PEE paragraph CLA.

Throughout both texts Nilem gives Tom and Tania the word they are struggling to read. 'T: NO WAY (.) shouted Ross (.) ag- N: Again.' Having Nilem quickly give Tom the adverb 'again' might not help scaffold Tom's reading as instead of guiding him out of his ZPD he has just given him the adverb. Nilem could have done this so that Tom can keep the track of the meaning of the sentence and as a result be more keen to carry on reading as he isn't having to stop and start all the time and might enjoy the story more because he understands it. Nilem could have helped scaffold Tom's reading by using CDS and perhaps getting Tom to echo the sentence back to Nilem with the adverb 'again' which may help him put the word into context and could help scaffold him to be able to read the word by himself in the future.

British Library

Walkers correct pronunciation 1791 is interesting to look at and practice pronouncing the words how he has suggested for example try: ‘Badger’ pronounced ‘bad.jur’. http://www.bl.uk/learning/timeline/item126750.html

Sir Arthur’s Conan Doyle’s 1904 ‘the adventure of the missing three quarter’ a Sherlock Holmes story is interesting to look at as you can see where he has crossed out certain choices of Lexis and replaced them with something different.
http://www.bl.uk/learning/timeline/item126860.html

Wanted poster for Hitler 1939 is very good for graphology but also the Lexical choices they used to portray him as the enemy.
http://www.bl.uk/learning/timeline/item126870.html

Captain Scott’s last diary entry 27^th March 1912 http://www.bl.uk/learning/timeline/item126864.html

His famous last words were ‘For God’s sake look after our people.’ The imperative sentence really highlights the severity of the situation that they crew are weak and supplies have run out. However today the phrase ‘For God’s sake’ is used much more loosely and used more today as a ‘FFS’  (For fuck sake) which suggests it has undergone weakening.  I believe people use this term, for example, when they spill a drink on themselves, which compared to Captain Scott’s situation can be seen as very minor. From a prescriptive point of view Jean Aicheson’s ‘Infectious Disease’ theory suggests hearing bad language will get other people to use bad language. Maybe someone used ‘For God’s sake’ for a minor incident one day, and over time more and more people have started using it for little annoying things that happen to them.

The possessive pronoun ‘our’ could have been used to show the captain knew the crew were under his guidance and supervision and maybe he understands his responsibility and instead of perhaps using the personal pronoun ‘us’ for example ‘look after us’ he used ‘our’ which I believe is still used today to emphasise companionship.

Language Change homework

1876 was a huge change for English language, Alexander Graham Bell invents the telephone, this means people can communicate privately. There was not a common way for people to talk on the phone.

When the telephone was invented, “Hello” was a very new word to the English language. The Oxford English Dictionary says that “hello” became a common part of English language in 1827.  And instead of being used as a greeting, “hello” had a very different meaning.  “Hello” was used to bring notice to something or to express surprise.

Eg: "Hello! Your horse has stepped in flowers."

However Bell thought "Ahoy" would be the perfect greeting when talking on the telephone. But this did not catch on, instead books were written in how to use the telephone and suggested to greet people with 'hello' however people in the UK pronounced it 'Hullo'.

As phones became more and more popular this greeting of 'hello' was being used to greet people in person, where as greetings such as 'good day' were normally used in a face to face situation the word 'hello' was being used more often. And now today 'hello' is the most common British greeting.

However some magazines suggested saying 'Hallau' to answer the telephone and 'That is all' to end the telephone call. However this never caught on, 'Goodbye' is a established word used to end a meeting/conversation, and at the time this didn't change. (Still today it is the most popular word to use to end a conversation.)  However these days we have lots of different phrases/words to end a conversation.

Eg: "see you", "catch you later". Or goodbye being shortened to just "bye".  Not sure when this shortening happened but it could be when texting came out as people shorten words when texting.

 

As 'Hello' was originally used to express surprise or bring the attention to something, and now is used as a greeting, I think this is synchronous. However I don't think it is used anymore to bring a person's notice to something I think we use "Excuse me" for example "Excuse me, you've dropped your keys." But I do think we use it for surprise, if you see someone in the pub who hasn't seen you, you might go over and say "Hello, fancy seeing you here", although this could still be seen as a way of greeting. So perhaps 'Hello' has gone through narrowing as there are fewer senses of the word than it used to. This may be an interesting discussion as I'm not sure what language change technique it has gone through.

Paragraph from my analysis.

I didn’t expect to see any imperatives either, as they can come across bossy and the audience may react badly to them. However the descriptions from the 1900s all repeat the imperative ‘Think… Oxford bags and Bay City Rollers’ The stative verb and added ellipsis gets the reader to take in the imperative and pause to imagine this certain time period and what was going on at this particular time. The imperative cleverly puts the garment into context while getting the reader to imagine themselves in this certain time period. 

Interesting..

http://www.dailymail.co.uk/debate/article-1136904/RICHARD-LITTLEJOHN-Isnt-time-Golliwog-Squad-finally-grew-up.html

Childrens reading.

There is a debate on which method should be used when teaching children how to read. These methods are:

Look and say,
Children learn the shapes of words instead of breaking them down phonologically. They recognise the whole word or sentence, children are normally presented with a card that has the word on and will most likely have a picture that relates to the word so as to help them link them together.

Phonics/synthetic phonics,
This is the breaking down of words and understanding the sounds of each letter and then combining them to create a word. Normally the caregiver will start with simple words such as 'dog' and then develop onto more complex words such as 'eat'. The child will need to know the alphabet before using the phonics method.
This method however has been criticised as the English language has many different ways to pronounce a sound that may be spelt the same (eg: cough, through, ect.).

Jeanne Chall identified six stages of reading development. She studied children from toddlers to age 18. She found is interesting that our motivation for reading changes.

Stage	Description	Age (years)	Key Characteristics
0	Pre-reading and pseudo-reading	Up to 6	'pretend' reading, turning pages, repeating stories. some letter and word recognition predicting single words or the next stage of a story
1	Initial reading and decoding	6-7	Reading simple texts containing high frequency lexis. Estimated 600 words understood
2	Confirmation and fluency	7-8	Reading texts more quickly accurately and fluently. Pay attention to meanings of words and texts. Estimated 3000 words understood
3	Reading for learning	9-14	Reading for knowledge and info. becomes motivation
4	Multiplicity and complexity	14-17	Responding critically to what they read and analysing texts
5	Construction and reconstruction.	18+	Reading selectively and forming opinions about what they have read.

 

Reading schedules.
They are purposely staged in different levels of difficulty to help children stretch and aquire lexical and semantic knowledge and grammatical understanding. The aim to build children's confidence and show examples of things such as good behaviour and politeness strategies which helps children develop pragmatic understanding.

Key features:
Lexical repetition
Syntactical repetition of structures
Simple verbs
One sentence per line
Anaphoric referencing
Limited use of modifiers
Text image cohesion

http://www.parentdish.co.uk/kids/how-your-child-will-learn-to-read-at-school-and-what-you-can-do-to-help-reading-at-home/
http://www.theschoolrun.com/school-reading-schemes-explained
http://www.readingrockets.org/teaching/reading101
http://www.bbc.co.uk/news/education-19812961
http://www.education.com/reference/article/reading-development-stages-Chall/

Children's phonological development.

Have to remember every child is different which means speech will develop at different stages.

 

 

 The table suggests that children develop two consonant sounds together a lot later than a consonant sound on its own. From the transcripts I have looked at from both Evie and Zach they do find it a lot harder to pronounce words like ‘through’ correctly, however it will be interesting to know at what age they do correctly pronounce it to see if it reflects the table.

At about 4-6 months a child may begin to start trying to create certain sounds mainly consonants and start experimenting with their tone of voice from growls to squeaks.

8 months the child may start to use their tone of voice to mean different things and they start babbling and using certain sounds together.

When the child reaches about 18 months old it should have a vocabulary of between 50-100 words which will most likely be words they are used to and from their common surroundings and things they are familiar with.

At 2 the child should be able to pair words together eg: ‘mummy chair’. Also asks a lot of questions ‘why mummy’. From the table we can see that by three the harder sounds of ‘g’ and ‘k’ are used which suggests at this stage the child will be experimenting in trying to create the sound. They are probably harder for the child as it uses muscles they may not have developed well enough in the mouth.

Doing certain tasks with children can encourage them to speak and introduces them to adult language.

At 3 the child is starting to use sentences and starts understanding and using pronouns such as ‘they’ starting to use tenses and plurals even if they are wrong ‘swimmed’ ‘sheeps’ they understand the basic rule.

Between 4-5 children can talk in more sentences and speak of events that have happened to them and their friends from school/pre-school. They are starting to use harder sounds in their language such as ‘pl’ ‘st’.

About 6 children stop clipping verbs such as ‘running’ as they manage to develop the ‘ng’ sound. Children tend to clip the verb to ‘runnin’ as they have managed to create the ‘ng’ sound. This could be because the muscles are still developing and strengthening in their jaw and tongue.

The ‘th’ is one of the last for a child to pronounce correctly at about 7 years old.

If children can’t pronounce the sound properly they may substitute in a sound that they can pronounce eg ‘pish instead of fish’ because the ‘f’ sound is normally developed later then the ‘p’ sound.

http://www.kidshealth.org.nz/speech-sound-development
http://www.home-speech-home.com/baby-speech-development.html
http://www.babycentre.co.uk/a6573/developmental-milestones-talking
http://www.asha.org/slp/schools/prof-consult/norms/
http://www.asha.org/public/speech/development/12.htm
http://www.asha.org/public/speech/development/23.htm
http://www.mumsnet.com/Talk/behaviour_development/a435354-speech-development-the-th-sound
http://www.speaklistenplay.com/2013/01/speech-sound-development.html