Language is unique. It can be seen or heard, it can be diverse or standard. This has been analysed and researched at great length, because of its importance in human communication. Language plays an important role in everybody’s life from the moment they are born. With particular interest in human’s developmental phases of learning. These are from infancy through to adolescence. This importance can be seen through the many theories that have developed around cognitive development and the many literacy programs and stages devised to assess the child’s growth. In this essay we will gain deeper understanding of how these two topics are intertwined and their individual importance.
The Different Forms of Language
Diverse
Language is diverse. Lyons …show more content…
When language is standard, it is often seen in a formal setting and in academic English. Formal language tends to be systematic, following grammatical patterns. Standard sentence structure follows a grammatical pattern of subject, verb then object (Gee & Hayes, 2011). Within the structure of the sentence is the context in which the language is presented. This plays an important role in determining appropriate discourse and reinforces that language is dynamic and is continually evolving (Grellier & Goerke, 2014). When determining context and appropriate discourse, register becomes relevant. In standard English there are many different types of …show more content…
This can be seen in two distinct ways, who the child most commonly communicates with (family) and the context of the communication (mainly needs-based). Piaget noted that there are four stages of cognitive development. Stage one, at infancy is sensorimotor development. During this stage they start ‘to gain a basic understanding of environment’ (O 'Donnell, et al., 2016). When the infants’ environment is centred around speech according to Fellowes and Oakley ‘infants become attuned to the sound of language’ (2014). M R Jalongo developed her own five phases of development. Stage one in this model is ‘pre-linguistic,’ this is between four weeks to eleven months old. By the end of this stage you can expect that the baby will be babbling, and know a few simple words. The words the infant may know will convey what they want and need, and will sound like speech but may not be actual words (Fellowes & Oakley, 2014). The next stage is ‘linguistic speech’ between one to two years, which is made up of ‘one word utterances.’ This is when the infants vocabulary will start to grow and towards two years of age they will start to talk in ‘telegraphic sentences’ (Fellowes & Oakley,
The Different Forms of Language
Diverse
Language is diverse. Lyons …show more content…
When language is standard, it is often seen in a formal setting and in academic English. Formal language tends to be systematic, following grammatical patterns. Standard sentence structure follows a grammatical pattern of subject, verb then object (Gee & Hayes, 2011). Within the structure of the sentence is the context in which the language is presented. This plays an important role in determining appropriate discourse and reinforces that language is dynamic and is continually evolving (Grellier & Goerke, 2014). When determining context and appropriate discourse, register becomes relevant. In standard English there are many different types of …show more content…
This can be seen in two distinct ways, who the child most commonly communicates with (family) and the context of the communication (mainly needs-based). Piaget noted that there are four stages of cognitive development. Stage one, at infancy is sensorimotor development. During this stage they start ‘to gain a basic understanding of environment’ (O 'Donnell, et al., 2016). When the infants’ environment is centred around speech according to Fellowes and Oakley ‘infants become attuned to the sound of language’ (2014). M R Jalongo developed her own five phases of development. Stage one in this model is ‘pre-linguistic,’ this is between four weeks to eleven months old. By the end of this stage you can expect that the baby will be babbling, and know a few simple words. The words the infant may know will convey what they want and need, and will sound like speech but may not be actual words (Fellowes & Oakley, 2014). The next stage is ‘linguistic speech’ between one to two years, which is made up of ‘one word utterances.’ This is when the infants vocabulary will start to grow and towards two years of age they will start to talk in ‘telegraphic sentences’ (Fellowes & Oakley,