Personal Narrative Myla's Language

My reaction to this activity was that it was much more complex than I anticipated it to be. I had to replay the video multiple times and piece together Myla’s words. It took a combination of con-text clues, lip reading and replaying a several 5 second increments repeatedly to complete the dialogue. In our MLU example packets, there were lines of “indistinguishable dialogue” and I felt like that happened more often than just a few lines for me when I was playing the video. I learned that patience is a virtue. There are times in the dialogue where Myla had long pauses to gather her thoughts and she used buffer words like “and” and “uhm”. To guide her in the conversion, it was helpful when Mari either reiterated her question or answer or asked her another question. I also learned that not only do children learn new words, but they also make up their own words. Also, for children to continue talking, it is helpful at the receiver end to either say “yeah” and ask a new question, or reiterate what the child said which prompts them to still be en-gaged. What surprised me was how talkative Myla was this time around. Mari sent me a video prior to this one and Myla did not speak even though Mari was asking …show more content…
Once a child has a thought in place, they run with it and continue to talk until they have talked about all their ideas and thoughts. Since they speak at a fast pace, they are also more likely to get side tracked and beginning a new topic within the conversation. As a teacher, it is my job to either reel the original back into play and continue with the change of topic at a later time. Also with this assignment, I am able to calculate the MLU of students who have a speech impediment or any ELL to help better assist them in their