There is asummary below, each part has to be completed separately. There is an attachment with more details for the assignment.
Application: Language Development Face-to-Face
Observations and Interviews
As you have experienced in your coursework, reading about young children and their development can build knowledge and understanding. However, opportunities to observe children firsthand at different stages of language development will help deepen your learning experience. With regard to such topics as bilingualism and atypical language development, interviewing adults who can share their experiences or expert knowledge can broaden your understanding and sensitivity to the complexity of language learning.
Your Application Assignment for the course is divided into four parts. In preparation, read the following overview of the observations and interviews you will be conducting over the next 5 weeks. Use this week to set up specific dates and times for these experiences to take place.
- Part 1 (Week 2): Observing an Infant or Toddler Interacting with an Important Adult
You will observe a young child in one of the three stages of language development: prelinguistic (using sounds and gestures), phonological (transitioning from sounds to speech), or semantic (learning the meanings of words). Then, you will interview the parent or caregiver about the child’s language development. The goal of this assignment is to observe the child’s means of communication and apply what you have learned about how important adults can foster language development in very young children.
- Part 2 (Week 3): Observing a Preschooler’s Communicative Competence
You will observe a young child 3–5years old using language. The goal of this assignment is to look for evidence of the child’s communicative competence using specific measures, and consider how important adults can foster one or more aspects of the child’s communicative competence.
- Part 3 (Week 4): Interview on Second Language Learning
You will interview an older student or adult who is bilingual about the experience of learning English as a second language; or you will interview a teacher of young English language learners (ELL) or a foreign language teacher about children’s experiences in learning a second language. The goal is to increase your understanding of the experience of learning and using English and another language.
- Part 4 (Week 5): Interview on Developmental Leaps and Lags in Language Learning
You will interview an early childhood teacher or a speech pathologist on the topic of language development to find out more about children whose language is delayed or who have atypical language development; or you will interview the parent of a child with a language delay or atypical language development. The goal is to expand your understanding of developmental differences in language development, or atypical language development caused by a specific condition or communication disorder, and the impact on children and families.