THIRD DIMENSION

OF LANGUANGE
AND LITERACY
DEVELOPMENT
 PREPARED BY:

GUZMAN, ARVIN T.
BUNGAY, ARNEL M.
BUAN, JOHN MARCO D.
SALAC, ARSI Z.
MANUNTAG, ELISHA
MONTEMAYOR, ROSE MARIE
 WHAT IS
DEVELOPMENT?

•It includes growth and decline and

can be either positive or negative
changes
•It is about growth and improvement
•It is started from conception
 WHAT IS
LANGUAGE?
•The method of human communication,
either spoken or written, consisting of
the use of words in a structured and
conventional way.
•A system of communication used by a
particular country or community.
•Language is a system that consists of
the development, acquisition,
maintenance and use of complex
systems of communication,
particularly the human ability to do so;
and a language is any specific
example of such a system. The
scientific study of language is called
linguistics.
WHAT IS LITERACY?
• It is the ability to read and write.
• In other definiton, is the ability to read, write,
speak and listen, and use numeracy and
technology, at a level that enables people to
express and understand ideas and opinions, to
make decisions and solve problems, to achieve
their goals, and to participate fully in their
community and in wider society.
1. BEHAVIORIST
THEORY
BURRHUS FREDERIC SKINNER
(1904-1990)
• An American psychologist, inventor,
social philosopher, poet
• Bachelor: English literature (Hamilton
University)
• Master: Psychology (Harvard University)
• Doctorate: Psychology (Harvard
University)
• Professor of Psychology in Harvard
University
• Language is acquired through principles
of conditioning, including association,
imitation and reinforcement.
• According to this view, Children learn
words by associating sounds with objects,
actions and events.
• The theory can be summed up as: LISTEN,
IMITATE, RECEIVE A REWARD, REPEAT FOR
RECALL.
• Learning cannot account for the rapid
rate at which children acquire language.
There can be an infinite number of
sentences in a language. All these
sentences cannot be lerned by imitation.
•LANGUAGE IS LEARNED BY
OPERANT CONDITONING
(RESPONSE/STIMULUS)
2. NATIVIST THEORY
NOAM CHOMSKY
• Born on Dec. 7, 1928
• An American Linguist, Philosopher,
Cognitive Scientist, Historian,
Activist, Logician, Social critic
• “FATHER OF MODERN LINGUISTICS”
• Doctorate: Linguistics (1955)
• Has been active in Political scene
• Author of over 100 books on topics such
as Linguistics, War, Politics, and Mass
Media
•Chomsky suggest that language is
an INNATE FACULTY
• Chomsky claims that language acquisition is
greatly dependent upon a linguistic faculty
which he terms LANGUAGE ACQUISITION
DEVICE(LAD), an innate mechanism or process
that allows children to develop language skills
or Universal Grammar round which all
language are built.
• Based on the assumption, there are core and
language specifoc rules in all languages.
• When a learner comes across language
specific he will bend to refer to his 1st
languange. Thus, if a learner discovers
that a 2nd language rule is not in
accordance with the universal rule, he will
attempt to interpret that the rule by means
of the equivalent rule in 1st language.
3. INTERACTIONIST THEORY
• Argue that language development is both
BIOLOGICAL and SOCIAL.
• They also argue that language learning is
influenced by the desire of children to
communication with others.
3.A. INTERACTIONIST THEORY (CONTEXTUAL)
• Social/Contextual interactionist theory is
an explanation of language development
emphasizing the role of social interaction
between the developing child and linguistically
knowledgeable adults. It is based largely on the
socio-cultural theories of Soviet
psychologist, Lev Vygotsky.
LEV VYGOTSKY

• Born on November 17, 1896

• From Orsha in Russian Empire
• He graduated with the degree
in Law in Moscow State
University in 1917.
• According to Vygotsky, social interaction plays
an important role in the learning process and
proposed the zone of proximal
development (ZPD) where learners construct
the new language through socially mediated
interaction. Vygotsky's social-development
theory was adopted and made prominent in the
Western world though by Jerome Brunerwho
laid the foundations of a model of language
development in the context of adult-child
interaction.
• The social interactionist approaches rests
on the premises of a social-cognitive
model, emphasizing the child's
construction of a social world which then
serves as the context of language
development.
3.B. INTERACTIONIST THEORY (COGNITIVE)
• The cognitive approach to language acquisition or
the developmental cognitive theory of Jean Piaget
• Piaget's theory of cognitive development is a
comprehensive theory about the nature and
development of human intelligence. It was first
created by the Swiss developmental
psychologist Jean Piaget (1896–1980). The theory
deals with the nature of knowledgeitself and how
humans gradually come to acquire, construct, and
use it. Piaget's theory is mainly known as
a developmental stage theory.
JEAN PIAGET (1896-1980)
• Born in Neuchãtel in
Switzerland
• Natural Scientist,
Developmental psychologist
• Published his first paper at 10
years old
• He believed that children construct an
understanding of the world around them,
experience discrepancies between what they
already know and what they discover in their
environment, then adjust their ideas
accordingly. Moreover, Piaget claimed that
cognitive development is at the center of the
human organism, and language is contingent
on knowledge and understanding acquired
through cognitive development.
 IN HIS THEORY OF COGNITIVE
DEVELOPMENT, JEAN PIAGET
PROPOSED THAT HUMANS PROGRESS
THROUGH FOUR DEVELOPMENTAL
STAGES:
THE SENSORIMOTOR, PREOPERATIONAL
, CONCRETE
OPERATIONAL AND FORMAL
OPERATIONAL PERIOD.
Sensorimotor stage"extends from birth to the
acquisition of language."In this stage, infants
progressively construct knowledge and
understanding of the world by coordinating
experiences (such as vision and hearing) with
physical interactions with objects (such as
grasping, sucking, and stepping).
• PRE-OPERATIONAL STAGE starts when the
child begins to learn to speak at age two and
lasts up until the age of seven. During the pre-
operational stage of cognitive development,
Piaget noted that children do not yet
understand concrete logic and cannot mentally
manipulate information.Children's increase in
playing and pretending takes place in this
stage.
• Concrete stage, which follows the
preoperational stage, occurs between the ages
of 7 and 11 (preadolescence) years,and is
characterized by the appropriate use of logic.
During this stage, a child's thought processes
become more mature and "adult like". They
start solving problems in a more logical
fashion.
Formal operational stage (adolescence and
into adulthood, roughly ages 11 to
approximately 15–20): Intelligence is
demonstrated through the logical use of
symbols related to abstract concepts. This form
of thought includes "assumptions that have no
necessary relation to reality."At this point, the
person is capable of hypothetical and deductive
reasoning. During this time, people develop the
ability to think about abstract concepts.
4. LITERACY THEORY
• Education professionals agree that a balanced
approach to literacy is the most effective way to
teach children how to read and write. A balanced
approach that varies teaching methods, nurtures a
love for reading, and integrates different reading
materials developed because of several
independent literacy theories coming
together. Literacy theory developed over the last
hundred years from in-depth scientific and social
research.
 "Literacy (Formed as an antithesis to
illiteracy). The quality or state of being
literate; knowledge of letters; condition in
respect to education. Esp. ability to read
and write."
--Oxford English Dictionary
• Literacy Theory explains early literacy
development and provides educators with
instructional guidance to promote early literacy
growth among their students. Theorists believe
that children's development in the areas of
listening, speaking, reading, and writing are all
interrelated.
•
Thank you for
listening!