6. Language development
Language development is characterised by predictable patterns and by individual learning and rates of development. All infants undergo a general pattern of language development regardless of the language they will eventually speak.
Early on they rely on nonverbal cues but gradually, at their own pace, they start to express themselves verbally.
A language-rich environment is one where children are able to practise their skills through appropriate role modelling, repetition and support for experimentation.
If young students in your care are learning a second language they may often mix languages and need to spend time consolidating their understanding of both languages before they are able to switch readily between the two.
Delays in language development must be identified as early as possible so intervention and enrichment may be started as soon as possible.
Language terms
There are a range of key language terms to assist you to understand language development.
- Expressive language – language being expressed by a student that involves learning to speak and using language; examples of expressive language include explaining how the child feels or telling you about an object or interest.
- Non verbal skills – these are forms of communication that include gestures and facial expressions; children communicate nonverbally in a variety of ways; for example crying, sulking, smiling.
- Receptive language – this is language received by a listener and it involves listening and understanding examples of receptive language include listening to instructions, stories and directions.
Stages of language development
The following information presents stages of language development across five chronological bands.
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Infancy (Birth - 2 years) |
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Early Childhood (2 - 6 years) |
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Middle Childhood (6 - 10 years) |
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Early Adolescence (10 - 14 years) |
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Late Adolescence (14 - 18 years) |
You can support the students in your care by role modelling. Use clear language, extending to new words in a context the student can understand and learn. Strike up a conversation where the student can talk extensively on a topic that they are interested in. Encourage them to research and come back to you with what they have found.
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Activity 6.1 Discuss a classroom for a specific age group of children. What has the teacher included in the classroom that would be helpful to the cognitive development of this specific group. |
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Activity 6.2 Draw up a chart to go on the classroom wall of responsibilities that the students are accountable for. Think carefully about the year level that you are targeting. (Clearly state that on your chart) |