a level english language paper 1 content Cheat Sheet by suzie22dixon

Children actively acquire and categorize inform­ation on their own.

Stage 1: Logogr­aphic (recog­nizing logos and familiar words)

Stage 3: Orthog­raphic (devel­oping fluency and unders­tanding complex words)

A child’s enviro­nment and skills create opport­unities for learning.

A child’s develo­pment is shaped by intera­ctions with peers, family, and their enviro­nment.

The importance of social intera­ction and connection in the learning process.

Inter relation ships:

Examines the connec­tions between a child and their various networks (family, community, school).

Aims to understand the learning enviro­nment to identify factors that facilitate or hinder knowledge acquis­ition.

Highlights the signif­icance of unders­tanding the learning context to improve educat­ional outcomes.

Onset: The initial consonant or consonant bunch (e.g., ‘cr’ in "­cra­b" or ‘b’ in "­bat­").

Helps children recognize and use patterns in their literacy develo­pment

F+all → "­fal­l"

Teaches phonemes indepe­ndently from reading.

Focuses on blending sounds to form words.

Encourages recogn­ition of patterns within words.

Humans are biolog­ically predis­posed to acquire language.

This innate ability is often referred to as the Language Acquis­ition Device (LAD).

Implies that all languages share a common structural founda­tion.

Emphasizes the role of biological factors in language develo­pment.

Suggests that children learn language through imitation and rewards.

Allows children to uncons­ciously analyze the language input they receive and enables them to extract underlying linguistic patterns and struct­ures.

The poverty of the stimulus argument is a central tenet of Chomsky's nativist theory.

This input does not account for the complexity and variab­ility of language structures that children acquire.

Generate an infinite number of gramma­tically correct sentences.

The ability to generate and understand language suggests that children possess

Lack of Empirical Evidence for the Language Acquis­ition Device (LAD)

Undere­sti­mation of Enviro­nmental Factors

Lack of Consid­eration for Individual Differ­ences

Language acquis­ition results from a combin­ation of biological predis­pos­itions and social intera­ctions.

Learning Through Intera­ction:

Vygotsky's socioc­ultural theory emphasizes the importance of social intera­ction and cultural context in language develo­pment.

Meaningful Intera­ctions:

Self-d­irected speech that aids in self-r­egu­lation and cognitive develo­pment.

Vygotsky observed that young children often engage in private speech during proble­m-s­olving tasks or play activi­ties.

- To invest­igate how young children's use of private speech influences their proble­m-s­olving abilities.

Children were required to use the tools to raise the water level in the tube so that the floating object would rise to the top, simulating the story of the crow dropping stones into a pitcher to access water.

Talking to oneself aloud during proble­m-s­olving tasks, considered a crucial tool for self-r­egu­lation and cognitive develo­pment according to Vygotsky.

- Extern­alize their thoughts.

- Monitor their progress.

Highlights the signif­icant role of private speech in facili­tating cognitive processes such as proble­m-s­olving.

Also known as "­mot­her­ese­" or "­par­ent­ese."

Simplified Vocabu­lary:

Use of simple words and phrases approp­riate for the child's compre­hension level.

Shorter Sentences:

Involves shorter and more syntac­tically simple sentences compared to adult-­dir­ected speech.

Exagge­rated Intona­tion:

High-p­itched, sing-songy voice fluctu­ations that capture the child's attention.

Repeti­tion:

Frequent repetition of words and phrases to reinforce important concepts.

Clear Articu­lation:

Caregivers articulate words clearly and slowly to aid compre­hen­sion.

Heightened Emotional Expres­sion:

Exagge­rated facial expres­sions and gestures to engage the child emotio­nally.

Labelling:

Caregivers label objects, actions, and emotions to help children connect words with their meanings.

Question Answer Format:

Engaging children in conver­sation through a questi­on-­answer format to encourage partic­ipa­tion.

Use of Pronouns:

Frequent use of pronouns like "­you­," "­me,­" and "­we" to establish social connec­tions.

Language is learned through imitation, reinfo­rce­ment, and condit­ioning.

Skinner (1904-­1990) was an American psycho­logist, behavi­orist, inventor, and social philos­opher.

language develo­pment is primarily influenced by enviro­nmental factors, partic­ularly through operant condit­ioning.

They imitate and produce verbal behaviors that are reinforced by caregivers and signif­icant indivi­duals.

Language acquis­ition is viewed as a result of stimul­us-­res­ponse associ­ations and reinfo­rce­ment, similar to any other learned behavior.

Correction or redire­ction when children produce undesi­rable language behaviors.

Through repeated exposure to reinfo­rcement contin­gen­cies, children gradually learn to produce approp­riate linguistic responses in various social contexts.

The theory does not adequately explain how children can produce gramma­tically correct utterances that they have never encoun­tered, as demons­trated by the Wug Test, which shows children's ability to apply gramma­tical rules to unfamiliar words.

Language is learned through exposure to language in use.

They build their unders­tanding based on the input they receive from their enviro­nment.

Intention Reading:

Unders­tanding the intentions behind others' commun­icative acts.

A grapheme is a letter or a combin­ation of letters that represents a sound in a language.

A phoneme is the smallest unit of sound in a word, repres­enting the sound of a letter or a blend of letters.

This approach emphasizes unders­tanding the meaning of whole words rather than breaking them down into sounds.

Often used alongside phonics to provide a balanced approach to reading instru­ction.

This approach emphasizes the relati­onship between letters and sounds, teaching children how to decode words.

Phonics instru­ction is crucial for developing founda­tional reading skills and promoting indepe­ndent reading.

Formul­ation of ideas

Refinement of language skills

Improv­ement in verbal commun­ication

Frith (1985): Emphasizes the connection between reading and writing in language develo­pment.

Recogn­ition of some letters or words by their shape and visual features.

Unders­tanding letter­-sound relati­ons­hips.

Recogn­ition of whole word graphic sequences (viewing written words as a whole).

Adoption of a systematic approach to reading.

Ability to recognize words quickly and accura­tely.

Increased awareness of letter patterns, spelling conven­tions, and irregu­lar­ities in words.

Emphasis on recogn­izing whole words and unders­tanding the visual structure of written language.

Encourages children to experiment creatively with language.

Supports children in making mistakes as a natural part of learning.

Fosters a love for writing and explor­ation of language.

Suggests that unders­tanding the conven­tions of writing leads to more rapid progress.

Advocates for structured instru­ction in writing conven­tions.

Provides a solid foundation for effective commun­ica­tion.

Provide blank paper and writing tools; engage in conver­sation about their scribbles to validate their efforts.

Lines of wavy scribbles that often accompany drawings, resembling cursive writing.

This stage indicates an emerging unders­tanding of letter formation.

The first recogn­izable word is often the child’s name. Children may write strings of letters that they read as sentences.

Children may ask adults, “What did I write?” indicating their desire for validation and unders­tan­ding.

Children begin to associate sounds with letters, leading to more accurate spelling attempts.

This stage signifies a mature level of writing profic­iency.

James Britton was an influe­ntial educator and researcher who made signif­icant contri­butions to the unders­tanding of writing instru­ction in schools. His work has had a lasting impact on educat­ional practices related to writing.

Led a major research group that invest­igated writing instru­ction in schools.

Conducted a compre­hensive survey involving 2,000 students to explore how writing is taught across different educat­ional settings.

His research highli­ghted the diverse approaches to writing instru­ction and the importance of unders­tanding students' experi­ences and needs in the writing process.

His findings have influenced curriculum design and teaching strate­gies, promoting a more studen­t-c­entered approach to writing education.

The first type of writing that children develop, charac­terized by a first-­person perspe­ctive.

This type of writing is promoted in early education as it encourages children to think about the craft of writing and express their creati­vity.

Writing that serves a specific purpose, such as creating instru­ctions, reports, or other inform­ative texts.