The Presence of Lexical and Functional Categories in the Speech - Assignment Example

 The Presence of Lexical and Functional Categories in the Speech Philosophy of diversity can explain the presence of lexical and functional categories in the speech of Carl at transcript 1. This philosophy encapsulates three key concepts which will serve to make Carl’s environment to be a practical place to learn and to express himself accordingly. These concepts which indeed did make this transcript recording a successful learning environment include the following elements: that fact that promoting inclusivity was important in hearing Carl’s expressions in this transcript; celebrating his cultural diversity; and, watching his mother use caretaker language to make Carl feel comfortable. It is a keystone of any philosophy that the recording atmosphere where the transcripts were taken be a place of inclusiveness—whether Carl would be Black, white, Latino, Asian, Native American, or of mixed race(s) or races not named here, and be of whatever socioeconomic status, religion, national origin, gender, sexual orientation, disability, or cultural affiliation—that Carl might have. An inclusive philosophy dictates that each student should have the same opportunity to be transcribed accurately. This includes being cognizant of striving against favoritism, especially based on gender or race—which might then affect how Carl would be evaluated in terms of his speaking transcripts. Carl should be given a fair chance to succeed by providing him with the language tools he needs to succeed in an environment which has typically favored the dominant culture’s hegemonic social strata. A level playing field is key. Stategies include recording the dialogue with utmost accuracy. It is important that students of various national origins and religions to feel comfortable enough to express themselves within the dynamic of their own backgrounds on tape. Carl demonstrates this especially well. Especially with students who have ESL/ELL/bilinugal/multilingual backgrounds, it should be ensured that the transcripts are accessible to their language capabilities by supporting their learning with extra attention in order to check for understanding so that they have good recordings. Additionally, help should be extended to children like Carl who are just in the developing stages of language learning. It is hoped that one can facilitate a learning environment in the place of recording which fosters language learning for all participants involved in the transcription, regardless of what groups to which they belong. Part of this inclusivity can be achieved with the celebration of diverse learners’ backgrounds. Allowing students to use their own method and style of speaking, dialects, and rhetorical devices when expressing themselves should be key when allowing them to be recorded—although an effort will be made to show observers a variety of dialectical, methodical, stylistic, and rhetorical devices used, providing a contrast to their own. This is not to diminish the childrens’ own experiences; rather, it is to provide people from diverse populations the opportunity to be introduced to transcribed recording in its many forms and reinforce the beauty of their own cultural, religious, and especially linguistic, traditions. Ensuring that diversity is captured on the record includes the necessity of allowing for various questions and responses according to childrens’ cultural lenses, viewpoints, and global worldviews. As someone analyzing these transcripts, I cannot make generalizations about the children except to analyze their language patterns and then make sweeping deductions from those recordings. Rather, I must be aware, or become aware of, the unique differences and similarities in childrens’ backgrounds and then make these children feel valued in my analysis were the parents to read my assessments—regardless of that background—in order to make them feel that their children are in a safe learning environment which is as nonjudgmental as humanly possible, in order to promote the analysis of the recordings in a fun and engaging style accounting for those differences and similarities. Additionally, the importance of accurate recordings must be accentuated, because children who learn to appreciate each others’ differences and similarities are more sensitive, polite, and respectful individuals who are model citizens both inside and outside the recording studio—which will help foster learning across disciplines. As the mother plans to utilize caretaker language in order to help her child Carl of whatever background feel at ease as part of the learning process—the parent takes on a role of authority responsible for her child’s affective filter. How much learning the child absorbs depends upon the care with which they are spoken to by the mother. The mother obviously planned to use caretaker language so her child felt like a member of the community within a mini-culture of its own in their own home. Babies navigating this culture within the home will achieve mastery. Inclusivity is the recordings is key. As Norwich and Kelly (2005) state “There are clearly common interests between different groups and individuals at risk of exclusion, that can give some force to the case for a broad inclusivity in education” (pp. 52). Diversity is necessary in education as well. Dietz (2009) states, “The current debate about interculturality, diversity and their repercussions in the educational system broke out in the eighties...” but is still relevant today (pp. 11). Caretaker language is similarly necessary. As is noted by Saracho et. al. (1983), “Caretaker language presents language in a form that can serve as input for the child's language acquisition” (pp. 71). These are all essential elements to language learning in the young child, whom we know by name as Carl. a. Justify your responses by dividing lexical categories into nouns and verbs and explain which functional categories and inflectional elements are missing and/or which ones are optionally produced. Please provide examples. How would you characterise Carl’s speech and at which stage of development is he? Dennis Fischman’s article “Getting It: Multiculturalism and the Politics of Understanding” was mainly concerned with the concept of “getting it,” or understanding another person’s viewpoint from another cultural perspective. This can be applied to education. According to Eddy (1996), “When we find we're just not ‘getting it,’ instead of giving way to frustration, we can ask ourselves: How does the social world look to this person so that what they're doing, saying, or feeling makes sense?” (pp. 36). It is clear from these transcripts that the child does ‘get it,’ but often not till the end of the transcripts. Transcript 1 was rather unimpressive….but the second two transcripts, the boy Carl started using much more complicated sentences and sentence structures. It’s even great that he was able to form some sentences, which were in themselves at times quite complex. b. Compare transcript 1 with transcript 2: What can one observe regarding the development of functional categories in transcript 2 in relation to transcript 1? According to Helena Curtain in Languages and Children: Making the Match, there are four keys to good management of one’s learning environment, and the first step, she says, is, “Maintain a positive environment.” If the learning environment is not a positive place in which to be, the kids will not want to be there and they will not want to learn. Among the keystones of keeping this positive environment are: keeping a positive mission for the recording; maintaining a sense of mission in reading the transcripts; having a sense of humor; keeping one’s cool; motivating children; and having availability and visibility for children who are being recorded (evidenced by the mother’s use of caretaker language). Curtain’s second point for effective learning environment management is, “Establish clear procedures,” which includes establishing rules, establishing a connection between behavior and consequences, and establishing a procedure for classroom routines. Carl’s 2nd transcript was much more advanced even than his first one, which used a lot of short words, basically the word ‘no,’ quite a bit. Other than that, there was not much opportunity for Carl to demonstrate much verbal ability in the 1st transcript. Thus, the 2nd one was a great improvement over the first. c. Again, justify your responses by dividing lexical categories into nouns and verbs. Explain which functional elements are still optionally produced in transcript. Curtain’s (2004) assertion that “the three characteristics of effective [educators] [which are]: [having good learning environment] skills, …teach[ing] for…mastery, and… practic[ing] positive expectations” (pp. 205). The lexical categories which Carl used frequently included a lot of verbs. There were still many functional elements in the transcripts such as nouns, and a lot of negation by way of the usage of the word ‘no.’ This seemed to be a favorite word of Carl’s. In some ways, he was a very fussy child, with not a lot of patience for his doting mother. 2a. Identify functional elements produced at this stage that were not present in the previous transcript. Please provide examples. Carl was using full-fledged sentences at this stage that were not present in the prior transcript. He made sure to use verbs in his sentences, talked about objects, and made some pretty stunning sentences that one could tell were at higher levels of cognition. b. How much variation is there in terms of lexical and functional categories in Carl’s speech in transcripts 1 & 2? Carl had a special gift, something that cannot necessarily be taught. He had the knowledge of language! “If, though, by the conjunction of conditions, someone understands what the Buddha meant, that person doesn't need a teacher. Such a person has a natural awareness superior to anything taught. But unless you're so blessed, study hard, and by means of instruction you'll understand” (Bodhidharma, 2011, pgh. 6). In terms of lexical and functional categories, there were a lot of nouns and negation in Transcript 1, and more verbs using –ed endings in Transcript 2, with some negation. c. Looking at recording 3, what evidence is there that functional categories and inflectional elements related to verbs (the Inflectional Phrase, IP) have been acquired? What types of errors related to verbs does Carl still make? Why do you think this is so? There is evidence that functional categories and inflectional elements related to verbs have been acquired. One can simply tell by reading the transcripts that his verbal abilities significantly improved by the third Transcript. Related to verbs, Carl still does not necessarily add verbs in when he is talking about action words, but describes them with nouns. This is common for Carl’s age group because he is still in the protodeclarative stage, so this is typical for his age and nothing to worry about. BIBLIOGRAPHY Bodhidharma. (2011). Buddhist quotes. Online. Available: . Curtain, H. (2004). Languages and children: making the match. USA: Pearson Education, Inc. Dietz, G. (2009). Multiculturalism, interculturality and diversity in education. Germany: Waxmann Verlag. Eddy, R., Ed. (1996). Reflections on multiculturalism. “Getting It: Multiculturalism and the Politics of Understanding.” USA: Intercultural Press. Norwich, B. & Kelly, N. (2005). Moderate learning difficulties and the future of inclusion. USA: Psychology Press. Saracho, O., et. al. (1983). Understanding the multicultural experience in early childhood education. USA: National Association for the Education of Young Children. Read More