BOU ASSESSMENT COVER PAGE

STUDENT NUMBER:201708388
SURNAME: Baeletse FIRST NAME/S: Kuda
CAMPUS/REGIONAL CENTRE: Maun
SEMESTER NO:2 year 1

CONTACT NUMBER: 76496593

BOU EMAIL ADDRESS:201708388
PROGRAMME NAME: DIECD
COURSE/MODULE NAME: IT ESSENTIALS
COURSE/MODULE CODE: EITE 612
TUTOR/SUPERVISOR:K. MANGUNDU
DUE DATE:22/04/2024
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SECTION A: STRUCTURED QUESTIONS
1. Elucidate the following terms:
a) Linguistics: Linguistics is the scientific study of language and its structure,
including the analysis of language form, language meaning, and language in context.
It involves the study of phonetics, phonology, morphology, syntax, semantics, and
pragmatics to understand how languages work and how they are used .

b) Phonology: Phonology is a subfield of linguistics that studies the sound patterns of

languages. It focuses on the systematic organization of sounds in languages, including
the phonemes (distinct sound units), phonological rules (patterns governing sound
combinations), and phonological processes (changes in sounds based on linguistic
context) .

c) Psycholinguistics: Psycholinguistics is the interdisciplinary field that studies the

psychological and neurobiological factors that enable humans to acquire, use,
comprehend, and produce language. It explores how language is processed in the
brain, how language development occurs in individuals, and how language disorders
manifest .
2. Describe any single cause of aphasia
Aphasia is a language disorder that affects a person's ability to communicate
effectively. One common cause of aphasia is a stroke, particularly a stroke that affects
the language areas of the brain. When a stroke occurs in the left hemisphere of the
brain (which is typically responsible for language functions in right-handed
individuals), it can damage areas such as Broca's area or Wernicke's area, leading to
aphasia. The damage disrupts the brain's ability to process language, resulting in
difficulties with speaking, understanding, reading, and writing.

3. Describe any three (3) indicators of Broca’s aphasia syndrome.

a) Telegraphic Speech: Individuals with Broca's aphasia often exhibit telegraphic
speech, which is characterized by short, fragmented sentences that lack
grammatical structure. They may speak in a telegraphic manner, using only
essential words to convey their message while omitting function words and
grammatical markers.

b) Agrammatism: Agrammatism refers to the difficulty in producing and

understanding grammatically complex sentences. People with Broca's aphasia may
struggle with using proper grammar, such as omitting articles (e.g., "the," "a"),
prepositions, and verb inflections. Their speech may sound telegraphic and lack
proper sentence structure.

c) Effortful Speech Production: Individuals with Broca's aphasia often experience

effortful speech production. They may struggle to initiate speech, experience
hesitations and pauses during conversation, and exhibit slow and labored speech.
The act of forming words and sentences becomes challenging due to the damage
to the language areas in the brain associated with speech production .

4. Describe any three (3) linguistic behaviours of children at pre-linguistic stage

During the pre-linguistic stage of language development, infants exhibit various
linguistic behaviors that lay the foundation for later language acquisition. Here are
three linguistic behaviors commonly observed in children at the pre-linguistic stage:
 a) Cooing and Babbling: Infants engage in cooing and babbling as early
vocalizations during the pre-linguistic stage. Cooing involves producing
vowel-like sounds, while babbling consists of repetitive consonant-vowel
combinations (e.g., "ba-ba-ba"). These vocalizations help infants practice
using their vocal apparatus and explore different sounds in preparation for
speech.

b) Joint Attention: Joint attention refers to the ability of infants to focus on an

object or event with another person. During the pre-linguistic stage, children
engage in joint attention by following the gaze of caregivers, pointing to
objects of interest, and sharing attention with others. This behavior lays the
groundwork for later language development by establishing communication
and social interaction skills.

c) Gestures and Nonverbal Communication: Infants at the pre-linguistic stage

rely heavily on gestures and nonverbal communication to express their needs,
desires, and emotions. They may use gestures such as pointing, reaching,
waving, and nodding to communicate with caregivers. Nonverbal cues, such
as facial expressions, body language, and eye contact, play a crucial role in
early communication before the onset of verbal language

SECTION B CASE STUDY

1. Which country was Mrs Bhora native to?
Mrs. Bhora was native to Botswana, as mentioned in the case study provided

2. Give any two (2) reasons why language acquisition can be attributed to imitation
a) Social Learning: Imitation plays a crucial role in social learning, especially
during early childhood when children are exposed to language models in their
environment. By imitating the speech sounds, words, and phrases used by
caregivers, children learn to associate specific sounds with meanings and
gradually develop their language skills. Through imitation, children acquire the
pronunciation, intonation, and vocabulary of their native language.

b) Reinforcement and Feedback: When children imitate language models, they

receive reinforcement and feedback from caregivers or peers. Positive
reinforcement, such as praise or encouragement, encourages children to continue
imitating and practicing language skills. Feedback provided by others helps
children refine their pronunciation, grammar, and communication abilities.
Through this process of imitation, reinforcement, and feedback, children
internalize language patterns and structures, leading to the acquisition of
language skills .

3. Explain why adults struggle to master a new language

Cognitive Factors: As individuals age, cognitive abilities such as memory, attention, and
processing speed may decline. Learning a new language requires memory to store
vocabulary and grammar rules, attention to focus on language tasks, and processing speed
to comprehend and produce speech. Adults may find it challenging to retain new
linguistic information and process language quickly and accurately compared to children,
whose cognitive abilities are more flexible and adaptable.

4. Analyze any three (3) ways that a teacher can employ in helping children to develop
speaking skills.
a) Modeling and Imitation: Teachers can model correct pronunciation, intonation,
and speech patterns for children to imitate. By providing clear and accurate
language models, teachers help children learn how to produce sounds and
words correctly. Encouraging students to imitate the teacher's speech and
practice repeating phrases can improve their pronunciation and fluency.
Additionally, teachers can engage children in activities like choral reading,
echo reading, and language drills to reinforce speaking skills through
imitation.

b) Interactive and Communicative Activities: Teachers can create opportunities

for children to engage in interactive and communicative activities that promote
speaking skills. Group discussions, role-plays, storytelling, debates, and
presentations encourage students to express their ideas, opinions, and
experiences orally. By participating in meaningful conversations and
collaborative tasks, children practice using language in real-life contexts,
develop their speaking confidence, and enhance their communication skills.
Teachers can provide prompts, feedback, and scaffolding to support students
in expressing themselves effectively during these activities.

c) Vocabulary and Language Games: Teachers can incorporate vocabulary-

building and language games into their lessons to enhance children's speaking
skills in a fun and engaging way. Word games, such as charades, word
association, vocabulary bingo, and memory matching, help students expand
their vocabulary and practice using new words in context. Language games
like tongue twisters, storytelling dice, and role-playing scenarios encourage
creativity, spontaneity, and fluency in spoken language. By making speaking
practice enjoyable and interactive, teachers motivate children to communicate
actively and develop their speaking abilities .
5. Describe any three (3) ways of enhancing the mastery of semantics among ECD
children
a) Vocabulary Enrichment Activities: Engaging ECD children in vocabulary
enrichment activities can help enhance their mastery of semantics. Teachers can
introduce new words through storytelling, picture books, and word games to
expand children's vocabulary and deepen their understanding of word meanings.
Encouraging children to use context clues, synonyms, and antonyms to infer word
meanings promotes semantic comprehension. Additionally, incorporating hands-
on experiences, such as field trips, science experiments, and art projects, allows
children to connect new vocabulary words to real-world contexts, reinforcing
semantic learning.

b) Semantic Mapping and Concept Development: Teachers can facilitate semantic

mapping activities to help ECD children organize and categorize their knowledge
of words and concepts. Semantic mapping involves visually representing
relationships between words, concepts, and categories through graphic organizers,
semantic webs, or concept maps. By creating semantic connections and exploring
 word relationships, children develop a deeper understanding of semantic networks
and how words relate to each other. Teachers can guide children in identifying
synonyms, antonyms, hypernyms, hyponyms, and associations to expand their
semantic knowledge and foster concept development.

c) Contextual Language Use and Meaning Negotiation: Encouraging ECD children

to engage in meaningful conversations, discussions, and storytelling promotes the
use of language in context and facilitates meaning negotiation. Teachers can
provide opportunities for children to express their thoughts, share experiences, and
communicate ideas using rich and varied language. By discussing stories,
interpreting visuals, and explaining concepts, children learn to apply semantic
knowledge in authentic communication situations. Teachers can support children
in clarifying meanings, resolving misunderstandings, and exploring multiple
interpretations to deepen their understanding of semantics. Creating a language-
rich environment that values diverse perspectives and encourages active
participation enhances children's semantic mastery and fosters language
development .

SECTION C ESSAY
Q1
The Language Acquisition Device (LAD) is a concept introduced by Noam Chomsky to
elucidate how young children possess an inherent capacity for language acquisition.
Numerous researchers have supported this notion, presenting various justifications for the
existence of the LAD in children.

To begin with, Chomsky proposed that children are inherently equipped with a specialized
cognitive mechanism within their brains (Lin, 2022). This mechanism, known as the
Language Acquisition Device, is believed to be innate and specifically tailored for language
learning purposes. It functions to facilitate the seamless acquisition of language and the
comprehension of grammatical structures. The presence of such an inborn device provides a
compelling explanation for the swift and efficient acquisition of language observed in young
children.

Additionally, the Language Acquisition Device (LAD) is believed to encode fundamental

language principles and grammatical structures into the developing brains of children
(Ngalim, 2019). This early encoding of linguistic knowledge plays a pivotal role in
expediting and refining children's language acquisition abilities. By instilling a foundation of
linguistic framework from an early age, the LAD facilitates the learning process and aids
children in comprehending the intricate rules and patterns of language.

Moreover, the concept of the LAD is intricately intertwined with Chomsky's theory of
Universal Grammar, which posits that there exist innate principles common to all languages
(Mozaheb & Naeimi, 2016). As a component of Universal Grammar, the LAD furnishes
children with a set of inherent rules and constraints that govern language acquisition. This
inherent understanding of language universals serves to streamline the learning journey,
elucidating how children effortlessly grasp the complexities of language.

Furthermore, the presence of an intrinsic language acquisition device finds support in

research indicating young children's ability to grasp complex and abstract concepts, which
resonates with the premise of an innate language acquisition mechanism (Jelešković, 2022).
This evidence suggests that children possess an inherent aptitude for language acquisition that
surpasses mere exposure to linguistic stimuli.

In summary, the existence of the Language Acquisition Device in young children can be
substantiated by the innate nature of language acquisition, the encoding of linguistic
principles in the brain, the implications of Universal Grammar, and the recognition of
intricate language concepts during early childhood. Collectively, these rationales bolster the
concept that children are endowed with a specialized cognitive apparatus that facilitates
language acquisition from a tender age.

Q2

Improving phonological development in Early Childhood Development (ECD) children is

vital for their language and literacy progression. Teachers play a pivotal role in nurturing
phonological awareness in these young learners. Here are four effective strategies educators
can employ to bolster phonological development among ECD children:

Cultivate a Language-Enriched Environment

Establishing an environment abundant in language is paramount for fostering phonological
growth in young children ("Create a Rich Language Environment in the Environment of
Early Childhood Development and Improve Children’s Language Expression Ability", 2022).
Teachers can set daily targets encompassing vocabulary, grammar, phonology, and
pragmatics. They can design tailored activities aimed at these objectives and ensure
consistent, meaningful communication between children and adults. By immersing children
in a language-rich atmosphere, teachers provide ample opportunities for them to hone and
refine their phonological skills.

Integrate Phonological Awareness Instruction

Teachers should integrate explicit and systematic phonological awareness instruction into
their teaching methodologies (Phillips et al., 2008). Studies demonstrate that direct teaching
of phonological awareness contributes to enhanced reading proficiency in young learners. By
incorporating activities targeting phonemic awareness, phonological analysis, synthesis, and
coding, educators assist children in cultivating vital phonological competencies crucial for
language acquisition and reading proficiency.

Employ Responsive Communication Coaching

Classroom-based coaching serves as a valuable strategy for nurturing children's
communication abilities, including phonological development (Abdoola et al., 2019).
Through offering ECD practitioners coaching sessions focused on enriching communication
during daily routines, teachers can bolster children's phonological awareness through
responsive interactions. This approach enables educators to tailor their communication
techniques to suit each child's unique requirements, fostering phonological skill advancement
effectively.

Incorporate Storybook Reading

Involving children in storybook reading sessions proves to be a potent method for nurturing
phonological awareness (Allor & McCathren, 2003). Directly integrating phonological
awareness instruction into storybook reading helps children respond more adeptly to reading
guidance and enhances their overall reading proficiency. By infusing phonological awareness
activities into storybook reading sessions, teachers infuse learning with excitement and
interaction, thereby augmenting children's phonological abilities.

In conclusion, by establishing a language-rich environment, delivering explicit phonological

awareness instruction, employing responsive communication coaching, and integrating
storybook reading, teachers can effectively enrich phonological development among ECD
children. These strategies not only foster the acquisition of crucial phonological skills but
also lay a robust groundwork for their language and literacy advancement.

References
(2022). Create a rich language environment in the environment of early childhood development and
improve children’s language expression ability. Journal of Educational Research and Policies,
4(8). https://doi.org/10.53469/jerp.2022.04(08).41

Abdoola, S., Mosca, R., & Pillay, B. (2019). Responsive communication coaching for early childhood
practitioners in underserved south african contexts: clinical perspectives. South African
Journal of Communication Disorders, 66(1). https://doi.org/10.4102/sajcd.v66i1.608

Allor, J. and McCathren, R. (2003). Developing emergent literacy skills through storybook reading.
Intervention in School and Clinic, 39(2), 72-79.
https://doi.org/10.1177/10534512030390020201

Phillips, B., Clancy-Menchetti, J., & Lonigan, C. (2008). Successful phonological awareness instruction
with preschool children. Topics in Early Childhood Special Education, 28(1), 3-17.
https://doi.org/10.1177/0271121407313813

Jelešković, E. (2022). Usvajanje jezika kod djece uzrasta dvije i tri godine / language acquisition in
children aged two and three. Journal of the Faculty of Philosophy in Sarajevo / Radovi
Filozofskog Fakulteta U Sarajevu Issn 2303-6990 on-Line, (25), 9-38.
https://doi.org/10.46352/23036990.2022.9

Lin, G. (2022). Nature versus nurture in bilinguals’ language acquisition..

https://doi.org/10.2991/assehr.k.220131.082

Mozaheb, M. and Naeimi, A. (2016). Rethinking theories of first language acquisition and seeking
implications for second language education: impoverished input vs. degenerate ug. Oalib,
03(04), 1-5. https://doi.org/10.4236/oalib.1102296

Ngalim, V. (2019). Music and the development of language skills of pupils in early childhood
education in tubah municipality. Journal of Education Society and Behavioural Science, 1-14.
https://doi.org/10.9734/jesbs/2019/v29i330109