The document discusses the antecedents of language development in children. It describes three early language development devices: pseudodialogues, protodeclaratives, and protoimperatives. Pseudodialogues involve give-and-take conversations between a child and parent where the adult maintains the conversation flow. Protodeclaratives use gestures to describe statements, while protoimperatives use gestures to request actions from others. The document also discusses bilingual language acquisition patterns like simultaneous and sequential bilingualism. Bilingualism provides cognitive advantages such as better metalinguistic skills and concept formation, but may cause limited vocabulary due to dividing words between two languages.

1. The Antecedents of Language
Development

2. What is the meaning of
antecedent?

3. It means that which precedes or goes
before. So therefore, antecedents of the
language development talks about the
ways or means which help the child to
prepare him/her in learning the language.
Just like in going to school you prepare
yourself. Now here are the following
devices that makes up the antecedents.

4. PSUEDODIALOGUES
This is one of the early training devices.
Characterized by the give and take of the
conversation between the child and the
mother or other person. Adults maintain the
flow of conversation.
Example:
oooglie oooglie googlie googlie

5. PROTODECLARATIVES
The child uses gestures to make a
description about the statement.

6. PROTOIMPERATIVES
The child still uses gestures but these
gestures are used to let someone do for
him/her. Make statements about the things
and let someone do it for him/her.

8. • Bilingualism is the ability to speak or
write fluently in two languages.
• It refers to those children who
speak/have been spoken to in two
languages in the home since birth
and who are spoken to in only or
both of those two languages at
daycare or school

9. Aside from the obvious advantage of being
able to speak more than one language,it
impacts the child positively in the sense of
self esteem ,future job opportunities and
ability to live and travel abroad.

10. There are two major patterns in
bilingual language acquisition:
• Simultaneous Bilingualism
• Sequential Bilingualism.

11. • In simultaneous bilingualism,the
child acquires two languages at the
same time before the age of 3
years
• In the first stage they may mix
words or parts of words from both
languages in the first stage.

12. • Stage 2 occurs at 4 years and
older when distinction between
the two languages takes place
,and the child uses each
language seperately
e.g. I like ice-cream.
Gusto ko ng sorbetes.

13. • Sequential bilingualism also
occurs before the child is 3 years
old, but the child can draw on the
knowledge and experience of the
first language while acquiring the
second language

14. Ages of bilingual acquisiton
One way of categorizing types of
bilingual acquisition is by the age
at which the two languages are
acquired- infants, child,
adolescent, and adult.

15. Infant or early bilingual acquisiton
involves the child learning two
languages virtually simultaneosly from
the outset. Sometimes this results
from having parents who have
different native languages, but also
speak the other parent’s language.

16. • Early age of bilingual exposure has a
significant impact on multiple aspects of
a child’s development: linguistic,
cognitive and reading.Children who
experience early and extensive
exposure to both of their languages
quickly grasp the fundamentals of both
of their languages and in a manner
similar to that of monolingual language
learners

17. Child bilingual acquisiton may
start quite early in life, but
involves the successive
acquisition of two languages,
as do adolescent and adult
bilingualism.

18. This may be occasioned by the family
moving to another country, the arrival
of a caregiver who speaks a different
language, or the child starting a
nursery class or school is taught in a
different language from the one used
at home.

19. Adolescent bilingual acquisition
refers to the acquisiton of a
second language after puberty,
while adult bilingual acquisition
refers to acquisition after the
teen years.

20. SECOND LANGUAGE LEARNING
STRATEGIES
Monolingual children can differ in the types
of strategies they use when first to start to
talk.
Analytic learners Gestalt learners
(left brain dominant) (right brained)

21. Analytic Learners
• learn single words and later string them
together in multiword uttereances.
learn more quickly in large part because
things are usually taught in an analytic
manner in the public school

22. Gestalt learners
• Concentrate on acquiring multiwords
expressions(You know what? I wanna do
it, etc) , which they initially treat as a
whole, and only break down into their
constituent parts.

23. A comparison between analytic and gestalt
modes in language acquisition
Analytic Mode Gestalt Mode
•Basic units of •Basic units of
language are single language may be
words. words, multiword
utterances, phrases,
and/or clauses

24. Analytic Mode Gestalt Mode
•Early language •Early language
acquisition involves acquisition involves
movement from acquisition of
single words to two multiword utterances
and three-words functioning as single
utterances units.

25. COGNITIVE ADVANTAGES OF
BILINGUALISM

26. 1. Bilingualism does not impact on early language
milestones like babbling.
2. In bilingual homes, infants readily discriminate
between two languages phonologically and
grammatically.
3. Learning a grammatical device as using “s” to
denote plurals in one language facilitate learning
corresponding devices in other language.

27. 4. Bilingualism is associated with an advantage in
4
metalinguistic ability or capacity to think about
language among preschool and school age
children.
5. Most bilingual children manifest greater abiliy
than monolingual children when it comes to
focusing attention on language skills.

28. Bilingual children have been shown to have:
1. better metalinguistic awareness (ability
to identify and describe characteristics
and features of language);
2. better classification skills;
3. better concept formation;
4. better analogical reasoning;
5. better visual-spatial skills;
6. better storytelling skills;
7. better semantic development.

29. COGNITIVE DISADVANTAGES
OF BILINGUALISM

30. 1. Limited Vocabulary
Infants in bilingual homes have
expressive vocabularies that
are as large as those of the
monolingual, but the words they
know are divided between two
languages resulting into a
more limited vocabulary which
continues into the school years.

31. 2. Think more slowly in the
language in which they have
the lesser fluency.
Bilingual children are fluent in
both languages and thus,
encounter fewer problems,
But they, do not attain equal
fluency.

32. 3. Parents who choose
bilingualism should
consider whether they can
help their children
achieve fluency in both
languages.

33. 4. Children who speak their immigrant parents
language tend to be attached to their parents
culture of origin and therefore are able to speak
the language.

34. Language and culture have important implications for how
a
children learn languages in school and how teachers teach
language.
Some Implications are:
1. Children use the four language system at the same time in
the process of communicating.
2. Children bring their unique backgrounds of experience to
the process of learning.
3. Children’s cultural and linguistic diversity impact on the
student’s learning process.