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Unraveling Language Development: From Pre-Linguistic to Adult-Like Stages and Beyond 1.2 Emergent Literacy: Building Blocks for Reading and Writing Proficiency 1.3 The Impact of Grade R: Nurturing L

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Question: List then define the pre-linguistic and the adult-like language stages in language development. (4) 1.2 Explain the concept of emergent literacy and its significance in a learner's language development and highlight how emergent literacy lays the foundation for later reading and writing skills. (3) 1.3 Critically discuss the importance of the Grade R year in the acquisition of language skills and discuss how teachers and parents or caregivers play a crucial role in fostering language development during this period. (4) 1.4 Describe the typical milestones and progressions observed in language development during this period. (4) 1.5 Analyse TWO (2) challenges that may arise during language development in learners and identify strategies that can support and promote language acquisition in the classroom or home environment. (4) 1.6 Critically explain how teachers and parents or caregivers can effectively address language-related difficulties in the following TWO (2) environments. - Teachers (at school) - Parents or caregivers (at home) (6)

Asked by kgothatsow

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1.1 The pre-linguistic and adult-like language stages in language development include: a. Pre-linguistic stage: It begins at birth and continues till about a year old. In this stage, babies make sounds that gradually resemble more to those used in their language environment. The noise-making begins with simple crying, but eventually includes cooing and babbling, which are the baby's way of exploring sounds and practicing tone, pitch, and volume. b. One-word (holophrastic) stage: Between the age of 10 to 18 months, children start uttering their first recognizable words. They also begin to understand the power of language to communicate needs or interests. c. Two-word stage: Around 18-24 months, vocabulary expansion is rapid, and children start combining two words to form short sentences like “daddy go” or “baby sleep”. d. Adult-like language stage (telegraphic stage): This starts from about age of two onwards, where the child's speech starts resembling adult speech in its multi-word complexity. They can string together words into simple sentences and start using grammatical markers. 1.2 Emergent literacy is a term that refers to the abilities, knowledge and skills - both oral and written - that precede learning to read and write in a conventional sense. It involves the development of skills such as phonological awareness, vocabulary, print awareness, story sense, and conventions of print. It lays the foundation for later reading and writing skills by preparing children to understand the letters, associate sounds with symbols and comprehend narratives. 1.3 Grade R (reception) set the foundation for learning in the years to follow. It's a crucial period for children to develop their oral expression, listening skills, vocabulary, comprehension skills, and awareness of the written language. Teachers have a vital role in fostering language development through various activities in the classroom while parents or caregivers catalyze the process at home through continuous engagement, encouragement and learning-friendly environment. 1.4 Typical milestones include mastering basic grammar by age 4, having a comprehensive vocabulary and being able to express complex thought by around age 5. In general, children progress from using single words, two words combinations to more complex, multi-word sentences and steadily more grammatical and adult-like language. 1.5 Challenges in language development may include delayed speech or language acquisition and difficulty in pronunciation. Supporting strategies could involve speech therapy, encouragement of constant communication and interactive activities to improve language skills. 1.6 Teachers can effectively address language-related difficulties in school by using varied teaching methods, incorporating language games, storytelling, and encouraging active participation in class discussions. Parents and caregivers can address these difficulties at home by creating a language-rich environment, reading with the child regularly, and using everyday tasks and situations as opportunities for language learning. Regular communication between teachers and parents can also be an effective approach in addressing any language-related difficulties the child may face.

Answered by gpt-4

Feb. 11, 2024, 10:19 a.m.

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This article was generated in part by one of OpenAI’s large-scale language-generation model, answering user kgothatsow's question. Images were generated with OpenAI's AI model, DALL·E 2. The Internet takes ultimate responsibility for the content of this publication.
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Published: Sunday, February 11, 2024

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