Complete a 4 Part Application Assignment

Application: Language Development Face-to-Face

Part 1: Observing an Infant or Toddler Interacting with an Important Adult

The goal of this assignment is to apply what you have learned about one stage of language development (prelinguistic, phonological, or semantic) and how important adults can foster language development during that stage. You will observe an infant or toddler and his or her interaction with the adult. After the observation, you will interview the adult about the child's language in this stage of development.

To complete the assignment:

Plan: Choose an infant or toddler and an important adult (parent or other caregiver) to observe in a comfortable setting, preferably the child's home. Here are tips for planning the observation:

· As outlined in Week 1, explain to the adult the purpose of the observation and how the information you gather will be used. Obtain permission to tape-record interactions between the child and adult and the post-observation interview with the adult. Set a time and date for the observation.

· Review information from this week's readings, including the charts and other specific checkpoints on the different stages of development provided in the Week 2 Online Reading about the stage of development of the child you plan to observe (prelinguistic, phonological, or semantic), and specific ways that parents or other important adults foster language development at this stage.

· Click on the link below to download, print out, and review the document you will use to guide and record your observations:

Part 1: Infant or Toddler/Adult Observation and Interview Guide

· Arrive on time and take time to greet the child and the adult. Ask the adult about how the child's day is going before you begin. (Factors such as a child feeling tired, hungry, or upset can influence the child's mood and behavior.)

· Test your recorder to be sure it is working, then place it in an optimal spot for recording.

Observe: Sit in an unobtrusive place where you can watch and listen for about 20 minutes. You may need to move out of the infant's or toddler's vision range to avoid distracting the child and influencing his or her interaction with the adult. As you observe, take notes on what you see and hear using the Observation Guide. Use the information in your course text and other readings to recognize sounds or language that are evidence of the child's stage of language development. Note ways that you observe the adult fostering language development and note any questions you have for the adult. Some guidelines:

· Keep your attention focused on the child and adult.

· Remember to stay as objective as possible. Use only what you see and hear as evidence of the child's use of language and the adult interaction with the child. Be mindful to not make assumptions about a child based on your observations. Be aware that you are observing in real time. You may observe a lot of activity from the child or very little. The interview with the adult will also give you information to reflect on for your written assignment.

· Remember that despite similarities shared by children of various ages, each child is different and goes through the stages of language development in his or her own way. Keep that uniqueness in mind as you observe the child.

· Enjoy the experience. Use what you've learned this week to try to imagine the world through the eyes of an infant or toddler and his or her experience of learning and using language.

· Be respectful of the child's and adult's time. Stick to the time span you agreed to for the observation. Be sure to thank the adult and child for their cooperation.

· Remember that this observation experience is intended as a chance for you to learn. Do not criticize or attempt to instruct the adult on ways to foster language development.

Reflect on your observation and interview. Review your notes and listen to the recording of the child's use of language, child-adult interactions, and your interview with the adult as many times as necessary to complete the following:

· What did you learn from your observation and interview about the child's typical language activity? Give examples of the child's use of "language" that provide evidence of the child's stage of language development. Describe the type of interactions between the child and adult, including specific examples from your notes or recording of the observation. Based on what you have learned, describe the significance of these interactions in fostering the child's language development.

· How did the type and degree of interaction between the child and adult compare with what you have learned about this specific stage of language development and types of interactions that best foster language development?

· Imagine yourself in this adult's place. What kinds of suggestions would you find valuable for fostering this child's language development? Provide some specific ideas.

Note: Do not use the real names of the adult and child. Use only first names, initials, or fictitious names for the child and the adult to protect their privacy.

Assignment length: 2–3 pages (You are not required to submit your Observation and Interview Guide.) .

Application: Language Development Face-to-Face

Part 2: Observing a Preschooler's Communicative Competence

As you have learned this week, communicative competence is important to a child's cognitive and social development. The goal of this second observation is to watch and listen to a preschool child for evidence of the child's communicative competence in relation to one or more of the following measures:

· Adjusts messages to meet the listener's needs

· Asks appropriate questions

· Able to initiate and maintain conversations

· Clearly conveys intentions

· Addresses all participants when joining a group

· Makes positive comments

· Able to persuade and verbally comfort others

To complete the assignment:

Plan: Choose a preschool-age child who is between 3 and 5 years old to observe in a comfortable setting, such as the child's home, preschool program, or on a playground. Although you are observing one child, the child needs to be in a setting where he or she is interacting with others - children and/or adults. Here are tips for planning the observation:

· As outlined in Week 1, explain to the adult (parent or caregiver) the purpose of your observation and how the information you gather will be used. Get permission to tape-record the child's interactions with others. Set a time and date for the observation. Review information from this week's readings about communicative competence in the language use of children ages 3–5 .

· Click on the link below to download, print out, and review the document you will use to record your observations: Part 2: Preschool-Age Child Observation Guide

· Arrive on time for the observation. Take time for pre-observation interaction with the child. Ask the adult about how the child's day is going before you begin the observation. Just as with younger children, factors such as a child feeling tired, hungry, or upset can influence the child's mood and behavior.

· Test your recorder to be sure it is working, and then place it in an optimal spot for recording the child's language.

Observe: Watch and listen for at least 20 minutes. You may need to move out of the child's vision range to avoid distracting the child and influencing his or her language interaction with others. Choose a place to observe where you can see and hear the child. As you observe, take notes on the Observation Guide (which lists the measures of communicative competence). Use the information in your course text and other readings to note evidence of the child's communicative competence. Some guidelines:

· Keep your attention focused on the child.

· Use only what you see and hear as evidence of the child's communicative competence. Be mindful to not make assumptions about a child; objectivity is essential. Remember that despite similarities shared by children of various ages, each child is different and develops language—and communicative competence—in his or her own way. Keep that uniqueness in mind as you observe the child.

· You are observing in real time, so you may observe a lot of activity from the child or very little. Record what you observe.

· Enjoy the experience. Use what you've learned this week to try to imagine the world through the eyes and ears of a preschooler learning and growing in language use.

· Stick to the time span you agreed to for the observation and be sure to thank the adult and child for their cooperation.

· Remember that this observation experience is intended as a chance for you to learn. Be careful not to express your views of the child's communicative competence with the parent or other adult.

Reflect on your observations. Review your notes and listen to the recording of the child's use of language and any adult interaction as many times as necessary to complete the following:

· Write one or more pages briefly describing what you observed. Provide specific examples of the child's use of language that relate to the measures of communicative competence that you observed. (Most likely you will not have examples of each measure.) Include any examples of ways an important adult (such as the parent or teacher) acted to support the child's communicative competence by describing what the adult did and how it potentially helped the child. Include insights that you gained from the observation.

· Based on your observation and what you have learned about communicative competence, write a brief script (following examples like those in Chapter 6 of the course text) that illustrates how an important adult (parent or teacher) might foster this child's increased communicative competence in one or two related measures.

Note: Do not use the real names of the adult and child. Use only first names, initials, or fictitious names for the child and the adult to protect their privacy.

Assignment length: 2–3 pages (You are not required to submit your Observation Guide.)

Application: Language Development Face-to-Face

Part 3: Interview on Second Language Learning

This week, you have the option of interviewing one of the following:

1. An older student or adult who is bilingual, about the experience of learning two languages: English and his or her native language

2. A teacher who works with young English language learners about children's experiences of learning two languages at the same time

3. A foreign language teacher about his or her students' experiences while learning a second language

The goal is to increase your understanding of the complicated and challenging experience of learning and using English and another language.

To complete the assignment:

Plan: Choose a person to interview. Explain that the purpose of the interview is for your own educational development, and obtain permission to tape-record the conversation. Here are tips for planning the interview:

· Agree on a specific date and time. (Plan for 30 minutes.)

· Use a tape recorder, as you did for the observations in Weeks 2 and 3. Test your recorder before the interview to be sure it works.

· Review information from this week's readings about second language learning.

· Click on the link below to download, print out, and review the document you will use to record your interview, which includes sample questions to ask:

Part 3: Second Language Learning Interview Guide

· Review the appropriate questions in advance. You may want to ask the introductory questions when you are setting up the interview, to get a sense of the person and his or her experience before the interview.

· Think about other questions that are not on the list you would like to ask.

· Take notes during the interview on key points you want to remember.

· Be respectful of your subject's experiences and points of view.

· Remember to thank your interview subject for his or her time.

Interview: Ask questions from the Interview Guide. Listen carefully to the person's answers. You may need to ask for examples to help clarify a point, or follow up with a "why" or "how" question. Although you will record the conversation, also take notes on the person's answers. Some additional guidelines:

· Keep your attention focused on the interviewee.

· Remember that this is one person's experience and perspective. Although it can be informative and instructive, keep that uniqueness in mind as you listen to and later reflect on the interview.

· Be respectful of the person's time. Stick to the time period you agreed to for the interview. Be sure to thank the person for his or her cooperation.

· Remember that this interview experience is intended as an opportunity to learn.

Reflect on the interview. Review your notes and listen to the tape recording of the interview as many times as necessary to complete the following:

· How did what you learned from the interview compare with what you learned from this week's readings?

· How might you be able to use what you learned from the interview in your future work with children and families? (These might be specific tips and strategies for helping a child who is learning English, or a heightened awareness of the problems and challenges that children learning a native language and English may face.)

Note: Do not use the real names of the interviewee or the children or families discussed in the interview. Use only first names, initials, or fictitious names to protect their privacy.

Assignment length: 2–3 pages

Application:Language Development Face-to-Face

Part 4: Interview on Developmental Leaps and Lags in Language Learning

This week, you will interview an early childhood teacher or a speech pathologist on the topic of language development, including examples of children whose language development is outside the normal range; or you will interview the parent of a child with atypical language development. The goal is to expand your understanding of developmental differences in language development or atypical language development, and the impact on children and families you may potentially work with in the future.

(If you need help locating a speech pathologist, check the American Speech-Language-Hearing Association "Find a Professional: Online Directory of Audiology and Speech-Language Pathology Programs" at  http://www.asha.org/proserv/  and enter your zip code.)

To complete the assignment:

Plan: Choose a person to interview - an early childhood teacher, speech pathologist, or parent of a young child with a speech or language delay or disorder. Explain that the purpose of the interview is for your own educational development, and obtain permission to tape-record the conversation. Here are tips for planning the interview:

· Agree on a specific date and time. (Plan for 30 minutes.)

· Use a tape recorder, as you did for the observations in Weeks 2 and 3. Test your recorder before the interview to be sure it works.

· Review this week's readings, particularly the  "Speech and Language Impairments"  fact sheet, to help prepare for the interview.

· If you are interviewing an early childhood teacher, also read and review the following article for background:  "What Early Childhood Teachers Need to Know About Language"

· If you are interviewing a speech pathologist, also read and review the following article for background:  "Speech-Language Therapy"

· If you are interviewing a parent, also read and review the following article for background:  "Delayed Speech or Language Development"

· Click on the link below to download, print out, and review the document you will use to record your interview, which includes sample questions to ask:

Part 4: Developmental Leaps and Lags Interview Guide

· Review the appropriate questions in advance. You may want to ask the introductory questions when you are setting up the interview, to get a sense of the person and his or her experience before the interview.

· Think about other questions that are not on the list that you would like to ask.

· Take notes during the interview on key points you want to remember.

· Be respectful of your subject's experiences and points of view.

· Remember to thank your interview subject for his or her time.

Interview: Ask questions from the Interview Guide. Listen carefully to the person's answers. You may need to ask for an example to clarify a point, or follow up with a "why" or "how" question. Although you will record the conversation, also take notes on the person's answers. Some additional guidelines:

· Keep your attention focused on the interviewee.

· Remember that this is one person's experience and perspective. Although it can be informative and instructive, keep that uniqueness in mind as you listen to and later reflect on the interview.

· Be respectful of the person's time. Stick to the time period you agreed to for the interview. Be sure to thank the person for his or her cooperation.

· Remember that this interview experience is intended as a chance for you to learn.

Reflect on the interview. Review your notes and listen to the tape recording of the interview as necessary to complete the following:

· Write one or more pages summarizing the interview. Describe the background of the person you interviewed and his or her experiences as an educator working with young children, as a speech pathologist, or as a parent of a young child with a speech delay or communication disorder.

· Share insights you gained from the interview. In particular, summarize new knowledge, identify any assumptions you held before the interview that were dispelled, and discuss information you learned that surprised you, and explain why. Compare what you learned in this interview with what you have been learning in the course. And finally, describe anything that was raised in the interview that you would like to learn more about, and why.

Note: Do not use the real names of the interviewee or the children or families discussed in the interview. Use only first names, initials, or fictitious names to protect their privacy.

Assignment length: 2–3 pages