Category: Language Development

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What are Suprasegmentals?

These are also known as prosody and can function linguistically to alter the meaning of a word or a phrase. They can also function as a paralinguistic to adjust or strengthen what the spoken information is trying to imply. This could be by expressing emotion. Some suprasegmentals are stress, rhythm, pitch, loudness, duration, and intonation. Often, suprasegmentals are considered the “musical” facets of speech.

Suprasegmentals play a crucial role in indicating all types of meanings, especially speakers’ stances or attitudes regarding what they’re saying or the individual they’re saying it to. They also show how one utterance is related to another (such as a disjunction or a continuation).

The principal parts of suprasegmental information include the pitch of sounds, loudness (or amplitude), and length. Sound can have a lower or higher pitch based on whether the sound waves vibrate at a lower or higher frequency. In some languages, pitch information is used to indicate changes in word meaning. When a language utilizes pitch this way, the pitch information is called tone.

Perhaps Mandarin is the best-known tone language, which has five different tones (or four tones, along with a fifth – the neutral tone). For instance, the words 妈 (mā) that means mom, 马 (mǎ) that refers to a horse, 麻 (má) that stands for flax or hemp, 骂 (mà) that means to abuse or scold verbally, and 吗 (ma) that indicates a question particle -all look like they sound the same. But what differentiates one from the other in terms of meaning is the tone. 

Some languages can use pitch differently, where the word’s meaning isn’t changed. Instead, it’s used to indicate information at the conversational level, or to act as a pointer of a speaker’s attitude or emotion. When the pitch is used this way, it’s known as intonation instead of tone. Here are some examples:

  •         Jack got an A in Chemistry!
  •         Jack got an A in Chemistry.
  •         Jack? Got an A? In Chemistry?
  •         Jack got an A in Chemistry?

Though all these sentences consist of the same words (and even the same fragments), the speaker can convey something different by varying the intonation. A thing worth noticing here is the use of punctuation in writing, which can offer some clues about a sentence’s prosody.

Loudness also contributes to the words’ stress patterns. For example, the words music, happy, sweater, etc., have primary stress on the first syllable, while the words around, beside, and descend are stressed on the second syllable.

The length of sounds is another element of suprasegmentals. It can change due to a predictable articulatory process or indicate (like intonation) discourse-level information about an utterance. An example is the difference between how easy is uttered in these two sentences:

  •         The exam was easy.
  •         The exam was eeeeeaaasyyyyyyyy.

Another example is how these words are said: bead vs. beat. The vowel sound in both is the high front tense vowel. However, it’s a little longer in bead. It’s a predictable procedure in English where vowels get longer when the coda of the syllable has a voiced sound in it.

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Phonological System: Everything You Need to Know

This is the design of distinct sounds in language which explains how the several sounds come together to form words, as well as the consequence of pitch, stress, and juncture on the particular language in question. In other words, it’s a system that works with how sounds function in a particular language. This means a phonological system determines which are the phonemes of a specific language. Thus, such a system can be called the group of phonemes of a specific language.

For students, phonological awareness is crucial for spelling and reading any alphabetic writing system. According to research, problems related to phoneme awareness and other phonological proficiencies indicate poor reading and spelling development.

An important element in a phonological system is the group of sound distinctions (or “phonemic” oppositions) that native speakers use to convey differences of meaning. Though several sound differences are adequately perceptible to non-natives, native speakers may often consider them irrelevant variations triggered by the speaker’s voice or reasons that may affect it (for instance, as merely “phonetic” differences) and don’t use them to differentiate between meanings. An example could be the difference between “q” and “ch,” which is phonemic in Chinese, but not in Spanish or English.

The phonotactic rules of a language play decisive roles with respect to the combinations of phonemes that yield possible syllables. For instance, in Chinese, /p’/, /p/, /k’/, /l/ /t’/, etc., can’t be the final syllable, whereas /n/, /ng/, /r/ can. However, /ng/ can’t initiate a syllable, though most consonants can. Again, syllable-initial groups, such as /str/, /tr/, etc., are possible in English, but not in Chinese.

Tone melodies (intonation) in a phonological system play a crucial role. In case an individual is a trained musician or phonetician, he can find out the musical intervals between syllables and even the amplitude of the oscillations. In tonal languages like Chinese, intrasyllabic tone oscillations, which are phonemic, determine the differences of meaning (say, shi4/shi2, etc).

Some languages also use stress and tone to express differences in meaning. For example, the same sentence can have different meanings depending on which word is stressed. A sentence to consider could be:

John didn’t say Jack stole the money.

When the second word (didn’t) is stressed, it emphasizes that though the listener thinks John blamed Jack as the person who stole the money, he actually didn’t say it.

Again, if the word stole is stressed, it could mean that perhaps Jack borrowed the money and didn’t steal it.

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Listening Vocabulary: Everything You Need to Know

This is a ground of words that can be comprehended through verbal language. In other words, listening vocabulary consists of the words students need to know to understand what they hear. Learning new words is a continuous process. Usually, by the time people reach adulthood, roughly fifty thousand words are recognized and understood by them. Though deaf students aren’t exposed to a listening vocabulary, they can use signing models at school or home for exposure to a “visual” listening vocabulary. However, the amount of words modeled is significantly lesser than the incidental listening vocabulary of students who can hear.

Typically, students vent their frustration with vocabulary difficulties in various ways. While some may feel they fail to understand most of what they are listening to, others may tend to use the same words repeatedly when responding to what they hear. Problems with listening vocabulary will make their interest in the language dwindle, which could decrease the effort they would have otherwise put in to read, write, listen to, and learn new words.

In a classroom with difficulties in listening vocabulary, a teacher could notice how students question several words in a grade-appropriate text, fail to make connections between words in different sections of the text, or just can’t find suitable words to describe or respond to something.

Teachers can use different strategies to teach and enhance the listening vocabulary of their students. First, they can use word games and exercises that target different sets of words. Some could focus on basic or familiar vocabulary relating to everyday life, places, time, dates, work and leisure, and common activities. Others may involve a speech, monologue, and conversation between two or among a group of people. Each of these drills and games presents different vocabulary groups, starting from the frequently used and subject-specific ones to those not commonly used.

Second, they can help students accept a new word or expression and remember it the next time they hear it. Typically, students need something to tie such new words or expressions to remember them. Teachers can help them with it by providing them a context. For instance, they can encourage students to notice clues to the meaning in the context of listening to the “text.” Getting them to perform an action or showing them pictures to help them remember that specific action or image, and thus, the word or expression linked to it when they hear it again later is another great way to boost listening vocabulary.

Third, teachers can encourage students to look up unknown words (and even find their synonyms or antonyms) to help improve listening vocabulary and comprehension.

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Telegraphic Stage: Everything You Need to Know

This is a step in the development of the oral parts of a language in which two separate words are used to express one idea. Children begin using telegraphic speech between the age of 16 and 18 months. However, when it comes to putting two-word phrases together, children who’re a bit older – typically between 18 and 24 months, are commonly found to do it. 

Their sentences usually consist of main content words like verbs and nouns and lack grammatical morphemes and function words, such as tense morphemes (e.g., -ed, -ing, -s), articles (e.g., a, the), prepositions (e.g., on, in), and modals or auxiliaries (e.g., are, is, can). Since such speech that omits specific words and grammatical morphemes bear a resemblance to what’s typically observed in a brief telegram, it’s called telegraphic speech.

Telegraphic speech is considered one of the primary steps of language development. It helps children communicate their feelings and thoughts, thus avoiding frustration. By using telegraphic speech, children can also experiment with sentence structure and share their experiences. When children begin sharing their world with words like ‘daddy sit,’ ‘big doggie,’ or ‘fix it,’ parents should encourage the little ones to speak more and exercise patience. 

They should display their interest in listening to what the little ones have to say and wait without speaking because their children might have something they want to say or add to what they have already said. However, when they speak, parents shouldn’t use telegraphic speech. Instead, they should opt for the correct language models and use appropriate syntax, grammar, rhythm, and stress cues. Doing this will help children develop their language skills. For instance, when Jack’s parents say, “Jack is reading the book,” they convey more information to their child than merely uttering “Read book.”

Another way to encourage telegraphic speech is the use of gestures. Usually, children start using gestures before they speak words and then use a mixture of gestures and words. Thus, gestures can be considered the stepping stones to increasingly difficult linguistic constructions. For instance, when a parent raises his fingers to his mouth and says, “I’m eating a cookie,” he’s giving his child both an auditory and visual cue.

Getting the little ones involved in fun activities is yet another effective way of encouraging telegraphic speech. For instance, while sorting the laundry, parents can hold up individual items and prod the child to say what they’re holding and who it belongs to, like ‘daddy’s shirt.’

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Emergent Writers: Everything You Need to Know

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These are learners who recently started learning to write. Usually, these are kids who are still in the experimental writing stage. They would typically scribble a lot in the process of conveying a message. Kids as young as two years old begin to mimic the act of writing by creating symbolic markings and drawings that represent their ideas and thoughts. This is the starting of a series of stages that kids progress through as they learn to write.

Emergent writers discover different methods to send written messages. Here’re some writing samples that can be commonly seen in a kindergarten classroom.

Drawing and imitative writing: In this kind of early writing, kids write a message or share ideas through imitative writing and drawings. Random letters and scribbling are often seen as an imitation of grown-up writing.

Copying words: The kids copy words from handy resources such as word walls, books, and posters. The writer might or might not know the meaning of the words.

Strings of letters and drawing: The kids write with random letters but have a certain message to convey. The letters often don’t have any relationship to conventional spelling or sounds.

Early phonetic writing: The kids write connected letters (mainly consonants) to represent words. Sometimes, the letter’s sound is used for a word.

Phonetic writing: The kids write words using letters to represent every sound that’s heard. Vowels and consonants are used. Kids might also use some punctuation.

Conventional phonetic writing: The kids increasingly write with conventional structures and spellings. Letters’ formation is also more conventional.

Teachers can utilize the following strategies to foster the growth of emergent writers.

Practicing name writing: Name writing increases kids’ procedural and conceptual knowledge. Names are meaningful to kids, and preschoolers typically remain interested in learning to write their names’ letters, particularly the first letter. Proficiency in name writing also provides a foundation for other literacy skills and knowledge.

Learning from teacher modeling: Kids benefit from instructors modeling writing and from the opportunities to interact with other students on writing projects. Instructors can think aloud about composing a message, connect writing to kids’ topics of interest, and explain how to decide what to write.

Writing throughout the day: Preschoolers like experimenting with the writing process. Emergent writing processes can have spontaneous writing during teacher-guided and center time writing activities. Writing can become a vital component of every learning center, especially if instructors strategically place different writing materials throughout the classroom and provide special guidance on utilizing them.

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The Language of Choice and Support

To maintain a healthy relationship, both parties must be willing to communicate and make choices in their best interest. However, sometimes communication can be difficult, especially when one party feels like they are not in control. Nevertheless, the language of choice and support can be an effective way to communicate with your partner.

The language of choice and support refers to the words and actions used to show that you are willing and able to communicate and make choices that are in your partner’s best interest. This language should be respectful and supportive when you feel frustrated or powerless.

One important aspect of the language of choice and support is that you should be honest. If you do not feel like you can communicate or make a choice, it is important to be upfront and let your partner know what you are feeling. This will help them understand your position and enable them to provide the support you need.

The language of choice and support can be helpful tools when communicating with your partner. It is important, to be honest and respectful and to use language when you are feeling frustrated or powerless.

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A Strategy for Giving Corrective Feedback to ELLs

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English language learners (ELLs) face unique challenges when acquiring a language and adapting to a new culture. Teachers play a crucial role in supporting their language development and helping them overcome these challenges. One important aspect of this support is providing corrective feedback, which can help ELLs improve their language skills and boost their confidence. However, giving corrective feedback to ELLs is not always straightforward and requires a different approach than with native speakers. The following are some strategies that teachers can use to provide effective corrective feedback to ELLs:

• Be mindful of the language level: ELLs are at different stages of language development and have varying proficiency levels. When giving feedback, teachers should consider the student’s language level and adjust the level of complexity of their feedback accordingly. The simple, clear, concise language will be more effective and easier for ELLs to understand.

• Focus on the positive: ELLs are often intimidated by the prospect of making mistakes and can be discouraged by negative feedback. Teachers can help build their confidence by highlighting their strengths and pointing out what they are doing well. This positive reinforcement can help ELLs feel more motivated and engaged in learning.

• Use visual aids: Visual aids can be very helpful for ELLs as they can provide a clear and concise representation of the language and help them understand the feedback more effectively. Examples of visual aids include diagrams, charts, and images.

• Provide specific and actionable feedback: General comments like “improve your grammar” are not helpful for ELLs. Instead, teachers should provide specific and actionable feedback that identifies errors and suggestions for improvement. For example, “you should use the past tense when talking about things that happened in the past” or “try to use more complex vocabulary to express your ideas.”

• Encourage practice and self-reflection: ELLs need opportunities to practice and apply the feedback they receive. Teachers can encourage self-reflection by having students review their work and identify improvement areas. They can also provide opportunities for students to practice using the language, such as through writing assignments, oral presentations, or class discussions.

• Create a supportive and non-threatening environment: ELLs need to feel safe and supported to take risks and learn from their mistakes. Teachers can create a supportive environment by being patient, empathetic, and encouraging. They should also avoid criticizing or shaming students for their mistakes and provide constructive feedback on growth and improvement.

Providing effective corrective feedback to ELLs is important in supporting their language development. Teachers who follow these strategies can help ELLs build their confidence, improve their language skills, and become successful learners. By creating a supportive and non-threatening environment, teachers can provide the guidance and support that ELLs need to succeed in their language learning journey.

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17 Ways to Support Students Who Talk Incoherently

Are you looking for ways to support students who talk incoherently? If so, keep reading.

1. If the learner is speaking too rapidly, remind them to slow down. Be sure to give them full attention so they will not feel a need to hurry or compete with others for attention.

2. Draft an agreement with the learner stipulating what behavior is required (e.g., using finished statements or thoughts when speaking) and which reinforcement will be implemented when the agreement has been met.

3. Get the learner to role-play several situations in which speaking well is essential (e.g., during a job interview).

4. Create a list of the attributes that are likely to help a person become an excellent speaker (e.g., takes their time, thinks of what to say before starting, etc.).

5. Develop simple oral reading passages in written form in which phrases are separated by large spaces (indicating “pause”). Get the learner to practice reading the passages aloud.

6. Teach the learner appropriate ways to express displeasure, anger, frustration, etc.

7. Get the learner to keep a list of times and/or situations when they are nervous, anxious, etc., and have more trouble with speech than usual. Help the learner find ways to feel more successful in those situations.

8. On occasions where the learner fails to use complete thoughts (e.g., says, “ball,” and points) elaborate on what they said, (e.g., “So you want to play with the ball?”). This gives a model for more finished statements and thoughts.

9. Get the learner to read simple passages and record them. Get them to listen and underline words or phrases that were omitted, added, substituted, or rearranged.

10. Praise the learner for using finished statements or thoughts when speaking: (a) give the learner a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).

11. Record a spontaneous monologue given by the learner. Transcribe the learner’s speech from the recording and have the learner listen to what they said. Get the learner to correct errors and practice speaking in more finished statements or thoughts.

12. Create a list of the most common unfinished statements or thoughts the learner uses. Spend time with the learner practicing how to make these statements or thoughts complete.

13. Minimize the emphasis on competition. Competitive learning activities may increase the learner’s anxiety and lessen the learner’s capacity and ability to finish statements or thoughts.

14. Consider using a classroom management app. Click here to view a list of apps that we recommend.

15. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

16. Consider using Alexa to help the student learn to behave appropriately. Click here to read an article that we wrote on the subject.

17. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

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Receptive Language: Everything You Need to Know

This refers to the skill of assimilating information that is being transmitted. This is one of the first abilities children receive, and it even comes before expressive language. The inability to do this can seriously affect a student’s education. It involves gaining meaning and information from routines, visual information within the environment, sounds and words, written information, and concepts like sizes, shapes, colors, etc.

Receptive language is crucial in order to communicate successfully. Kids who’ve receptive language difficulties might find it challenging to follow instructions within the educational setting or at home and might not respond properly to requests and questions. Within the educational setting, difficulties in understanding lead to listening and attention difficulties and/or behavioral issues. As most activities require a sufficient understanding of language, it can also make it difficult for kids to access the curriculum or engage in the academic tasks or activities needed for their year level of school.

The building blocks essential to develop receptive language include:

Pre-language skills: The ways in which people communicate without utilizing words and include things such as facial expressions, gestures, eye contact, joint attention, and imitation.

Attention and concentration: Sustained effort, carrying out activities without distraction, and being able to maintain the effort long enough to complete the task.

Play skills: Voluntary engagement in activities that are generally associated with enjoyment and pleasure where the activities might be, but aren’t necessarily, goal-oriented.

Social skills: Ascertained by a person’s ability to engage in reciprocal interaction with other people (either non-verbally or verbally) and follow and recognize social norms.

A kid who has problems with receptive language may exhibit the following symptoms:

·         Having difficulty listening and attending to language

·         Not following instructions that kids of the same age will be able to follow

·         Not paying attention within group times

·         Giving unusual answers to questions

·         Responding to questions by repeating what the other person says rather than giving an answer

If left untreated, difficulties with receptive language may lead kids to develop other difficulties. These may associate with the following:

·         Completing academic tasks, tests, and exams

·         Developing reading and writing skills

·         Giving and following directions to find new or unfamiliar places

If a kid has difficulties with receptive language, it’s recommended to consult a speech therapist. If there’re multiple areas of concern, both speech therapy and occupational therapy might well be recommended to address the areas of concern.

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Expressive Language: Everything You Need to Know

This refers to the skill of using vocabulary and other tools of language to communicate effectively. It is a perfect blend of communication skills, literacy, and social skills. Expressive language is the ability to put thoughts into sentences and words in a way that’s grammatically correct and makes sense. Kids that have difficulty communicating their wants and needs might have an expressive language disorder or expressive language difficulties. For instance, kids might have expressive language difficulties if they’re unable to tell their parents when they’re hungry or when they need to use the bathroom.

Kids who’ve difficulty producing language might struggle with the following:

·         Using gestures

·         Asking questions

·         Naming objects

·         Making comments

·         Using facial expressions

·         Semantics

·         Syntax

·         Morphology (forms of words)

Expressive language disorder happens in all settings – at work, at school, and anywhere else individuals interact. People with expressive language disorders may need additional time to take a turn in a conversation or answer questions. These challenges may make it difficult to connect with people, form relationships, and make friends.

Expressive language disorders are generally developmental, and signs become visible in early childhood. But children don’t outgrow these disorders. The signs continue through adulthood. For instance, both adults and children with expressive language disorders may say “um” and “uh” many times when searching for what to ask or how to answer. Many individuals with the disorder avoid talking altogether. They may worry or find it too frustrating that others will judge them. They might choose not to interact or socialize with colleagues or classmates. Therefore, they can come across as withdrawn or distant.

There’s no single cause of expressive language disorder. Genetics might play a role because language difficulties often run in families. Sometimes, trouble with expressive language is related to autism. It can also result from issues in birth and pregnancy and brain illness or injury.

Speech therapy is effective in enhancing expressive language deficits and delays. Expressive language therapy focuses on providing kids with the strategies and tools they need to communicate their ideas, thoughts, and needs to the world. People need to be assessed by a speech-language pathologist to be diagnosed with expressive language disorders. These specialists work in clinics, in schools, and in private practice. Individuals can be diagnosed at any age. But since the disorder is developmental, the symptoms can show up at a very young age. The earlier this condition is identified, the sooner children can receive help to improve their language skills.