little bit of, it is more in the field of Math and Science if anything. I would even say that you use a different part of your brain when learning and retaining information on how to code. 

I learned something startling in class on Monday. American Sign Language was not allowed to be taken as a foreign language in some areas (at universities). I believe ASL is as unique and similar to learning any other language. ASL is versatile, personal, and fascinating. There is not a universal form of Sign Language, which makes learning it in other languages that much more challenging and intriguing. Sign Language also has a vast community, thus making others want to learn ASL and immerse themselves within the Deaf culture. 

People and Scholars need to stop letting their opinions get in the way of facts and evidence. Programming is not a language, it relies on the native language to operate. American Sign Language is indeed like other languages where it has a culture, community, and can be person to person.

Field Observation of Penny

As a student studying how to be a Linguist, I have since done an experiment with a one and a half year old. In the form of questions and statements, I tried to see how many words Penny would say along with the way on which she would say them. Shy at first, Penny only wanted to eat her Fruit Loops, so I asked her something easy. While holding out 2 different colored Fruit Loops, I asked her which one was blue and she grabbed the blue one which I would consider a success. Penny did not use any words, but the comprehension was indeed there.

She was indeed shy so there was not any babbling, mostly silence and looking around. Penny knows what a lion is, and it is also a yellow and orange figure, so she tends to overgeneralize calling "lion" to things that are the same color. She pronounces "lion" and "guy" flawlessly; most likely because they are short words and possibly her favorite objects in the group of toys she plays with. Penny also makes animal noises to associate with other animals such as a cat, lion, or dinosaur.

Let's preserve the "Baby Talk" language, no oppression!

One of the tough words Penny said almost perfect was alligator. She broke up the word into three different parts and said it slowly. Some of the letters in her phrases fade out at the end, such as "Kitty Cat", it turns into"Kitty Ca". Penny also conveys her knowledge of names of her toys by doing motions such as a monkey scratching under armpits motion, and a lion paw scratching motion.

As Penny became more comfortable with the class of college students, she started using telegraphics, for example, saying "a guy" and "a lion". She learned how to say "Peace Out" and rhino as well, which shows she was making progress towards the end of the 50 minute class period. When working with any toddler age child, there are things that factor into the results you are going to get. For example, if Penny ate breakfast, needs to go potty, the time of day, general mood, types of toys she had available, and the type of people in the audience as well as how they are seated. If she didn't get sick that morning, maybe she would feel better to be more cooperative, and also maybe she isn't on her "a-game" in the morning and the afternoon would be the best time to communicate.   My conclusion of this experiment is overall very good, Penny learned 2 new words/phrases, although she needs assistance with over-generalization and maybe more practice naming her toys to distinguish them that way instead of by color, and even then she would be able to incorporate telegraphics frequently.

Considering my nephew is two and a half, and commonly likes to use grunts and motions to explain what he is trying to convey, I would like to be able to teach him a few words that would be really useful in his daily dialogue. I would even consider getting him to use telegraphics on a common basis instead of him responding with one word at a time.