Transcript of Halliday's

Theory of Language
Development
Regulatory
Children use language to control
the behavior of others.
Example: No sleep now
Personal
Children use language to tell about
themselves.
Example: I'm running now.
Heuristic
Children use language to find out
about things, to learn things.
Example: What are cows for?
Imaginative
Children use language to pretend,
to make believe.
Example: Let's play space.
Informative
Children use language to
communicate something for the
information of others.
Example: I'll tell you how the game
works.
Halliday's Theory of Language
Development
M.A.K. Halliday is a linguist who
developed the Theory of Language
Development. In this theory, he
stated that how children interact
has meaning. And that meaning
then translates to their speech.
Instrumental

Children use language to satisfy a

personal need and to get things
done.
Example: Cookie Mommy
Interactional
Children use language to get along
with others.
Example: You want to play?
Phase 1
This phase is called the
protolanguage stage. It includes
the instrumental, the regulatory,
the interactional, the personal, and
the imaginative functions. In this
phase, children pre-verbally convey
intentions and desires. The children
are using protolanguage to
contruct meaning from their
experiences.
Phase 2
This phase is called the transitional
stage. Once the child reaches this
stage, they now use grammatical
structures, but not as advanced as
stage 3. Their words will begin to
take on multifunctional properties.
They also have a use of dialogue.
This part of the stage is about
adopting, assigning, and then
accepting or rejecting roles given
to them. Children move out of this
phase once they have understood
the principles of grammar and
dialogue.
Phase 3
In this phase, children are able to
take their experiences and apply

meaning to them. Here, children

are moving into the adult language
system. Halliday states that

Brown's Stages of Syntactic and

Morphological Development
Typical expressive language
development
"Brown's Stages" were identified by Roger
Brown 1925-1997 (obituary) and described in
his classic book (Brown,1973). The stages
provide a framework within which to
understand and predict the path that normal
expressive language development in English
usually takes, in terms of morphology and
syntax (defined below). They are used
extensively by speech-language
pathologists /speech and language therapists
when they perform a structural analysis of a
sample of a child's spoken language.
A structural analysis does not include a
measure of a child's development in the area
of the clarity of pronunciation of speech
sounds. Such an analysis is done in addition
to a structural analysis, and comprises,
among other components, a phonetic
assessment of the speech sounds a child can
produce, and a phonological assessment of
the way those sounds are organised into
speech patterns.

Morphology
In Linguistics, morphology is the branch of
grammar devoted to the study of the structure
or forms of words, primarily through the use

children move from "child" to

"speaker" in this stage.

of the morpheme construct. It is traditionally

distinguished from syntax.

Syntax
In Linguistics, syntax is a traditional term for
the study the rules governing the combination
of words to form sentences. It is distinguished
from morphology, which is the study of word
structure.

Morpheme
A morpheme is a unit of meaning. It does not
necessarily relate to the "word count" or
"syllable count" of an utterance. Here is an
example of the way morphemes are counted
in the words happy, unhappy, unhappily, and
unhappiest, and the sentence 'He meets the
unhappiest boys:

Brown's Stage I
Between 15 and 30 months, children are
expected to have MLUm's (mean length of
utterance measured in morphemes) of about
1.75 morphemes. Their MLUms gradually
increase as they acquire more language.
In Stage I, just after they have built up a 50 to
60 word vocabulary, children acquire the
ability to produce the Stage I sentence types,
outlined in the table above. The column
headed 'communicative intent' includes
examples of what the child might have said if
they were mature enough to talk in full
sentences.

Brown's Stages ("Brown's Morphemes") I to IV

As children's MLUm increases their capacity to learn and use grammatical structures of greater
complexity increases. They move from Stage I into Stage II, where they learn to use "-ing" endings on
verbs, "in", "on", and "-s" plurals. They then proceed to Stages III and IV.

Brown's
Stage

Age in Mean MLUm

Months MLUm Range

Morphological
Structure

Examples
______________________________

Stage I

15-30

1.75

1.5-2.0

Stage I Sentence Types see above

Stage II

28-36

2.25

2.00-2.5

Present progressive (-ing) it going

in

in box

on

on box

s-plurals (regular plurals) my cars

Stage III

36-42

2.75

2.5-3.0

Irregular past tense

me fell down

's possessive

man's book

Uncontractible copula (the

full form of the verb to be
when it is the only verb in
a sentence)

Is it Alison?
Yes, it is.
Was it Alison?
Yes, it was.

Articles

A ball on the book.

Regular past tense

She jumped.

Stage IV

40-46

3.5

3.0-3.7

10

Third person regular,

present tense

The puppy chews it.

Jason likes you.

11

Third person irregular

She does. He has.

12

Uncontractible auxiliary
Are they swimming?
(the full form of the verb 'to Were you hungry?
be' when it is an auxiliary I'm not laughing; she is.
verb in a sentence)
She was laughing; not me.

13

Contractible copula (the

shortened form of the verb
'to be' when it is the only
verb in a sentence)

She's ready.
They're here.
Daddy's got tomatoes.
My dog's lost his collar.

14

Contractible auxiliary (the

shortened form of the verb
'to be' when it is an
auxiliary verb in a
sentence)

They're coming.
He's going.
I'm opening it up.
We're hiding.
It's freezing.

Stage V

42-52+ 4.0

3.7-4.5

STAGES OF DEVELOPMENT BELLUGI

Child Language Acquisition
Speaking.
Stages of vocal development.

Stage 1:

0-8 weeks;
Basic biological noises.

Stage 2:

8-20 weeks;
Cooing and laughing.

Stage 3:

20-30 weeks;
Vocal play.

Stage 4:

25-50 weeks;
Babbling stage.

Stage 5:

10-13 months;
Melodic utterance stage.
A variation in rhythm

Stages of Literacy Development

In Stage 0 (pre-reading), typically between the ages of 6 months to 6 years old, the child pretends to
read, gradually develops the skills to retells stories when looking at pages of books previously read
to him/her. The child gains the ability to name letters of the alphabet, prints own name and plays
with books, pencils and paper. By six years old, the child can understand thousands of words but
can read few (if any). In this stage, adults are encouraged to scaffold childs language attempts
through parallel talk, expanding on verbalizations and recasting childs verbalizations. Adults are
encouraging children to use of two to three word combinations within social contexts, and adults
should implement dialogic reading or effective shared reading for young children ages 2 to 5 years.
Any instruction (phonics, vocabulary) should be linked to the book reading, and such books should
include rhyme, alliteration, and repetitive phrases. In ones environment, adults should verbally

label objects with which children are involved and encourage children to ask questions and elaborate
on observations (Westberg, et al., 2006).
In Stage 1 (initial reading, writing and decoding), typically between the ages of 6 and 7 years
old, the child is learning the relation between letters and sounds and between print and spoken
words. The child is able to read simple texts containing high frequency words and phonically regular
words, and uses skills and insight to sound out new words. In relation to writing, the child is
moving from scribbling to controlled scribbling to nonphonetic letter strings. Adults are encouraging
the child to write about known words and use invented spellings to encourage beginning writing,
which can be extended through assisted performance. In this stage, the main aims are to further
develop childrens phonological awareness, letter-sound knowledge, and ability to manipulate
phonemes and syllables (segmentation and blending). These skills should be taught in the context of
print, and children should have ample opportunities to manipulate, trace, and hear the sounds of
letters. To encourage independent reading, adults should select books that have few words on each
page, with a large type size, and with illustrations on each page. During shared reading, adults
should increase the number of print-focused questions that they ask children. Literacy instruction
should incorporate listening to stories and informational texts read aloud; learning the alphabet;
reading texts (out loud and silently); and writing letters, words, messages and stories. Teachers and
parents must ensure that children have ample opportunity to apply practices and strategies.
(Westberg, et al., 2006).
In Stage 2 (confirmation and fluency), typically between the ages of 7 and 8 years old, the child can
read simple, familiar stories and selections with increasing fluency. This is done by consolidating the
basic decoding elements, sight vocabulary and meaning context in the reading of common topics.
The learners skills are extended through guided read-alouds of more complex texts. By this stage,
adults should be providing instruction that includes repeated and monitored oral reading. Teachers
and parents must model fluent reading for students by reading aloud to them daily and ask students
to read text aloud. It is important to start with texts that are relatively short and contain words the
students can successfully decode. This practice should include a variety of texts such as stories,
nonfiction and poetry, and it should use a variety of ways to practice oral reading, such as studentadult reading, choral (or unison) reading, tape-assisted reading, partner (or buddy) reading and
readers theatre. In this stage, vocabulary needs to be taught both indirectly and directly. Adults
need to engage in conversations with children to help them learn new words and their meanings.
And during reading, it is important to pause to define unfamiliar words and discussing the book

upon completion of reading (Westberg, et al., 2006). At the end of this period, the learner is
transitioning out of the learning-to-read phase and into the reading-to-learn phase.
In Stage 3 (reading to learn the new), typically developed between the ages of 9 and 13 years
old, reading is used to learn new ideas, to gain new knowledge, to experience new feelings, to learn
new attitudes, generally from one or two points of view. There is a significant emphasis placed on
reading to learn, and writing for diverse purposes. There is time spent balancing the consolidating of
constrained skills (spelling, grammar, fluency) whilst providing ample opportunities to explore
topics through reading, writing, speaking, listening & viewing. By this time, the learner has
transitioned to a stage where he or she is expected to learn from their reading. Adults should teach
specific comprehension strategies, such as comprehension monitoring, using graphic and semantic
organizers, answering questions, generating questions, recognising textual structures, summarising,
and identifying main ideas and important details. Comprehension strategies can be taught through
direct explanation, modeling, guided practice and application. Students benefit from cooperative
learning and students should be encouraged to coordinate and adjust several strategies to assist
comprehension. At this stage, students should be encouraged to use a variety of tools to learn new
words, such as dictionaries, thesauruses, reference guides, word parts (prefixes, base words, etc) and
contextual clues (Westberg, et al., 2006).
In the penultimate Stage 4 (synthesising information and applying multiple perspective), typically
between 14 and 17 years old, learners are reading widely from a broad range of complex materials,
both expository and narrative, and are asked to apply a variety of viewpoints. Learners are required
to access, retain, critique and apply knowledge and concepts. Learners are consolidating general
reading, writing and learning strategies whilst being required to develop more sophisticated
disciplinary knowledge and perspectives. These adolescent learners deserve content area teachers
who provide instruction in the multiple literacy strategies needed to meet the demands of the
specific discipline. In these areas, adolescents deserve access to and instruction with multimodal as
well as traditional print sources. Effective instruction includes ample opportunities to discuss
disciplinary content and explore how these disciplines apply to the world outside the school walls.
Adults should encourage learners to refine interest, pursue areas of expertise, and develops the
literacies reflective of the years ahead in post-school contexts (International Reading Association,
2012).

In the final Stage 5 (critical literacy in work and society), reading is used for ones own needs and
purposes (professional and personal). Reading serves to integrate ones knowledge with that of
others to synthesise information and to create new knowledge. Reading and writing is purposeful,
strategic, often specialised and anchored. "Literacy" stratifies greatly in adulthood, since our reading
and writing habits are shaped by educational, cultural and employment factors that become
increasingly diverse in the post-school landscape. In professional and specialised settings,
individuals are required to synthesis information from a diverse range of sources in order to form
conclusions, shapes audiences views, and navigate multiple points of views (or perspectives).
The following are the three changes that occur as readers progress from the beginning (or
acclimation) phase through to the competence stages and on to the status of proficient or expert
readers:

First, the individual's topic/subject-matter knowledge must grow in tandem with one's
"domain" knowledge of the attributes of reading. Consequently, early guided reading experiences
of picture books require children to demonstrate limited knowledge in either subject or domain
knowledge in order to engage in rich, reading on the lap of a caring adult. However, reading
(domain) knowledge and topic knowledge become "increasing interconnected as individuals achieve
competence" as background knowledge becomes more pivotal to comprehension and as individuals
are expected to extract and process information more independently.

Second, in the early stages, individuals are motivated predominantly through "situational
interest" such as the people involved (e.g. parents) and their enthusiasm, as well asaccess to
engaging books and resources. However, as time passes, individuals are motivated more by
individual interests, such as preferred topics, goals and aspirations, and the formation of identities.
These interest-driven factors also determine emerging tastes and areas of expertise.

Third (and perhaps most importantly), readers move from a reliance on surface-processing
strategies to an increasing use of deep-processing strategies. Surface-processing strategies include
such procedures as "[sounding out new words], rereading, altering reading rate, or omitting
unfamiliar words" to monitor comprehension/attention. These strategies help one stay on task,
correct mistakes, and gain a literal understanding of texts. Deep-processing strategies include "crosstext comparisons, creating alternative representations or questioning a source." Deep-processing

strategies focus greater energies on synthesing, analysing and "gain the gist of" texts. They rely upon
fluency to be developed so that more sophisticated higher order strategies can be applied.

BLOOM

Stages of Development CLARK

0 - 18 months
From 0-3 months
individual personalities
show enjoyment and protest
recognise key elements in routine
hold but not control a rattle
engaged in play
indiscriminate attachments not
specific attachments

6 Months
Increasingly strong, may be able to roll
over
Become weaned and introduced to
new tastes
Look for nutrients to support their
growth, patience may be required

Crying should have decreased

Form specific attachments
Laugh, Coo and Gargle
9 months
object permanence
strong specific attachments unhappiness if leave
Multiple attachment
Stranger distress
crawling and very active!
Sit unsupported
finger feeding
Independent play
word recognition
12 months
Most mobile and some will be walking
Cruising behaviour
Personalities defined

Favourite toys and people

Some first words may be appearing
Independence preferred
Passing objects between hands
15 months
many walking although unsteady on
feet
explore items through touch and sight
rather than mouthing
remember routines and where things
belong
communication verbal and non verbal
Strong attachment to parent
Verbal and non verbal communication
18 months
Most children are now walking, yet
most remain unsteady
Walking presents new opportunities for
exploration!
Show signs of frustration with lack of
physical ability

Strong specific attachment persists

Frustration
What do the following therms
mean?
specific attachment
mouthing
makaton
indiscriminate attachments
How to adapt care for the different
development stages?

Learning Outcomes
all learners will be able to illustrate
three key identifiers of development in
months
Even better if you can use technical
language in your examples
Excellent if links can be made between
development in months to the five
development stages