Language Development: From Theory to Practice

by Pence Turnbull, Khara L.; Justice, Laura M.

• ISBN13: 9780131708136
• ISBN10: 0131708139
• Edition: 1st
• Format: Paperback
• Copyright: 2008-01-01
• Publisher: Prentice Hall

Summary

An introductory language development text needs to provide a comprehensive overview of the field, but it also needs to engage and excite the reader. Language Development from Theory to Practice by Khara L. Pence and Laura M. Justice exceeds these criteria and provides readers with a theoretical and scientific foundation for the study of language development while also making the material relevant to current and future experiences in clinical, educational, and research settings.

Table of Contents

Language Development: An Introduction	p. 2
Focus Questions	p. 2
What is Language?	p. 4
Language Defined	p. 4
Language as a Module of Human Cognition	p. 7
How Does Language Relate to Speech, Hearing, and Communication?	p. 8
Speech	p. 8
Hearing	p. 13
Communication	p. 15
What Are the Major Domains of Language?	p. 19
Content, Form, and Use	p. 19
Components of Content, Form, and Use	p. 21
What Are Some Remarkable Features of Language?	p. 24
Acquisition Rate	p. 24
Universality	p. 25
Species Specificity	p. 26
Semanticity	p. 26
Productivity	p. 27
What Are Language Differences and Language Disorders?	p. 28
Language Differences	p. 28
Language Disorders	p. 34
Summary	p. 37
The Science and Theory of Language Development	p. 40
Focus Questions	p. 40
Who Studies Language Development and Why?	p. 41
Basic Research	p. 43
Applied Research	p. 44
What Are Some Major Approaches to Studying Language Development?	p. 46
Approaches to Studying Speech Perception	p. 46
Approaches to Studying Language Production	p. 48
Approaches to Studying Language Comprehension	p. 53
What Are Some Major Language Development Theories?	p. 54
Questions That Should Be Answered by Language Theories	p. 54
Major Language Development Theories	p. 56
How Do Language Development Theories Influence Practice?	p. 66
Linkage of Theory to Practice	p. 66
Instruction in English as a Second Language: Theory and Practice	p. 67
Practices Informed by Language Theories	p. 68
Summary	p. 69
Building Blocks of Language	p. 72
Focus Questions	p. 72
What is Semantic Development?	p. 73
Semantic Building Blocks	p. 74
Influences on Semantic Development	p. 79
What is Morphological Development?	p. 82
Morphological Building Blocks	p. 82
Influences on Morphological Development	p. 84
What is Syntactic Development?	p. 88
Syntactic Building Blocks	p. 88
Influences on Syntactic Development	p. 93
What is Phonological Development?	p. 97
Phonological Building Blocks	p. 97
Influences on Phonological Development	p. 100
What is Pragmatic Development?	p. 101
Pragmatic Building Blocks	p. 101
Influences on Pragmatic Development	p. 106
Summary	p. 107
Neuroanatomy and Neurophysiology of Language	p. 110
Focus Questions	p. 110
What Are Neuroanatomy and Neurophysiology?	p. 111
Terminology	p. 114
Neuroscience Basics	p. 116
What Are the Major Structures and Functions of the Human Brain?	p. 121
Cerebrum	p. 122
Brainstem	p. 128
Cerebellum	p. 128
How Does the Human Brain Process and Produce Language	p. 128
Semantics	p. 129
Syntax and Morphology	p. 131
Phonology	p. 132
Pragmatics	p. 134
What Are Neurophysiological and Neuroanatomical Sensitive Periods?	p. 136
Sensitive Periods Defined	p. 136
Neuroanatomical and Neurophysiological Concepts Related to Sensitive Periods	p. 137
Sensitive Periods and Language Acquisition	p. 139
Summary	p. 143
Infancy: Let the Language Achievements Begin	p. 146
Focus Questions	p. 146
What Major Language Development Milestones Occur in Infancy?	p. 147
Infant Speech Perception	p. 147
Awareness of Actions and Intentions	p. 151
Category Formation	p. 152
Early Vocalizations	p. 155
Additional Milestones	p. 157
What Are Some of the Early Foundations for Language Development?	p. 159
Infant-Directed Speech	p. 159
Joint Reference and Attention	p. 160
Daily Routines of Infancy	p. 165
Caregiver Responsiveness	p. 166
What Major Achievements in Language Content, Form, and Use Characterize Infancy?	p. 167
Language Content	p. 167
Language Form	p. 168
Language Use	p. 168
What Factors Influence Infants' Individual Achievements in Language?	p. 169
Intraindividual Differences	p. 169
Interindividual Differences	p. 170
How Do Researchers and Clinicians Measure Language Development in Infancy?	p. 173
Researchers	p. 173
Clinicians	p. 179
Summary	p. 180
Toddlerhood: Exploring the World and Experimenting with Language	p. 182
Focus Questions	p. 182
What Major Language Development Milestones Occur in Toddlerhood?	p. 183
First Words	p. 183
Gestures	p. 185
What Major Achievements in Language Content, Form, and Use Characterize Toddlerhood?	p. 188
Language Content	p. 189
Language Form	p. 196
Language Use	p. 206
What Factors Influence Toddlers' Individual Achievements in Language?	p. 207
Intraindividual Differences	p. 207
Interindividual Differences	p. 207
How Do Researchers and Clinicians Measure Language Development in Toddlerhood?	p. 209
Researchers	p. 209
Clinicians	p. 213
Summary	p. 217
Preschool: Building Literacy on Language	p. 220
Focus Questions	p. 220
What Major Language Development Milestones Occur in the Preschool Period?	p. 221
Decontextualized Language	p. 221
Emergent Literacy	p. 222
What Major Achievements in Language Content, Form, and Use Characterize the Preschool Period?	p. 226
Language Content	p. 229
Language Form	p. 234
Language Use	p. 236
What Factors Influence Preschoolers' Individual Achievements in Language?	p. 239
Intraindividual Differences	p. 240
Interindividual Differences	p. 241
How Do Researchers and Clinicians Measure Language Development in the Preschool Period?	p. 243
Researchers	p. 243
Clinicians	p. 248
Summary	p. 250
School-Age Years and Beyond: Developing Later Language	p. 252
Focus Questions	p. 252
What Major Language Development Milestones Occur in the School-Age Years and Beyond?	p. 253
Shifting Sources of Language Input	p. 253
Acquisition of Metalinguistic Competence	p. 257
What Major Achievements in Language Content, Form, and Use Characterize the School-Age Years and Beyond?	p. 262
Language Content	p. 262
Language Form	p. 269
Language Use	p. 271
What Factors Influence School-Age Children's, Adolescents', and Adults' Individual Competencies in Language?	p. 275
Gender Differences in Vocabulary Use and Conversational Style	p. 276
Gender Differences in Conversational Pragmatics	p. 277
How Do Researchers and Clinicians Measure Language Development in the School-Age Years and Beyond?	p. 278
Assessment Types	p. 278
Assessment of Language Content	p. 279
Assessment of Language Form	p. 281
Assessment of Language Use	p. 282
Summary	p. 284
Language Diversity	p. 286
Focus Questions	p. 286
What is the Connection Between Language and Culture?	p. 287
The Interrelatedness of Language and Culture	p. 287
Infant-Directed Speech	p. 288
How Do Languages Evolve and Change?	p. 289
Dialects	p. 289
Pidgins	p. 296
Creoles	p. 296
What Are Bilingualism and Second Language Acquisition?	p. 297
Bilingualism	p. 298
Second Language Acquisition	p. 302
What Are Some Prevailing Theories of Second Language Acquisition and Their Implications for Practice?	p. 307
Nurture-Inspired Theories	p. 308
Nature-Inspired Theories	p. 310
Other Theories	p. 312
Summary	p. 313
Language Disorders in Children	p. 314
Focus Questions	p. 314
What is a Language Disorder?	p. 315
Social, Psychological, and Educational Impact	p. 316
Language Disorders and Language Differences	p. 317
The Meaning of Significant	p. 320
Prevalence and Incidence	p. 321
Who Identifies and Treats Children with Language Disorders?	p. 322
Speech-Language Pathologists	p. 322
Psychologists	p. 325
General Educators	p. 326
Special Educators	p. 328
Early Interventionists	p. 329
Audiologists	p. 330
Developmental Pediatricians	p. 330
Otorhinolaryngologists	p. 330
What Are the Major Types of Child Language Disorders?	p. 331
Specific Language Impairment	p. 331
Autism Spectrum Disorder	p. 336
Mental Retardation	p. 339
Traumatic Brain Injury	p. 342
Hearing Loss	p. 343
How Are Child Language Disorders Identified and Treated?	p. 347
Identification of Language Disorders	p. 347
Treatment of Language Disorders	p. 351
Summary	p. 354
Glossary	p. 356
References	p. 371
Name Index	p. 391
Subject Index	p. 397
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