UNIVERSIDAD AUTONOMA DE NUEVO LEON

FACULTAD DE FILOSOFÍA Y LETRAS

LIC. CIENCIAS DEL LENGUAJE

PSYCHOLINGUISTICS

Psycholinguistics PIA: Case Study of the Acquiring of Language

YESENIA BARRIENTOS CASTILLO

1614963

LAURA PAOLA HERNANDEZ BETANCOURT

PROFEORA GRACIELA ARDÓN

GRUPO T06

07 de junio del 2020

1
Contents
General Introduction.......................................................................................................................4
Chapter 2: Acquisition of Sounds.....................................................................................................6
Introduction..................................................................................................................................6
Intonation......................................................................................................................................7
Stress.............................................................................................................................................8
The ”Fis” Phenomenon................................................................................................................8
New Sounds in Old Word............................................................................................................9
Production of Speech Sounds......................................................................................................9
Infant Babbling..........................................................................................................................11
Acquisition of Contrasts............................................................................................................11
Word Structure..........................................................................................................................12
Order of Acquisition..................................................................................................................13
Children’s Simplification...........................................................................................................13
Why Simplify..............................................................................................................................15
Practice Sound and Play............................................................................................................16
Conclusion..................................................................................................................................16
Chapter 3: Acquisition of Meaningful Grammar...........................................................................17
Introduction................................................................................................................................17
Early grammar...........................................................................................................................17
Measures of syntactic.................................................................................................................18
Emergence of Grammatical Categories....................................................................................20
Interpretations of Early Multiword Utterances.......................................................................20
Acquiring Grammatical Categories..........................................................................................21
Comprehension and Production................................................................................................22
Individual Differences................................................................................................................22
Acquisition of Sign Language....................................................................................................23
Conclusion..................................................................................................................................24
Chapter 4: Acquisition of Meaning...............................................................................................24
Introduction................................................................................................................................24
Issues in the Acquisitions of Meaning.......................................................................................25

2
 Comprehension-Production...................................................................................................25
Complexity of Meaning..........................................................................................................26
Hypotheses and Strategies.....................................................................................................26
Conceptual Knowledge Vs Semantic Knowledge.................................................................27
Overlap with Under-Extension..............................................................................................27
Meanings with No Overlap....................................................................................................27
Overlap with Over-Extensions..............................................................................................28
Conclusion...............................................................................................................................30
Conclusion..................................................................................................................................31
Chapter 5: Acquisition of Discourse Competence..........................................................................31
Introduction................................................................................................................................31
A rich and adaptable instrument..............................................................................................32
Instrumental Model....................................................................................................................33
Conclusion...............................................................................................................................33
Regulatory Model.......................................................................................................................34
Conclusion...............................................................................................................................34
Interactional Model....................................................................................................................35
Conclusion...............................................................................................................................36
Personal Model...........................................................................................................................36
Conclusion...............................................................................................................................37
Heuristic Model..........................................................................................................................37
Imaginative Model.....................................................................................................................38
Conclusion...............................................................................................................................39
Representational Model.............................................................................................................39
Conclusion...............................................................................................................................40
Dominant Model.........................................................................................................................40
Conclusion...............................................................................................................................41
General Conclusion........................................................................................................................42
Bibliography.....................................................................................................................................43
Annex 1: Description of the Child.................................................................................................44
Annex 2. Birth certificate...............................................................................................................45
Annex 3. Family portrait...............................................................................................................46

3
Annex 4. Painting...........................................................................................................................47
Annex 5. Transcription..................................................................................................................48

General Introduction
In this investigation we are going to be basing ourselves in the theory written by Clark &
Clark, were we can see all the stages and every single development that we go through in
order to acquire language. During the investigation we are gong to be comparing the theory
with a case study in where we use the development a child has had in order to see if the
theory is correct and to see if the child in question is having the development necessary for
the age that he has. In the case study we ask for the permission of the child’s parents to
have a day with him so we can video tape the questions and the activities that we were
going to do with the kid, as well as for all the information needed, from personal
information to legal documents. Everything done was done with the permission of the
parents, is important to mention that the parents were not present during the interview with
the child, because that could affect the behavior of the interviewed kid.

Once we acquired the information needed; this being answers in relation to his family,
colors, figures, animals, characters, etc. ;we transcribe the video in order to have all the
dialogue in writing and finally we transcribe the dialogue into phonetic symbols to have a
better idea of what the kid was trying to say and the way he said it once we transcribe the
videos we used that a the base for our examples and comparison of the theory from Clark &
Clark, were she explains the process in which a human acquire language when infant. The
elements that she mentions and the once that are imperative for a proper process of
acquiring language are sounds, meaningful grammar, the meaning of the words and last the
competence of discourse. Each of the elements are going to be given as a chapter of this
investigation so we can explain them in more detailed way as well as to explain the process
in which the child sees himself involved for the sake of acquiring the element for her
language to start looking more adultlike, for this we give the theory of each stage of the
process followed by an example of the child interviewed. This investigation is important
because this way we can learn the process that a person has to go through so that one can
speak, have a conversation or simply express ourselves, and even though it looks easy
because we first start to babble, then we make sound followed by some simple words and
4
then we start talking every time with more complex vocabulary or simply using an
extended amount of words, it is not. The process that it takes for a person to acquire
language is quite extent and tedious, yet we don’t see it because everything that is
complicated is happening “backstage” meaning that is happening in the brain where we
can’t see it. So in perspective all we do in order to understand language and to use it is a
very complex process that is impossible to feel unless you are the person going through it
and even then we can not understand it completely due to the fact that all of it is
psychological, with in the mind and the brain and all the work it does we cannot see.

In the first chapter explains the process of acquiring sounds when we are first born in here
we analyze the nature of the relationship between speech as the child perceives it and the
speech the they will learn to produce is given by listening and imitating the adult as much
as they can to have a good perception of sounds that will later be incorporated in their
speech. After that we have acquiring grammar where we will start with how we get early
grammar where we will explain some of the researcher’s states then we will continue with
the measures of syntactics, then we will explain briefly the emergence of Grammatical
Categories and then again the theory of interpretations of Early Multiword Utterances.
Then we have chapter where the acquisition of meaning is explained we see the different
issues and the different strategies and elements that are present when a child is trying to
learn the meaning of words, it is important due to the fact that without knowing what the
words mean this can let us to a very difficult path towards knowing what other people say
as well as communicating, because the meaning of words is needed for us to understand the
world that surround us and to understand what is being told or just to make sense of the
objects and its purpose. And at last we have the chapter where we will be seeking
definitions of concepts that for linguists are very important, we will talk about a
controversial concept in the world of linguistics: language because for linguistics is a little
bit difficult to explain it because we want to give it an explanation in all the possible ways
and from different points of view scientifically speaking. Although it may seem a very
vague answer to the concept itself. And like I was saying the science of linguistics has so
many branches to only give it one definition, so in this chapter we are looking for a
definition in the educational context which its purpose is to elaborate some account of
language that is relevant to the work of the English Teacher.

5
 Chapter 2: Acquisition of Sounds
Introduction
In this chapter we will be analyzing the children way of acquiring sound and developing
their speech throughout these. We will be focusing on the theorical focus of Clark and
Clark in which they explain in a deeper way each stage that happens when the infant is in
its way to acquiring language. We will be analyzing with the theory an infant that will be
the case study with these we will see the correlation between the practical and the theorical.
This will be done by a serious of tables that will exemplified in a wider spectrum what we
will find in the theory by Clark and Clark, as well as other authors related to this reading.
Like I mentioned before we will by analyzing the first sounds in the child’s language with
charts that will complete the exemplification of the theory with the purpose of creating our
own investigation and case study; once clarified this we can acknowledge that this chapter,
we can say that this stage in the language of the kid is the most important because it will
give a clue of how the child’s language development will improve, as well as how he will
recognize certain voices, certain tones and imitate them. Because like most people say kid´s
are sponges which means that they suck all the information and occasionally imitate the
adult in order to form sounds, ten words, then sentences, and so on. And as the books says
the best system in this stage will be the nature of the relationship between speech as the
child perceives it and the speech the they will learn to produce is given by listening and
imitating the adult as much as they can.
Now in order for the infant to get a good perception of sounds that will later be
incorporated in their speech we need to understand how the managed to do this, they first
need to learn how to discriminate sounds to identify each and every single one of them, and
this procedure has a it own time line the one we will be giving below:

Precursors to Speech Location of sounds First few days

Perception Discriminate voices First Couple of weeks
Distinguishing human First two weeks
voice from other sounds
such as bells, rattles and

6
 whistles
Responding to emotional
quality of human voices Two Months
(angry, sad, etc.)
Distinguishing male from
Four months
female voices
Paying attention to
intonation and rhythm in Six Months
speech
Acquisition of sound
Between the ages of 10
contrast in perception of
monts – 2 years old
segments.
Phonetic Segments and
Children show evidence of
Sequences
knowing which sequences
Fourth year
are possible with in the
sound of letters

Intonation
According to investigators like M. M. Lewis (1951) children can recognize intonation
before perceive phonetics segments. Also they said that at the age of six or eight months,
babies babbling with intonation like rises and falls. As we know there are two ways to
identify these; one is in sentences where people normally use rises and falls to express a
question, to give order and commands, to express a necessity, etc.

Video Counter Sentence Type of sentence

4 1:13 / ¡´ito ! / Exclamative
3 7:34 / ¡ ’ete ¡ / Exclamative
4 1:17 / ’e ’a e uil / Declarative
2 1:25 / ’ke ’kai ’ke ’kai / Declarative
2 1:32 / ’a ’ordar ’a ’ordar / Imperative
2 2:45 / mi’a / Imperative
None None / ¿ ’e ? / Interrogative
None none / ¿ ’ete ? / Interrogative

After analyzing our baby we can see how he actually perceive and apply intonation in
explanative, declarative and imperative forms. He knows exactly how to use them to
express what he is trying to say even if it’s in only one word. This is because at his age, he
is not very familiar expressing complete sentences; he tends to use this function with one
word or more. We can also see that he is not used to apply the interrogative way very often,
that’s why we had some difficulties to select an example, but we can demonstrate that he’s

7
aware of the proper intonation in this function because when he is asked with a question he
answered in the way he’s supposed to; with a coherence answer. This shows how at he’s
age; he is capable of recognizing and producing proper intonation, showing that the theory
is still correct and valid nowadays.

Stress
Video Counter Child’s Word Adult’s Model
4 0:09 / ’yeyow / Yellow
4 0:54 / ’pupula / Púrpura
4 1:03 / kua’son/ Corazón
4 1:28 / ’dosa / Rosa
1 0:19 / ma’ma / Mamá

As we previously commented, there are two ways to determine if the rises and falls in
intonation are property executed. The first one was already explained before, and it was
related to mainly sentences, the other one is more related with the stress of the words.
Investigators said that stress appears in the early years of a child as well. And commented
that it’s very strange to notice that kids in the range of one-three years old made mistakes
stressing the wrong syllable of a word. There are some particular cases with the compound
words which are a little bit more difficult to children but in general they are able to stress
the correct syllable. In the case of our baby, we can see how he truly could stress correctly
the words, not only in Spanish where it’s a little bit easier to know in which syllable to
stressed due to the “acento”, but also in English because he’s learning both languages at the
same time in school. Analyzing these words it’s safe to say that indeed, searchers are
correct in their inferences on children ability to stress.

The ”Fis” Phenomenon

According to Berko and Brown (1960) this is a factor that ends up being critical in speech
of a child when deciding the possibilities isn’t which kids can identify words by themselves
even though they cannot pronounce it, and even thought the adult corrects them the kid
rejects that pronunciation based on his own production of the word. In the case above my
cousin got to say that word for an entire year until his sounds got a little more connected
but before that no matter how many times you corrected the word he would continue to say

8
it his way and that is due to the phenomenon of the kid corelating more to his words than
the adult’s word.

P Dialogue
A Quieres cappuccino?
Ch / si, tatu’chino/
A Cappuccino
Ch / po eso tatu’chino/

In this phenomenon we didn’t had an example from the video but talking with one of our
families they told us that one of the cousins used to say “tatu’chino” instead of cappuccino
and we thought it was a good example for the “fis” phenomenon, because like the author
mentioned, the kid is perfectly capable to distinguish the correct pronunciation of the words
but due to his limited articulation skills to pronounce, can’t say it correctly.

New Sounds in Old Word

This topic is when the kid has a word in which he is not able to pronounce completely
missing a letter he finds hard to say, for example if the kid instead of “stop” he pronounces
“top”, in this case the kid is not able to pronounce the letter [s] so he decides to skip it and
not pronounce it at all. But what happens when he is now able to pronounce it, all the old
words he said with out that letter ill become new ones now that he is able to; so, instead of
pronouncing “top” the way he used to now he will say “stop”. According to N. Smith
(1973) children may spend a few days or weeks alternating between the new pronunciation
and the old one until they settle into the most adult like one. It also says that once the sound
is introduced all the other words that weren’t pronounce adult like because of the difficulty
towards the child will be found in his speech. In the book it also says that by age 3 most of
the representation of the words will be almost identical to the ones in the adult’s speech,
and obviously the closer they get to adult speech the more they are understood.

9
Production of Speech Sounds
Investigators state that children’s ability to talk is very limited at their first years, and this
inability to pronounce correctly makes very difficult the task of understand what the baby is
trying to express due to the fact that some words maybe get confused to others. Analyzing
the first words of a couple of children, two searchers developed a table showing the gap
between babies’ words in contrast with adults’ words.

Video Counter Adult Model Child’s Pronunciation

1 0:46 Es /‘e /
4 0:40 Quiero /‘ kedo /
4 0:09 Yellow / ’yeyow /
2 0:24 Orange / o’ ɲay /
2 0:20 Rojo / ‘dojo /
2 0:14 Chiquita / ti ’kita /
4 0:54 Púrpura / ’pupula /
4 1:03 Corazón / kua’son /
4 1:28 Rosa / ’dosa /
2 0:22 Verde /‘erde /

In that table we can see a similarity with our own baby, many words, especially the one
syllable, can be confused or misunderstood with other words so it’s very important for the
child help himself with visual aids. Also, it’s very important for the adults to know the
context so they can understand better what the child is trying to say. A thing that caught our
attention was the fact that there wasn’t a quite big gap in the two or more syllable words, in
many words we can actually understand fully what the baby was trying to say, this can be

10
whether for the age of the child or because of the language; the table in the theory is made
in English, but Spanish is a language in which most of the words are formed by the
structure; CVCV. And this makes sounds less complicated to emit.

Infant Babbling
During the infant’s first days of life the make crying noises and between 3- 5 months old
they insert different cries to represent different things as their way of communication. But
by 5-6 months old the baby begins to babble. This babbling noise gives the impression that
their more language-like than their cries inserting some vowels and consonants combined
into a syllable-like sequence such as “bababa”, “gugu” or “dadada” These sequences are
monotone or at least have some kind of intonational rise and fall, babbling will last for six
to eight months or until they say their first identifiable word. Opinions have been divided
towards if the babbling has a continuity approach which means that the sounds are direct
precursors of speech sounds or, if it is a discontinuity approach which means it has no
relation whatsoever.
Mowrer (1960) argue that in babbling infants produce all the sounds found in words but
unfortunately it is said that this hypothesis is very unlikely because there are some syllable
that do not appear in babbling such as str- or-nght while the discontinuity one says that
there are two stages in the production of sounds the first stage id babbling and the second
one is the disappearance of many sounds that where previously in babbling and although
this one sounds more appealing it is also said to be incorrect due to the timeline that
happens in the speech and sound stages in children, for example the babble continues after
the onset of speech and also that some children carry the intonation use in babbling to
request or reject thing.

Acquisition of Contrasts
In this topic Jakobson (1968) tells us that the way children master sounds of their language
is closely related to properties all languages have in common, the first one being that
children gradually acquire this ability to pronounce the sounds by contrasting adult

11
language, the second one is the order acquisition is predictable from the contrast found in
other languages around the world, those languages that are more widespread are learn faster
while the one that are few are acquired last and finally children elaborate their own set of
contrasts until they match the set found in adult speech. In here we can see that the structure
of words will be necessary for the contrasts, the kids will be needs vowels and consonants
for them to make this contrast as closer to the adults speech as they can get.

Word Structure
Jakobson predicts in his theory that children words are way simpler than adult’s ones. He
stated that at least 85 percent of children’s words follow the structure CV or CVCV. This
theory was put on reviewed by the investigators M. M. Lewis (1951) Winitz and
Irwin(1958), they analyzed the speech of ninety-three children and made the adobe table
with the results. In their finding they could see how the results were strongly agreed with
Jakobson’s theory.

Video Counter cv Video Counter cvc Video Counter cvcv

1 0:11 /ti/ None None /dos/ 1 0:07 / ’nana /
1 1:26 /na/ None None /tes/ 1 0:19 /
ma’ma /
4 1:31 /te/ None None /pis/ 1 0:26 / pa’pa /
4 1:18 /no/ None None /mom/ 1 0:42 / ’foto /
3 7:16 /se/ None None /dad/ 1 1:17 /’ karo /

A similar thing occurs with the analysis of our child. As you can see in the table most of the
words used by the baby followed the structure of CV and CVCV, with a huge contrast in
the CVC structure where we weren’t able to identify words with this structure emitted by

12
the kid. This can be whether of the age or because by the language itself, because as we
already mentioned before, most the words in the Spanish language tend to follow CVCV
structure.

Order of Acquisition
This stage is important in acquisition to find the characteristics of sound system (Jakobson,
1968). In here we get into the variety of language and the segments that this provides and
differs from language to language. This means that if a language contains any velar stops
such as [g] sounds it will also include bilabial stops such as [b] or dental stops such as [t].
Jakobson predicts that these so called interdependencies may reflect in the order the
children acquires his contrasts. The contrast between bilabial and dental stops should be
acquired before the velar ones. Children usually learn stops like [b] and [d] before fricatives
such as [f] or [s] and this are replace by its corresponding stop so normally when [f] is
supposed to be produced the letter [p] will b in its place and so on. Now when it comes to
the fricatives [ꝋ] or [ð] are normally fully mastered by age six, while [l] and [r] are the last
ones to by learned at all.

Children’s Simplification
Investigators state that at the age of two years, children tend to omit one syllable of the
words; this syllable can be the first, second or third one depending on the word in the adult
way. They conclude that it is very difficult to set a pattern for this; even more complicated
than the adult’s way of speak. But mainly at most of the times, children tend to omit the
first syllable.

1) Reduction of Unstressed Syllables – if you don’t have enough examples, you

may add opposite ones
video Counter Child’s Word Adult’s Model Syllables Reduced
1 0:04 /’dardo/ Eduardo /e-du/
2 1:32 /’ordar/ Guardar /guar/
3 4:39 /en’can/ Encuentran /cuen/

Following all this statements we can actually see how this happened to our kid, most of the
reductions were at the beginning with the first syllable and others were the second
13
syllables. What searchers said can be valid in this analysis, and they claimed it is in fact,
very difficult to set a pattern.

2) Omission of Final Segment – (if not, opposite examples – see first example)

The omission of the final segment is very common on young children because they put
more attention on the first parts of the words and tent to prefer CV structure but according
to Templin (1957) this phase goes away at the age of three years old.

Video Counter Child’s Word Adult’s Model Segment Omitted

3 3:00 /ka’ʃorrous/ cachorros None
3 3:24 /bom’bones/ Bombones None
3 6:38 /´bui/ bus /-s/

After this analyze we can valid this statement because as you can see the baby didn’t skip
most of the final segment in words and if we consider that the baby was 2 years 10 months
(in the range of three years) the theory remains validated in this particular case. We can
also need to consider that the baby had two big sisters passing the age of 6 years old, so we
can also infer that the baby had more people to imitated than only two parents, this can also
help in the developing of the baby’s speech.

3) Omission of Consonant Cluster (2 consonants together either in the same

syllables or not)

Omitting a consonant Cluster is a very common thing in children; apparently, they reduced
them to fewer segments. There are three main ways of doing this phenomenon: the first one
is by deleting the entire cluster, the second one by reducing the entire cluster to a single
segment and finally the third one is made by substituting the cluster with another sound.
According to N. Smith (1973) the commonest method is the second one; reducing the entire
cluster to a single segment.

video Counter Child’s Adult’s Model Cluster Omitted

Word
2 0:14 / ti ’kita / Chiquita /ch/
2 0:24 / o’ ɲay / Orange /ng/
4 0:54 / ’pupula / Púrpura /rp/

14
All these methods can be seen on the analysis done above except for the first one; our baby
never deleted the entire cluster. But out of three examples, we can state that baby’s favorite
methods in this case is the third one; substituting the cluster with another sound, here we
can see how the baby choose to replace the cluster by using other sounds that he thought
were similar to the original cluster or by using a sound see usually conformable with. Other
method that we can apply is the second one, validating the Smith’s theory, the baby reduce
entire cluster to a single segment but he didn’t delete the entire cluster.

4) Reduplication – repetition of syllables or words: /ete, ete, ete/ - este

Reduplication comprehends the act of repeating the same syllable in a word to express it.
This a very common characteristic in the first’s stages of word acquisition.
Video Counter Child’s Speech Word or Syllable Repeated
3 7:34 / ’e ‘ete ‘ete / /éte/
3 3:56 /mi’a mi’a / /mia/
2 1:25 /’ke ’kai ’ke ’kai/ /’ke ’kai /

In this one we actually didn’t find a clear example because as we can notice the baby does
not tend to repeat syllables in the same word. This can be due to the baby’s age, because as
the author mentioned in the text, this is a characteristic present in the early stages of the
speech process, and out baby already passed these ones. A particular thing that we noticed
was that he tend to reduplicate the entire words in the same sentence, in the theory we
couldn’t an explanation of this, but our hypothesis is that the baby may did this to
emphasized what he was trying to express.

Why Simplify
Why do children simplify? That is a question that many investigators have done, but the
following hypothesis may tell us why this happened.
 The first one is limited memory span, this means that young children have a limited
memory compare to the ones in adults or older children, because of this they have
difficulty keeping the whole adult word in their mind.
 The second one is limited representation ability which unable the kind to represent
complicated sequences of sound or words, therefore they store a simplified version
of the word that is close to adult pronunciation.

15
  The third one is limited articulatory skill which takes a long time for kids to develop
the skill required to produce a match between their own pronunciation and adult’s
version in their memory.
This hypothesis have been argued between many linguists and psychologists to start the
first hypothesis many argue that memory capacity does not appear to change with age this
can not be adequate to the explanation of why kids move from shorter to longer utterance,
the evidence for the second one that children have only limited representational ability has
already been discussed because children clearly do have representation in memory for
sounds and sequences (N.Smith, 1973). And the third one is more plausible because even if
the kids already have the segments or the sequence found and know how to pronounce it, it
may take them months to practice before their articulation becomes automatic.

Practice Sound and Play

Young children do not wait for the right moment to use their new words. In fact, they
practice newly mastered sounds and also play with them, they use patterns that seem alike,
substitute a sound or a segment and as they get older they make up rhymes. They practice
words and phrases and string words together and then play substitution with them adding
and building new words, new sounds, etc. Sound plays allow children to practice both
newly mastered segments and complicated sequences. Young children are often aware that
what they are saying sometimes do not make sense and do not match the words offered so
they practice until they have real mastery of the distinction they perceive.

Conclusion
According to the finding and the exemplification above we can see that a child, specially
the on in this case study has been achieving the stages in its totality. We learned that for a
human to achieve adult’s language we need to go through so much mental exercise such as
memory without even realizing all the job we are making. We try to copy adult’s language
and speech since we are born but for us to do that we need to do a complex series of mental
ability acquiring. For example, just in the first year of our lives we go through 5-6 stages
just to acquire the ability needed for use to start saying a word or two. This is extremely
amazing; getting to know and analyze the level of development our brain goes through.

16
Since we are young we need to perceive sounds which based our entire ability to talk and
communicate with others in words and not only in sounds and imitation but also for us to
make our own. In this chapter we realize that children need to learn sounds in order for
them to learn how to speak and analyzing a kid and not only reading the theory fives you a
more vast idea of how we as humans are able to do something like that, how we need to
accumulate sounds and contrast them with and adult or how we create new words just by
playing with letters and segments and sequences. To be honest this chapter was very
interesting and full of information but the practice and the application of the theory was
very enlightening and made us understand the way our psyche in the mind works in relation
with language was able to let us give a wider look into the area of applied linguistics
psychologically in the children.

Chapter 3: Acquisition of Meaningful Grammar

Introduction.
Previously on the other chapter, we already analyzed the baby’s speech following theories
and proposes from several authors, but as we know those analysis were done mainly
focusing on a very important part of the speech; words. After this first step is completely
covered is now time to analyzed another important part of the speech, that appears when the
stage of the words is almost done; grammar. In this part of the paper we will analyzed a
child’s early grammar by putting in practice and testing what authors that according to
Carrol (1999) developed some theories to analyzed this phenomena such as; Brown, Sachs,
Slobin, etc. We will start explaining the theory about early grammar where we will explain
some of the researcher’s states then we will continue with the measures of syntactic where
again we will be explaining the theory but in this time we will prove some of the authors
theories and present a table where we will put the results to finally conclude with our final
comments. Next, we will explain briefly the emergence of Grammatical Categories and
then again the theory of interpretations of Early Multiword Utterances where we will add a
table of examples proving the author’s theories and we will write our conclusions. We will
continue like this explaining the theory of Acquiring Grammatical Categories,
Comprehension and Production, Individual differences and Acquisition of Sign Language.

17
Finally we will give a brief conclusion of all this topics and the findings in the analysis of
the baby’s speech focusing in grammatical level.

Early grammar
According to researchers, a child is able to speak combining 2 words at the time they are 2
years old, from that age on, children make impressive advances in the acquisition of their
native language grammar. This, of course, change depending on their native language,
searchers said how a children whose native language is English must pay more attention on
the place of words which is an important aspect of that language grammar. On the other
hand, a child whose native language is, for example, Turkish, they require a little more time
learning grammar because in those types of languages exists aspects such as; verbs
conjugation, genders, articles and all those important aspects in those languages. Even with
all these differences, experts said there are also many similarities in children’s grammar
acquisition, at least in the early stages of grammatical acquisition. Apparently in those
stages is the same in all worlds’ languages. After analyzing many studies, it has been
concluded that basic child grammar is a universal construction where children learns the
grammar of their native languages (Carrol, 1999).

Measures of syntactic
The question of how can someone measure the process of acquiring grammar of a child has
been asked by many researchers, they conclude that it was necessary to record an index of a
child language process in order to be compared with other children. Some researchers
developed various methods for analyzing this event, but the one discussed by Brown (1973)
is the most widely used. This method named “Mean length of utterances in morphemes”
also known as MLU, consists on taking a sample of 100 words of the child and count only
the morphemes present per utterance. Using this method Brown (1973) divided language
development into five stages. Stage one consists on one of two word utterances MLU, 1.75.
He said that children in this stage are able to put words together. Stage number two and
three correspond to upper limit MLUs of 2.25, 2.75, 3.5 and 4.0, and children they are
learning to modulate the meaning of their utterances by the use of grammatical morphemes.
Finally Stages three and four comprehended learning more complex constructions, such as
questions and negatives (Carrol, 1999).

18
Something important to mention by Brown (1973) is that age is not a very important matter
in this process because the stages can vary but by the age, it is more informative to compare
two children with similar MLUs but different ages than the other way around.

The above figure shows the relationships between age and MLU for a sample of children
studied by Miller and Chapman (1981).

Table 3.1 Relationship between 2 years and 8 months old and mean length of utterance in
morphemes for “Eduardo Quintero Gonzalez”

The above table represents the relationship between 2.8 years old and mean length
utterance in morphemes for the analyzed baby “Eduardo”. In order to stablish the
relationship ship we followed the method MLU, in which we take 100 words produced by
the child and count the number of morphemes present in the utterances, in this case the
average resulted was 1.7. According to this it is correct to say that “Eduardo” is in Stage
one of the MLU process according to Brown (1972), in this stage babies are able to put
words together, which in this case we can see how it is true. Something that caught our eye

19
here, is that according to researchers, at the age of 24 months is when babies are in stage
one, but out baby was 32 months old, so it’s mean he was a little lagging in the MLU. We
analyze this situation carefully and we come with the conclusion that there are some
external factors that can be affecting in this process, for example the gender, our baby was a
boy and it is a fact that boys normally tend to acquire language a little bit slower than girls.
Also as we mentioned before on other parts of the paper, he was going to a bilingual school
so he was supposed to be learning to two languages at the same time so this can maybe
affect in the acquisition of grammar because the two languages he was learning have
different grammars (English, Spanish). Finally, another factor that can be affecting is that
the child had two big sisters, so most of the time the baby is trying to communicate with
just a single word because their sisters tend say for him the entire sentence so maybe he
didn’t see necessary to say it complete.

Emergence of Grammatical Categories

As adults it may seem a little bit weird to consider a two-word utterance as a sentence, but
this is a very common thing on a child. According to Sachs (1976) when a child says this
type of constructions we may think that is for simple imitation or maybe the result of a
random combination a child decided to say. But in fact, this shows t the system that
children are using to express meanings at that time. The first thing they do to achieve this is
put words together and tend to combine content words and leave out function words which
give as results utterances like the ones adult’s use to send a telegram, for example. All this
suggest that a child is able to understand and make a grammatical distinction. According to
Braine (1974) when children put words together, they put them in particular positions in the
sentence which means they understand the system they follow; grammar.

Interpretations of Early Multiword Utterances

A question that seems to be more relevant here is that what is the child’s system? It seems
logic at the beginning analyzed a child’s utterance according to syntax but it fact,
Bowerman (1973) state that a syntactic descriptions seems not to fit a child’s utterance, at
least not when there are in the early stages. Following this lines Brown (1973) proposed to
analyze them from a semantic relation, he developed then, a list of 11 semantic relations
which he stated they comprehended the 75% of a child two-word utterances. He claimed

20
that all this semantic relations also appeared in other languages such as; Russian, Finish and
Samoan (Slobin, 1970).

Later on, Braine (1976) states than whether it is correct that some children’s utterances do
actually match with semantic properties, he also said that most of the times simply reflect a
child preference for putting certain words in specific positions in sentence.

Video Counter Relation Instance

1 1:17 Nomination / ’e ‘karo /
1 1:26 Recurrence / ’na ´motodeta /
3 0:44 Nonexistence / no ´ta /
3 5:25 Agent and action /´rebot ‘etita ‘e ‘poni /
3 6:07 Action and object / ‘mone ‘e ‘poni /
1 1:26 Agent and object / ‘moto ‘e ‘baba /
2 1:25 Action and locative / ’ke ‘kai /
3 2:04 Entity and locative / ‘buali ‘aki ‘ta /
1 1:17 Possessor and possession / ’karo de ‘baba /
2 0:49 Entity and attribute / ’e ‘ande /
3 1:09 Demonstrative and entity / ‘ete ‘e ‘juma /

The above table represents the analysis of Brown’s semantic relations 11 list in the
language speech of “Eduardo Quintero Gonzalez” utterances. Here we can say that most of
the times the baby did follow this semantic properties on their native language that is
Spanish, this differ a little bit from the English because where in that language a utterances
is composed of two words, in Spanish the same semantic relation is composed of two or
three words. This can be slightly more complicated but as we see the baby did manage well
all this structures, even if some words of the utterances were not saying properly. This
doesn’t affect the fact that we identified correctly the agents we was trying to express and
the actions or objects too. So with all this analysis we prove that Brown’s theory is correct
at least in Spanish language and in Eduardo’s speech, rather Braine’s suggestions.

Acquiring Grammatical Categories

There has been much debate concerning how kids acquire the knowledge towards syntactic
terms. But according to some authors their knowledge of semantic relations to learn
syntactic relations, this process is known as semantic bootstrapping as Bowerman (1973)

21
puts it that their syntactic learning starts by the simple order rules for combining words
which makes them perform semantic functions such as agent, action and object or other
semantic functions. An example of this can be when children use sentences in which
grammatical subject is the semantic agent. Then they use this again to begin learning the
grammatical category of subject while children become more experiences in linguistics
inducing grammatical concepts, and something that was also mentioned by Maratsos (1982)
is than commonly children acquire all of this during their pre-schooled years by paying
attention to the grammatical structure giving them more forms in their linguistics
development as well as analyzing correlation in grammatical operations forming and
regrouping into more abstract and differentiated grammatical classes.

Comprehension and Production

This relationship in language development has been of much interest to many because
children have pragmatic and lexical skills that leads them to comprehend language such as
when children respond correctly to utterances like Why don’t you put the doll in the swing?
Kids already know what doll and swing which once combined these words they can try to
understand the context. In the studies made, infants comprehend the syntax of the sentence
to perform appropriately, young infants as 17 months are capable of responding in the
correct way towards this tasks many months before they are actually capable of producing
such sentences; comprehension does indeed appear to be more advanced than the
production itself.

Individual Differences
Studies over the past 30 years found evidence for individual differences in the styles and
strategies for learning language, the study was between 1-2-year-old infants. Nelson (1973)
suggested that there were two types of strategies in order to acquire language; most of the
children that Nelson studied approached their strategy towards the referential strategies
which make the attempt to learn words that referred to aspects near their environments
such as nouns, some verbs or maybe adjectives and proper noun. While other children used
the expressive strategy that focuses on social interaction, this more expressive children
have more diverse vocabulary including verbal routines like Stop it and I want it, these
children were more likely to utter whole sentences in contrast with referential children that

22
articulate poorly the words but within an intonation pattern. The differences between these
strategies continue where the expressive children use ore “dummy terms” ad want to be
focus on the impersonal aspects of language whereas the referential kids use more
grammatically correct words.

Referential children start to combine words and forming them into sentences which means
that they go from individual to whole utterances while expressive children eventually
break down their longer utterances into individual words these children analyze their
utterances into words and then they combine them into sentences. These children are less
able to learn and retain object names. It is also said that maternal speech influences the
children ability and style. Mother of the referential children are more descriptive when
producing utterances meanwhile the expressive children use fewer prescriptive ones.

Acquisition of Sign Language

Sign Language and English language have many similarities and differences between them,
they both share some basis in grammatical features such as duality of patterning and
linguistic productivity although ASL has a richer morphology and of course the difference
than one has modality while the other is auditory. Now the children than have been exposed
to ASL early in life because of their deaf parents but that are able to hear the authors find
them very interesting due to the way that they are presented with this language from birth.
Deaf children are not likely to benefit from exposure to the language in fact according to
Meadow (1980) the basic depravation of profound congenital deafness is one not only of
the sounds but of the language itself. Another important point that is given in the study is
that many deaf children are not exposed to sign language in their early years due to the fact
that most of the times their parents are hearing, which means that they do not know sign
language in fact many deaf people learn sign language later in life. Children that have deaf
parents or hearing-impaired ones use other methods of communication for example by oral
training this means that they teach children to speak and understand oral language which is
also called training in manual English. Some answers within the study to see how deaf
infants acquire ASL was that the ones born from deaf parents are engaged in two types of
manual activity: gestures such as raising their hands for them to be picked up which were
similar to those ones made by infants exposed to speech, and the manual babbling which is

23
hand shapes, location and movements that were very similar to those from ASL but they
don´t exactly signify a word. The children that wear bilingual meaning that they learn
English from a hearing parent and ASL from a deaf one were able to make their first words
in ASL at 7 months and by 12 months the child was able to make 5 sign words but one
English word; with this we can see that although ASL is different from English the
linguistic features like iconicity and morphological structure are very similar specially in
the early stages of acquisition the only big difference is that they learn their first sign 2-3
months earlier than when a hearing children will acquire his first words.

Conclusion
During this chapter we can see how we analyze how children acquire grammatical in the
language and how they develop it. According to the theory seen in the entire reading we got
an idea of how children develop each segment of grammar, but what we wanted to see was
how this affected our case study so we used the theory and use at as basis for our analysis
with in the 11 relations of semantics and what we can see is that that most of the times the
baby did follow this semantic properties on their native language that is Spanish, this differ
a little bit from the English because where in that language a utterances is composed of two
words, in Spanish the same semantic relation is composed of two or three words, meaning
that the theory in the 11 semantic relations where correct in it mother language; another
important thing that we get to see is that the kid can make himself be understood by giving
to utterances that make sense by themselves and within the context given you can
understand which puts in practice what we saw in the chapter about the way children
comprehend and produce language in grammatical factors. Another important thing we can
see in this analysis is that the child in question is most probable has been learning language
by expressive strategy which means that he prefers to talk and be listened to rather than
figure the right grammatical structure of phrases, he is more likely to be able to socialize in
a better manner towards adults

Chapter 4: Acquisition of Meaning

24
Introduction
In this chapter from Psychology and Language from Herbert Clark and Eve Clark is what
the called in the book Meaning in the Child’s Language where we will find the different
issues and the different strategies and elements that are present at the moment a child learn
the meaning of words, this may look like an easy thing because we don´t really see the
process but once we get to understand every elements maybe we’ll be able to find out how
this works because it is important in order to acquire language, because without knowing
what the words mean this can let us to a very difficult path towards knowing what other
people say as well as communicating. The child needs to understand the words they are
saying and what the mean in order for them to acquire a more adult-like language. In this
chapter we will also be seen how we applied some of these elements in order to analyze our
case study which is a 2-year-old kid.

Issues in the Acquisitions of Meaning

When it comes to acquiring the meaning of words when we are children we have to study
several issues that makes harder to understand the way children acquire language but they
are necessary for us to find the best answers as well for us to keep in mind while studying
the acquiring of meaning in words for children.

Comprehension-Production
In this part of the issues we can see that children commonly seem to understand much more
that what they can say and they are able to respond to this accordingly because they are
very good at interpreting adult’s gestures; people have shown that children rely on gestures
in order to understand the adults by this they direct their attention and then do what looks
like according to the context one example can be when an adults says Why can’t you ever
shot the door? They ask this question while gesturing towards the door, this gives the
children a little context about the door shutting it. With the example we can deduct a
problem which is how much children understand from the words given alone during the
different stages of acquisition, another problem is tat the children start to use the words
when the give a certain meaning to it like saying bow-wow to every single four leg animal
making this is a mistake of the children’s mapping because the concepts is not exactly

25
what the words meant and this is a problem of production and we need to understand a it
more of the comprehension they have specially when the children have no-linguistic cues to
interpretation as well as observing what the children says, specifically one word and the
context of it in order to identify a semantic hypothesis and the strategies for using new
words. (E.Clark&H.Clark, 1977)

Complexity of Meaning
The complexity in language structure is important for us to see how this affects the
different word endings, the function, and the semantics of language in children. Word
endings that only express one single concept are learned earlier as those that have more
conceptual content one example can be the word give which it´s meaning is simply to
transfer an object from person A to person B, while the word sell has more meaning that
may be harder for a kid to learn because this time will be saying that it is to transfer money
from A to B in order for B to exchange it for something else; this gives complexity to the
words, and complexity is determinant to order in which child acquire word endings.
Another issue may be that semantic complexity can take other forms; this field the simpler
meaning needs to be worked out first than the more complex. Conceptual complexity
cannot be used to see which meaning will be easier or harder to acquire because this
depends on the child and the individual experiences and environment they are surrounded
by. (E.Clark&H.Clark, 1977) (E.Clark&H.Clark, 1977)

Hypotheses and Strategies

Children do interpretations of words in order for them to acquire meaning, in doing this they start
with to assumptions or hypothesis about language; the first one is that language is for people to
communicate and the second one is that language makes sense in context. The first assumption is
created due to the reliance in the gestures because they are always accompanied by some speech
from the adult’s end and they infer that language is for communication; and assumption number two
is made by the reasonable connection between what the speaker says and the situation they are in.
The children relay in the “here and now” (E.Clark&H.Clark, 1977) at the moment they work out the
meaning of words and their first step is making a sort of hypothesis by basing themselves in their
conceptual knowledge in this way the child ties up the meaning with the word to something he
already knows. The next step is for them to come up with a strategy for using and understanding

26
any word, the strategy can be to look around and assume that’s what the speaker was talking about
with all the information they were given. For this they select a possible meaning from what they
already know, with this they take the meaning and how to use it in other occasions. The strategies
the child use help us understand the kind of information they take under consideration to form a
meaning and how this can evolve into adult meanings.

Conceptual Knowledge Vs Semantic Knowledge

The general knowledge people have about the world is the mental encyclopedia they have while
their knowledge in words is the lexicon they can use. Some of this concept can be expressed
universally in languages. So one of the goals is to discover how children find the connection
between those conceptual domains and the linguistic devices in the learned language Children
semantic knowledge consists of the lexical entries they’ve worked in order to get particular
concepts with the mapping and make it part of their knowledge in semantics (E.Clark&H.Clark,
1977). The relationship between conceptual knowledge and semantic knowledge is made by what
the child built with what he already knows, the entire process of creating a hypothesis and strategies
to a particular word create a mapping problem, for this first you need to examine the early word
meaning englobing verbs and nouns; the second part take the strategies use in the acquisition of
words for relationships and at last the semantic components.

Overlap with Under-Extension

The overlap with under-extension is when the child denotes only one set of items included
in adult category (E.Clark&H.Clark, 1977). Here the children may fail to use a word for
many reasons these can be because he is very sleepy, restless or focusing on something
else; under-extension represents the very first stage in the acquisition of each new word
meaning that the kid may use kitten just for the family pet but later on he will use it for
every single cat. This overlap requires children to adjust the meaning they first had in order
for it to adjust the one adult have.

Meanings with No Overlap

Then there is the possibility that the child’s meaning does not overlap with the one the adult
has. For example when the child says bye and instead of using it as a way to let someone
know that they are leaving they use it for when they play with toys and points to something
and says it meaning the toy but instead they say bye. This happens when the kid is not

27
provided with a basis in the communication and the children abandon such words quickly.
This happens in the very first few months when they use a new word, but they drop it
immediately. Since children rarely het the adult word right they may spend several years
adjusting themselves and their hypothesis, these mistakes provide important insight into the
process they use to acquire meaning.

Overlap with Over-Extensions

The overlap with Over-Extensions is addressed by researchers as cases when child’s
meaning overlaps with adult’s in a way, but he uses that same meaning to extends it
beyond. An example, of this is when a child uses a word to referring an animal, a dog for
example, and he keeps using this to refers other animals like a cow, a horse, etc. so in
general words, he puts them in the same category and the words represents that category.
Some authors even mentioned examples of this in the analysis they made on some children,
like Perez (1892) when he narrated how his own child used the word mou, for
indeterminate drawings that were in a horizontal line with four downward projections as he
did for most animal. Other category could be texture, the author mentioned how in the same
example of the dog, a child can pick a word for other ‘fluffy’ animals.
Over-extensions overlaps are divided in two ways, the first one is ‘a pure over-extension’
where a child is likely to pick one or two properties in a critical way for the use of a
specific word. The other one is called ‘mixed over-extension’ and this one refers when
children use a word that share the original referent in different situations.
The following tables shows the categorizations of the different over-extensions. Table 13-1
shows words were over-extended to other objects in the order listed in the right-hand
column based in shape, while Table 13-2 shows the same but based in movement, size,
sound and texture.

28
(Example in a table)
VIDEO COUNTER P DIALOGUE Domain of Application

(shape, movement, color, sound,

texture)

2 0:05 I ¿Es una torre grande o chiquita? Shape

2 0:08 B / ’gande / Shape

2 0:10 I ¡Grande! Mira, yo construí una Shape

torre, ¿és una torre grande o
chiquita?

29
 2 0:14 B / ti’kita / Shape

2 0:16 I ¡Si, chiquita muy bien! Shape

2 0:19 I ¿Éste quécolor es? Color

2 0:20 B / ‘dojo / Color

2 0:21 I ¿Y éste? Color

2 0:22 B / ‘erde / Color

2 0:23 I ¡Aja! ¿Y éste? Color

2 0:24 B / o’ ɲay / Color

2 0:25 I ¡Orange! ¿Y éste? Color

2 0:27 B / ‘puda / Color

2 0:28 I ¡Muy bien! Color

Conclusion
In the prior table we showed ‘Eduardo Quintero Gonzalez’ analysis where we give
examples of shape and color, we did this with the propose to test all the statements referring
to overlap with over-extensions. In this case we were expecting to see any kind of ‘over-
extensions’ but in case we faced with the fact that we weren’t able to find any, at least in
the sequential part where we tried to analyze this event. Here you can see how the baby
actually answer correctly all the questions referring to the shape and color concepts, we
didn’t overlap any of the concepts. There are a few factors that can be affecting this, one is
that maybe because in his school he had already see all this concepts, not allowing him to
categorize them since he was attending kinder garden at a very young age. Other one is that
as we already mentioned the baby had two older sisters so maybe by imitations, he could
learn the difference.

30
Conclusion
What I learned through out this chapter is that the process in which children learn the
meaning of the words is very complex and even though we don’t see it the children brain is
very intelligent, it has a lot of functions an all of them are happening at the same time
which mean they are always trying to understand the world they are surrounded by, trying
to communicate. We don´t realize that the brain can do so much until we analyze it. The
children’s process into acquiring language is very vast and interesting and we can see that
in order for use to get to an adults language it take a lot of brain activity; a lot of strategies
and hypothesis that help us achieve it specially as kids. Is important for us to understand
and analyze it in order to acknowledge the fact that getting to communicate the way we do
as adults we needed to first analyze the people that are in our surrounding as well as the
things we see day by day for us to get context on what we are trying to say. I think that this
was a very fulfilling and interesting chapter for us linguists

Chapter 5: Acquisition of Discourse Competence

Introduction
In this chapter we will be basing our theory analysis and examples from the book Reading
for Applied Linguistics written by M.A.K Halliday and Webster so we can see that as
linguist we are always seeking definitions of concepts that for us are very important. In this
chapter we will talk about of one of the most controversial concepts in the world of
linguistics: language. As many people know a very common questions is ‘What is
language?’, as many other questions for linguistics is a little bit difficult to answer and the
only satisfactory answer we can give as linguist is, actually, another question itself. ‘Why
do you want to know?’ seems a very vague answer but is the most accurate one. In a
science with so many branches as linguistics, there are many definitions to this concept to
the most logic way to answer without giving a definition that is now going to help we
would rather to know what the other person is looking for. In this chapter we are looking
for a definition in the educational context which its purpose is t elaborate some account of
language that is relevant to the work of the English Teacher. But how can this be decided?
Well, that’s another complicated question because there are some attitudes and approaches
that are irrelevant, yes as you read; irrelevant. An example of this is teaching grammar to a

31
child to is barely starting to talk. This is completely unsuccessful, not because it not
necessary but because it shouldn’t be the first thing. Instead of this what we need to do
understand is how a child sees the language and their educational needs towards to it. Is
pretty simple, the child knows what language is because he knows what language does.
Once we have understood this statement, we can also understand that language is, for the
child, a rich and adaptable instrument for the realization of his intentions. Which is pretty
simple, children see that language as a tool to realize what they want to do. So researchers
suggest to identify the models of language with which a normal child is relate by the time
he comes to school. In this chapter we will analyzed every of the seven models of the
language, we will start by giving an explanation of the theory of researcher. Then we will
add a table where we will give examples of the analysis of the Eduardo Quintero
Gonzalez’s speech referring to that particular model in order to give or final findings of
them. At the end we will explain the conclusions; one of the analysis of what particular
model we found as the most used and finally a conclusion of the entire chapter.

A rich and adaptable instrument

Is important to mention that the child already has knowledge about language because he
knows what it does, the determining elements of this have been already experienced by the
child as he knows the successful demands and particular need because he has already use
them this can be for the satisfaction of material or intellectual needs, he has used them for
feelings, mediation, etc. and due to this subconsciously he already know that language has
many functions and for the child this is very adaptable as well as rich for the realization of
his intentions so it is important to mention that the internal model of a child is very
complex, so is necessary not to down play language for kids because it sometimes ends up
being more complex than the one from adults; his interactions with others is what gives
form to what the child’s language could become that is why according to Halliday (1975)
the child from a very early age starts to mediate his all aspects of his experience. Here we
have the positive sides of the kid’s language but when they go to school is when they get to
have trouble because they are exposed and they need to interact in an stereotypical way of
language that goes against the insight of what the children had already learned from his
own experience.

32
 Instrumental Model
According to the author this is the simplest model of the child’s models of language and is
probably one of the first to be developed. This consist and begins when the child is aware
that language is a mean used to get things done. Researchers also come to the conclusion
that the success in this particular model of language doesn’t depend totally in the
production of well-formed adult sentences; they said that also a carefully contextualized
yell or maybe an expression may have substantially the same effect. It is true that language
has many other functions besides manipulating and controlling the environment but all the
other functions even if they are important don’t have a strong relation in the child’s
language at a very young age. The author’s example of this model is when the child says
something like ‘I want a banana’ and of course we can understand how this is an instrument
the child is using to get that thing done, but also in other context where there aren’t
bananas, we can see how the child is trying to express the satisfaction of material needs.

VIDEO COUNTER P DIALOGUE

2 1:32 B / ‘a ‘ordar ‘a ’ordar /

2 1:34 I ¿Lo vamos a guardar?

2 1:35 B / ti /

Conclusion
After all that authors have explained about the instrumental model, we tested in a
conversation with the baby. In this case we can see how the concepts and theory stated by
researchers is true. First, we have literally the example of how the baby out of nowhere said
an imperative short utterance because he wanted to get a thing done, in this particular case,
he wanted to pick his toys up because he decided playtime was over. So, we can see that the
baby is very aware that language is a mean to get things done or to fulfill his intentions.
The other statement that we can also prove is that author state that this model is of the first
to appear in a child’s language. Well, in this case we tested and see how it is true because

33
 all the statements researchers mentioned were proved and mainly focused on children of
about five years, but “Eduardo” was only 2 years and 8 months, so we can definitely
confirm that instrumental model is actually one of the first to be developed.

Regulatory Model
The regulatory model is highly related to the instrumental model, according to researchers,
this method is related to when the child is aware that language also it’s means to execute
control over people. This happens mainly when the child realizes his parents or even older
siblings gave him commands or orders. The author said this refers to the use of language to
regulate the behavior of other people. Bernstein stated that this is closely related to the
parents in the process of socialization of the child because depending on the way they relate
the behavior of the proper child himself. Apparently the child analyzes the way his parents
controls him, mainly the type of speech they use, for example: control through
categorization of behavior terms of opposition approved/ disapproved, control through
threat or reprisal linked to repetition behavior, control to emotional blackmail, control
through categorization of behavior as governed by rule, and so on. All this leads the child to
understand language as a behavioral control to finally apply this awareness in his own
attempts to control other people.

VIDEO COUNTER P DIALOGUE

3 0:37 B / ¡ ‘mia ‘mia ‘a ‘bako! /

3 0:38 I ¿Éste es un barco?

3 0:38 B / ti /

Conclusion
As the author mentioned in the theory, this model is related to the other one, here we tried
to analyze the baby’s speech all the statements given by researchers. As a result, we
discovered that another time the baby uses the imperative to try to make other people do
things. In this case we have a command that happened to be very frequent in the baby’s

34
 speech. This word that is “look” is used by the baby to gain force people to play attention,
so in this case theory’s statement were prove. We are aware that maybe in the theory the
examples had a sort of bad connotation but we weren’t able to perceive this in that way. But
that doesn’t mean we couldn’t test the other statement related to the parents. We had the
fortune to know closer the baby’s parents and after a few time we could notice how this
command is very used by the parents, specially when they talked to the baby, this as we
mentioned, is not used in a negative connotation, they use this to make the child pay
attention to them so at the end happened what the author said; the baby assimilated this and
stated to apply it in their own attempts to make other people paid attention to him.

Interactional Model
The third of the models that are part of the child’s image of language is the Interactional
Model, and as its name says, is related to social interaction. According to the author this
model refers to the use of language in the interaction between the self and others. We know
that language is strongly related to interact with other people, but when someone think of a
child, even a baby, it’s not as common to say that has many interactions with many persons,
but even with his closest relationship that happens to be his mother, is mediated through
language. This leads the child to understand that in order to communicate with others it is
necessary to understand the language. At the time children get to school, they understand
this even better, knowing that language is used to define and consolidate the group, to
include and to exclude, showing who is part of it. A very interesting topic the authors
mentions is that a child at a very young age can do a few adults can, be both participant and
observer at the same time.

VIDEO COUNTER P DIALOGUE

3 2:42 I Muy bien. ¿Quiéres leer este?

3 2:43 B / ti /

3 2: 46 I ¿Ella quién es?

3 2:49 B / a’biey /

35
 Conclusion
This model is a very important one for us, because we could actually noticed how the baby
was very aware that language is a mean to interact with other people, as we can see in the
example, and also in many other parts of the entire conversation, the baby knew that when a
questions is asked to him, the other person expects an answer. We could think this is related
to another model that we will explain later, but not really. He answered the questions and
invitations to play to feel involved in the situation, to interact. At this point he was in a very
young where long utterances are not a thing to be familiarized with, so maybe we didn’t
feel confident enough to start the interaction himself, but surely he did feel confident
enough to continue it after another person did it, showing that he truly understand how
language plays an important part to interact with another people.

Personal Model
The personal model is referred to when the child becomes aware that language can be used
as a form of his own individuality. Researchers says that there is a process where the child
becomes aware of himself and in the higher stages of this process which is when the child
is developing his personality, language plays a very essential role. The child is able to offer
to other people things that are unique to himself, to make their uniqueness public and to
show his own individuality. A normal child shows his awareness with his speech. Thus, for
the child language is a very important part of himself and the personal model refers to his
intuitive awareness of this, and on the way, language is a medium to identify and realized
his individuality.

VIDEO COUNTER P DIALOGUE

2 1:17 I Hazte más para acá.

2 1:18 B / no /

2 1:19 I ¿No? ¿Ahí? Okay.

36
Conclusion
The personal model is a complex one. As the author mentions this one is making reference
to the child’s individuality and how language plays an important role to the developing of
his personality. On the other hand, all this statements, as we previously mentioned, are
based on children up to five years and our baby was only 2 years and 8 months. So,
analyzing the personal language was little bit complicated because he was very young and
he was not supposed to be developing this model, at least not in an advance way. But we
were able to found little sparks of this event starting to appear as you can see in the
example of the table. In this case the baby was showing strong preferences and making his
owns decisions about what he ‘didn’t’ want to do, that perhaps doesn’t seem a quite big
deal, but is definitely a small glance of his invisibility and “obviously” strong personality.

Heuristic Model
In the Heuristic model we can see a very important part of the future development of the
child in academic context. This model refers to language as a mean of investigating reality,
a way of learning about things. This is a very common to see in a child, there is a part in
their development they are always asking questions. They do this because they see
language as a way to gain more knowledge and to understand things. Apparently when he is
questioning, he is seeking not merely facts, he is looking for explanations of the facts, the
generalizations about reality that language makes it possible to explore. Bernstein states the
importance of this by saying hoe a young child is very well aware of how to use language
to learn, and maybe he is even conscious of this before getting to school. This will
definitely make their academic life easier when they do. The author even says how many
children are already controlling metalanguage by knowing what the word “question” is,
what an “answer” is and also what “knowing” and “understanding” mean.

COUNTER P DIALOGUE

None I Ya es hora de que te vayas a dormir.

None B / ¿po’ke? /

None I Porque mañana tienes que ir al kínder.

37
 Conclusion
Heuristic model is a very common model in pretty much every young child. The faced all
the time with several children making questions about everything around them. But
definitely a characteristic of this children is that they are in an age where they can actually
understand and pay attention to the whole explanations of the facts, they are seeking
answers. In the case of ‘Eduardo’ we considered he was still in an age where this wasn’t
already happening because in other parts of the conversation we could notice that at this
age he was still trying to understand and comprehend things around him, maybe to focus
still on that to wanted to know more and to have even to understand.

Imaginative Model
There is also another function of the child’s language, this one is the Imaginative model.
This also is related to the child’s environment but in a very different way, here we can see
how the child uses language to create his own environment. This could be the opposite of
the heuristic model, he is not using language to learn how things are, he in fact intended to
make them as we want them to be; as he feels inclined. This creativity provides many other
elements of the metalanguage, he uses words like story, make up and pretend. A very
interesting thing about this model is how the author describes it, he states that can be about
anything in particular, the child can make a whole new world up and is not necessary to be
related with the real one, actually can be made of pure sounds, rhythmic sequences of
chiming syllables. The child here can use tools as poems, rhymes, riddles and anything he
wants to use to play and reinforced this model of language.

VIDEO COUNTER P DIALOGUE

1 1:16 I Que padre. ¿Y qué te trajo Santa en Navidad?

1 1:17 B / ‘e ‘caro e ‘baba /

1 1:18 I ¿El carro de Batman?

38
1 1:20 B / ti /

1 1:25 I ¡Órale que padre! ¿Qué más?

1 1:26 B / ‘na moto’deta e ‘baba /

1 1:27 I Una moto de Batman

Conclusion
Imaginative model is all about creativity, is the child not caring about reality but about what
he wants to create at his own reality. After analyzing our baby speech, we could see how he
actually understand this model. In the example we can see how in his mind, the image of
‘Santa’ is quite real, not because he saw him in real life because that is not important, in his
head in real is what he wanted to believe and tried to make it as he wanted to be.

Representational Model
Finally, the last model is the representational model. This one probably the one with adults
can actually feel related but it happens to be very inadequate for the child. It refers to when
the child is aware, we can actually convey a message in language and this message can
have a specific reference such as processes, persons, objects, abstractions, qualities, states
and relations of the real world around him. This is probably the least important functions of
languages when it comes about young children. It is true that with the pass of the time this
will become the predominant model, but it will take several years to happen. This is why
according to the author, represents a quite unrealistic picture of language, since it accounts
for only a small fragment of his total awareness of what language is about.

VIDEO COUNTER P DIALOGUE

1 0:17 I ¿Y ésta quién es?

1 0:19 B / ma’ma /

39
1 0:20 I ¿Y cómo se llama mamá?

1 0:22 B / mmmmm / (Don’t know what to answer)

1 0:24 I Okey. ¿Y éste quién es?

1 0.26 B / pa’pa /

1 0:28 I ¿Y cómo se llama papá?

1 0:30 B / mmm ‘apia ‘ia / (Babbling)

Conclusion
As the author said in the text, this model becomes more important at the age we grow. We
actually even said that is the opposite of the previous model where children pay attention to
their imagination and not to the real world around them. This one is based on facts, in real
things. So, we wanted to see how accurate were the author’s propositions and after testing
them, we could see how it is true. This model is not actually present at the very young
stages of a child. Out baby happened to be in them and surely we couldn’t’ any evidence to
dismiss author’s theory. As we can see the baby knows very well who was his moms and
who was his dad, but when we asked them the names (something real, a fact) we struggled
to give us an answer because all those details are irrelevant for him, he won’t start to pay
attention to it until a couple months or years.

Dominant Model
All the models of a child’s language are, with no doubts, very important. We could see how
many of them were already present in Eduardo Quintero’s speech despite his young age.
Therefore, there were others absent. After a very detailed analysis we can said that the most
present one was the Interactional model. During the whole 30 minutes of conversation, was
a common thread. Actually, even when there were other models present, the interactional
one was always there. He was all the time answering the questions asked by us because the
knew that in order to participate in the conversation we required an answer, and then even
without questions just for socialize he made some comments specially in the part f reading

40
books. As a conclusion we can said that the most dominant model in the baby was the
interactional model all the others present were just to complement this one.

Conclusion
All the previous models explained and analyzed above came from the conception that
language has to be an adequate meeting with the needs of the child. This is very important
for us because as linguist who will likely become English teacher in a future, we need to
understand that children see language very different from us, adults. And even if some
statements of teaching can help us, the most important thing we need to do is to
comprehend fully how the mind of children work, that way we can actually teach them to
improve their language acquisition. All these models help us to do that, embodies all the
images we have been describing such as the instrumental one, the regulatory model, the
interactional one, the personal, the heuristic, he imaginative and the representational one. A
child will always be familiar with all these functions of language. But another very
important thing showed in this paper is that all this variety of models is trying to make us
understand that, of course there are many similarities in the process of children language
development, even across languages, but every child at the end is going to be different and
will a different dominant model. The purpose is not to focus on everyone in particular but
to understand them and use the correspondent tools to their educational needs.

41
General Conclusion
The purpose of this project was to analyze the real language acquisition of a child because
as everyone knows in the linguistics world there are hypothesis and theory but sometimes
the authors and researchers’ evidence was created a relatively a long time ago, so there will
always been questions like; Is this still relevant nowadays? How much children have
changed linguistically speaking? Does technology and new methods affect language
acquisition of children in this new era? Those questions can only be answered by testing the
theory and analyzing all over again. During all this paper we tested many of the theory
stated by some of the most recognized linguist, and we were very impressed to see how
many, many of their theories were confirmed in this project. Specially because many of
them realize their studies with children whose native languages were other but Spanish, like
we did. That was one of the most shocking reveals we had; apparently many of this
information apply to children despite their first language. All the goals we set at the
beginning completed; we could analyze the language acquisition of “Eduardo Quintero
Gonzalez” and we could test all the previously theory given by the researchers. This paper
is particularly important in the development of people like us; linguist. This is because as
future English teachers we need to know how to identify if a child is acquiring the language
in an optimal way or if maybe we have to implement some other strategies to achieve the
final goal; communication. Also we consider important to understand fully how humans
start to acquiring language from the beginning because this will help us to understand how
we can teach English using strategies as naturally possible and if we can’t find the ones we
are looking for we can even use all this knowledge to create and implement new ones that
help other people a second, third, a fourth and as many languages they want. We learned
many concepts making this project, but to us one of the most important things we learned
was that every child is different. They will development different language acquisitions,
because every brain works differently. What we can do as linguist is identify each process
and help them to reach the goal.

42
Bibliography
Bowerman, M. (1973). Early Sytatic Developement: A Cross-Linguistic Study with Special
Reference to Finnish. Cambridge University.

Brown, B. &. (1960). Phycholinguistics Research Methods. New York: John Wiley.

E.Clark&H.Clark. (1977). Psychology and Language. Stanford : Thompson Learning.

Halliday, M.A.K & Jonathan J. Webster. (2006). The Language of Early Childhood. Continuum.
Jakobson, R. (1968). Fundamental of Language. Massachuttes: Harvard University.

Maratsos, M. (1982). Grammatical categories: Establishment and evolution: The state of

the art. Cambridge University Press.

Meadow, K. (1980). Deafness and Child Developement. California: University of

California Press.

Mowrer, H. (1960). Learning Theory and behavior . John Wiley & Sons. Inc.

N.Smith. (1973). The Acquisition of Phonology. Cambridge: Cambridge University Press.

Nelson, K. (1973). Grammatical categories: Establishment and evolution: The state of the
art. Yale University.

43
Annex 1: Description of the Child

The name of the baby is “Eduardo Quintero Gonzalez”, he was 2 years and 10 months old.

He lived with her family, composed by; his father who was also named Eduardo, his

mother Karen, and his two sisters; Ana Karen and Andrea. The baby had a puppy named

Sparky. The baby liked to watch TV, specially “Paw Patrol” and “Toy Story”, he was also a

fan of Batman which was his favorite character among with Buzz Light Year.

The baby liked to play with his other cousins; Edgar and Romina and go to his

grandparents’ house. His grandparents took care of him at the afternoons; they were named

Consuelo and Carlos.

He attended to kinder garden, his teacher was named Paola. He liked to play with other kids

but he didn’t have any particular best friend. He didn’t like to share his toys with other kids

and he didn’t like wake up that early.

His favorite movie was Toy Story 1, and sometimes 2, but he didn’t like Toy Story 3. He

liked to sing the intro of the movies and series that his sisters watched; such as Dragon Ball.

He also liked dinosaurs very much, he had many toys of dinosaurs for that reason, but he

was really scared of them in movies such as; Jurassic Park.

He was a very easy and outgoing kid, he was very social but a little bit shy with the people

he didn’t knew well.

44
Annex 2. Birth certificate

45
Annex 3. Family portrait

46
Annex 4. Painting

47
Annex 5. Transcription
Vide Time P NS Dialogue NW Observations
o
1 I ¿Y cómo te llamas? ¿Quién es
éste?
1 (0:04) Ch 1 /’dardo/ 1
1 I Eduardo. ¿Y ésta?
1 (0:07) Ch 1 /’nana/ 1 He couldn’t pronounce
his sister entire name.
1 I ¿Y Ana qué es?
1 (0:09) Ch 1 /eee/ 1
1 I ¿Es tu hermana?
1 (0:11) Ch 1 /ti/ 1
1 I ¿Y ésta de aquí?
1 (0:13) Ch 1 /’eia/ 1 He couldn’t pronounce
his sister entire name.
1 I Andrea. ¿Y ella también es tu
hermana?
1 (0:17) Ch 1 /ti/ 1
1 I ¿Y esta quién es?
1 (0:19) Ch 1 /ma’ma/ 1
1 I ¿Y cómo se llama mamá?
1 (0:22) Ch 1 /m/ 1 He doesn’t know that
his mother’s name is
not ‘mom’.
1 I Okay. ¿Y éste quién es?
1 (0:26) Ch 1 /pa’pa/ 1
1 I ¿Y cómo se llama papá?
1 (0:30) Ch 1 /m/. /apia/ /ia/ 3 He babbled many times
1 I ¡Ah! Muy bien, ¿y aquí en casa
de quién estabas?
1 (0:39) Ch 1 /tutu ‘e litita/ 3
1 I ¡Ah! Muy bien, ¿y qué estabas
haciendo?
1 (0:42) Ch 1 /’teba/ /a/ /foto/ 3
1 I Era una foto
1 (0:45) Ch 1 /ti/ 1
1 I ¿Y de quién estabas vestido?
1 (0:49) Ch 1 /’e/ /’santa/ 2
1 I ¡Ah! ¿Era navidad ahí?
1 (0:51) Ch 1 /ti/ 1
1 I Si. ¿Y te divertiste mucho en
navidad? ¿sí? ¿qué comiste?
1 (1:00) Ch 1 /m/, /’kuki/ 2 He used some english
words because his

48
 school is bilingual
1 I ¿Cookies? ¿Y qué más?
1 (1:05) Ch 1 /a / /’piu/ /’piu/ 3
1 I ¿Eso también?
1 (1:07) Ch 1 /ti/ 1
1 I ¿Y qué jugaste?
1 (1:10) Ch 1 /m/, /’e ‘ku ‘kiu/ 2
1 I Que padre. ¿Y qué te trajo
Santa en navidad?
1 (1:17 Ch 1 /’e/ /’karo/ /de/ /’baba/ 4
1 I ¿El carro de Batman?
1 (1:20) Ch 1 /ti/ 1
1 I Órale, que padre. ¿Y qué más?
1 (1:26) Ch 1 /’na/ /’moto/ /’e/ /’baman/ 4
1 I Una moto de batman.
1 (1:29) Ch 1 /’e/ /’baman/, /’e/ /’baman/ 4
4 I Okay. ¿Y qué otros colores
hay?
4 (0:09) Ch 1 /’yeyou/ 1
4 I Yellow. ¿Estás pintando al
pollito de yellow?
4 (0:17) Ch 1 /ti/ 1
4 (0:24) Ch 1 /’mia/ /ka’yo/ 1
4 I Ten
4 (0:40) Ch 1 /’kedo/ 1
4 I ¿Y este coranzoncito, de qué
color?
4 (0:44) Ch 1 /m,/ /’oŋe/ 2 He struggled with the
color orange in English
4 I Orange
4 (0:46) Ch 1 /ti/ 1
4 (0:49) Ch 1 /’eto/ 1
4 I ¿Ese?
4 (0:50) Ch 1 /ti/ 1
4 (0:54) Ch 1 /’pupula/ 1
4 I ¿Púrpura?
4 (0:56) Ch 1 /a’ki/ 1
4 I Ahí
4 (0:58) Ch 1 /ti/ 1
4 I ¿Aquí se lo vas a poner?
4 (1:00) Ch 1 /ti/ 1
4 I ¿Ese qué es?
4 (1:03) Ch 1 /’u/ /kua’son/ 2
4 I Un corazón muy bien
4 (1:13) Ch 1 /’ito/ 1

49
4 I Listo
4 (1:17) Ch 1 /’a/./’e/. /’uil/ 3
4 I Azul
4 (1:22) Ch 1 /’ito/ 1
4 I ¿Y esa florecita de qué color la
vas a pintar?
4 (1:28) Ch 1 /m,/ /’dosa/ 2
4 I ¿Rosa?
4 (1:31) Ch 1 /ti/ 1
2 I ¡Ah! Es una torre. ¿Es una torre
grande o chiquita?
2 (0:08) Ch 1 /’ande/ 1
2 I ¡Grande! Mira, yo construí una
torre ¿es una torre grande o
chiquita?
2 (0:14) Ch 1 /ti’kita/ 1 He liked pointing
towards the stuff he
was talking about
2 I ¡Sí! Chiquita, muy bien. ¿Y la
tuya de qué colores son?
2 (0:18) Ch 1 /m/ 1
2 I ¿Este que color es?
2 (0:20) Ch 1 /’dojo/ 1
2 I ¿Y este?
2 (0:22) Ch 1 /’erde/ 1
2 I Aja, ¿y este?
2 (0:24) Ch 1 /o’ŋay/ 1
2 I Orange. ¿Y este?
2 (0:27) Ch 1 /pu’puda/ 1
2 I Muy bien. ¿Y este?
2 (0:30) Ch 1 /’dojo/ 1
2 I ¿Y este?
2 (0:31) Ch 1 /’dosa/ 1
2 I ¿Y este?
2 (0:34) Ch 1 /’yeyou/ 1
2 I Aja, ¿y este?
2 (0:36) Ch 1 /’a ‘jui/ 1 The color blue is a Little
complicated for him to
say.
2 I Órale, muy bien, ¿construimos
otra?
2 (0:40) Ch 1 /ti/ 1
2 I Okay. ¿Grande o chiquita?
2 (0:43) Ch 1 /’ande/ 1
2 I ¿Grande?

50
2 (0:45) Ch 1 /ti/ 1
2 (0:49) Ch 1 /’ea/ /’e/ /’ande/ 3
2 I Es grande.
2 (1:02) Ch 1 /’mia/ 1
2 I Mira, esta enorme. ¡Híjole se
cae!
2 (1:10) Ch 1 /’i/ /’kai/, /’ota/ 3
2 I ¿Otra vez?
2 (1:14) Ch 1 /’i / 1
2 I Hazte más para acá
2 (1:18) Ch 1 /no/ 1
2 I ¿No? ¿Ahí? Okey.
2 (1:22) Ch 1 /’ke/ /’kai/, /’kai/ 3
2 I Órale.
2 (1:25) Ch 1 /’ke/ /’kai/, /’ke/ /’kai/ 4
2 I Se cayó.
2 (1:32) Ch 1 /’a/ /’ordar/, /’a/ /’ordar/ 4
2 I ¿Lo vamos a guardar?
2 (1:35) Ch 1 /ti/ 1
3 I A ver, ven. Vamos a leerlo
3 (0:09) Ch 1 /’mia/ 1
3 I Ponlo aquí para yo también ver
3 (0:11) Ch 1 /ti/ 1
3 I Empieza una noche. Ridder
descubrió un problema en el
faro, ¿el faro estaba roto?
3 (0:29) Ch 1 /’tu/, /no/ /’tu/. /’paka/, 9
/no/ /’pu/ /’paka/, /’a/ /’bako/
3 I En ese momento recibió una
llamada de ayuda.
3 (0:37) Ch 1 /’mia/ /’mia/, /’a/ /’bako/ 4
3 I ¿Este es un barco?
3 (0:38) Ch 1 /ti/ 1
3 I ¿Y quién es él?
3 (0:44) Ch 1 /m/ /no/ /’a/ 3
3 I Oye, pero, ¿y lo va a ayudar?
3 (0:47) Ch 1 /’uader/ 1 He pronounced the w
instead of the r’s
3 I ¿Ridder lo va a ayudar?
3 (0:50) Ch /ti/ 1
3 I ¿Si lo va a ayudar?
3 (0:52) Ch 1 /’mia/ 1
3 I Ese es un faro
3 (0:55) Ch 1 /ti/ 1
3 I Aja, ¿y luego?

51
3 (0:59) Ch 1 /’mia/ 1
3 I Dice; la patrulla de cachorros
estaba lista para la acción.
Tenemos que arreglar el faro,
dijo Ridder.
3 (1:07) Ch 1 /’juma/, /’juma/ 2
3 I ¿Huma?
3 (1:09) Ch 1 /ti/ /’ete/ /’e/ /’juma/ 4
3 I Ese es Huma. ¿Los va a
ayudar?
3 (1:16) Ch /’mia/, /’abe/, /’ete/ /’e/ /’juma/ 5
3 I Ese es Huma, órale aquí lo
tienes.
3 (1:22) Ch 1 / 7
no/ /’ete/ /’e/ /’piayia/, /’ete/ /’e/
/’piayia/
3 I Okay. ¿Y luego que pasó aquí?
3 (1:35) Ch 1 /’a/ /’paro/ /’a/ /’uau/, /’pato/ /’e 8
/ /’mia/ /’ayue/.
3 I Los ayudar, a ver
3 (1:43) Ch 1 /’buati/ /’to/ /’buati/ 3 He pronounced W like
Bu
3 I ¿Este como se llama?
3 (1:45) Ch 1 /’buati/ 1
3 I ¡Wally!
3 (1:47) Ch /ti/ 1
3 I ¿Y el qué animal es?
3 (1:50) Ch 1 /’e/, /’buati/ 2
3 I Es una nutria.
3 (1:55) Ch 1 /ti/, /’mia/ 2
3 I ¿Qué es eso?
3 (2:00) Ch /m/ /’ta/ /’buati/ 3
3 I Aja
3 (2:04) Ch 1 /’ualy/ /a’ki/ /’ta/ 3 After Laura repeated
the word right many
times he changed the
pronouncitaion of t to l
3 I Aja
3 (2:06) Ch 1 /’e/ /’bako/, /’bako/ 3
3 I Y ahí está el barco, ¿él va a
llegar al barco?
3 (2:10) Ch 1 /no/, /’a/ /’tokan/ 3
3 I Ah, okay. ¿Y luego?
3 (2:20) Ch 1 /m/ /’uma/, /’mia/ 3
3 I ¿Huma llegó al barco?

52
3 (2:28) Ch 1 /M/, /no/, /mia/, /mia/ 4
3 I ¿Y luego aquí?
3 (2:34) Ch 1 /’mia/, /’mo/, /’mia/ 3
3 I ¡Wow! ¿Rapararon el barco?
3 (2:38) Ch 1 /ti/ 1
3 I ¿Sí? ¿Lo repararon al final?
3 (2:40) Ch 1 /ti/ 1
3 I Muy bien. ¿Quieres leer este?
3 (2:43) Ch 1 /ti/ 1
3 I ¿Ella quién es?
3 (2:49) Ch 1 /’abiey/ 1
3 I ¿Y ella?
3 (2:51) Ch 1 /’kai/ 1
3 I Ah, ¿y las dos son...?
3 (2:55) Ch 1 /’abiey/ 1
3 I ¿Qué animal son?
3 (3:00) Ch 1 /’e/ /’kačourrous/ 2
3 I Chachorros muy bien. Y luego
dice, aventuras de cachorros.
Los cachorros rescatan a un
poni, ¿van a rescatar a un
poni?
3 (3:17) Ch 1 /’mia/, /’mia/ 1
3 I Mira, los cachorros están
jugando.
3 (3:20) Ch 1 /’ai/ /’kikain/ /’mia/ 3
3 I ¿Qué son estos?
3 (3:24) Ch 1 /bom’bones/ 1
3 I Son bombones. ¿Se les caen?
3 (3:28) Ch 1 /ti/ /’maral/ /’kikain/ 3
3 I Ah, a Marshall se le caen.
Okay, ¿y luego que paso con el
poni?
3 (3:45) Ch 1 /ti/ /’maral/ /’kikain/ 3
3 I Y luego...
3 (3:51) Ch 1 /’mia/, /’mia/ /’e/ /’poni/ 4
3 I Es un poni
3 (3:56) Ch 1 /’mia/, /’mia/ 2
3 I ¿Y en dónde están?
3 (3:59) Ch 1 /m/ 1
3 I En un rancho
3 (4:01) Ch 1 /ti/, /’e/ /’roki/, /’roki/ 4 He liked showing and
telling the story to Lau.
3 I Rocky, ah.
3 (4:08) Ch 1 /’mia/, /’abe/ /’e/ /’poti/ 4

53
3 I Están en una fogata, ¿y qué
van a hacer? ¿Cantan
canciones?
3 (4:15) Ch 1 /m/, /no/ 2
3 I ¿No? ¿No cantan canciones?
3 (4:19) Ch 1 /’mia/, /’abe/ /’e/ /’poti/ 4
3 I ¿El poni se asusto? ¿Se asusta
el poni?
3 (4:20) Ch 1 /ti/ 1
3 I ¿Sí? ¿Y que le pasa? ¿Se
lastima?
3 (4:28) Ch 1 /ti/ 1
I ¡Ay, pobrecita, por la mañana
no la encuentran!
3 (4:35) Ch 1 /’marsaln/, /’marsaln/ 2
3 I ¿Marshall no la encuentra?
3 (4:39) Ch 1 /ti/, /’non/ /’encan/ 3
3 I No, ¿Y luego que dice?
3 (4:48) Ch 1 /’gal/ /a/ /’gueial/, /’gueial/ 4
3 I ¿Las huellas?
3 (4:49) Ch 1 /ti/ 1
3 I ¿Las van a seguir?
3 (4:51) Ch 1 /m/ /ti/ 2
3 I ¿Y la van a encontrar?
3 (4:54) Ch 1 /m/ /ti/ 2
3 I ¿Si la van a encontrar?A ver.
3 (4:58) Ch 1 /’poni/ 1
3 I ¡Ay, si la encontraron!
3 (5:00) Ch 1 /’čeis/ 1
3 I Aja, Chase la encuentra
3 (5:04) Ch 1 /’Gue/ /ya/ 2
3 I ¿Sigue sus huellas y la
encuentra?
3 (5:08) Ch 1 /ti/ 1
3 I Okay, ¿y luego que hacen?
3 (5:14) Ch 1 /’Iei/ /’tata/ /’e/ /’poni/ 4
3 I Ah, okay, no pueden subir al
helicóptero.
3 (5:22) Ch 1 /ti/ 1
3 I ¿A este helicóptero no la
pueden subir?
3 (5:22) Ch 1 /ti/ 1
3 I ¿Qué hacen para rescatarla?
3 (5:25) Ch 1 /’rebot/, /’rebot/ /’e/ /’tita/ /’e/ /’ 5
poni/

54
3 I Rubble rescata al poni.
3 (5:40) Ch 1 /’ote/, /’rebot/ /’tete/ /’e/ /’gue/ / 5
’ya/
3 I Si, ¿con su excavadora,
verdad?
3 (5:43) Ch 1 /ti/ 1
3 I A ver
3 (6:00) Ch 1 /natio/ /’itie/ /’tata/ /’poni/ 4
/no/ /’ekai/ /’pug/ /’ekai/ /’poni/
/’ekai/
3 I Okay, ¿y luego?
3 (6:07) Ch 1 /’ekai/ /mo’ne/ /’e/ /’poni/ 4 He made some fake
noises to add to the
story
3 I ¿Ridder monta al poni?
3 (6:13) Ch 1 /no/, /’ekai/ /mo’ne/ 3
3 I Okay
3 (6:21) Ch 2 /’robol/ /’ekai/ /’e/ /’pui/ /’ekai/ 10
/’e/ /’pui/ /’ekai/ /’e/ /’pu/
3 I Aja
3 (6:23) Ch 1 /’ekai/ /’e/ /’pui/ 3
3 I ¿Y luego?
3 (6:28) Ch 1 /’bote/ /’eka/ 2
3 I ¿Y todos ayudan?
3 (6:30) Ch 1 /ti/ 1
3 I ¿Y al final la salvan?
3 (6:38) Ch 1 /’yei/ /’kakuya/ /’e/ /’bui/ 4
3 I El bus
3 (6:40) Ch 1 /’e/ /’poni/ /’dosa/ 3
3 I El poni es rosa, ¿ y está feliz?
3 (6:45) Ch 1 /ti/ 1
3 I Si porque la salvaron. Muy bien.
3 (6:45) Ch 1 /’mia/ /’e/ /’ejua/ 3
3 I Si mira, es otra historia dice los
cachorros salvan al viejo
bonachon.
3 (7:03) Ch 1 /’everel/ 1
3 I Okay, Everest, ¿ y que va a
hacer Everest? ¿Va a salvar a
alguien?
3 (7:16) Ch 1 /m/ /no/ /se/ /’ete/ /’e/ /’pono/ 5
3 I Ah okey, ¿ y dónde están?
3 (7:23) Ch 1 /a/ /a/ /’boke/ 3
3 I Ah, ¿en un bosque?
3 (7:25) Ch 1 /ti/ 1

55
 3 I Órale, ¿y quién se perdio?
3 (7:34) Ch 1 /’e/ /’ete/, /’ete/ 3
3 I ¿Ese se perdió?
3 (7:36) Ch 1 /ti/ 1
3 I A ver, ¿y luego que pasa?
3 (7:41) Ch 1 /’bota/ /’ete/ /se/ /ba/ 4
3 I ¿Everest va a escalar?
3 (7:51) Ch 1 / 4
ti/, /’tayeta/ /’tayeta/ /’seniuda/
3 I Ah, va a salvar a alguien, a una
señora
3 (8:00) Ch 1 /’mia/, /’e/ /’pado/ /’e/ /la/ /’esa/ 6
3 I Aquí esta la señora
3 (8:05) Ch 1 /ti/ 1
3 I A ver espera, espera aquí. Ah
ella es la alcaldesa
3 (8:18) Ch 1 /ti/ 1
3 I Y ellos, ¿qué van a hacer los
perritos?
3 (8:26) Ch 1 /a/ /it’eta/ /’ataesa/ 3
3 I ¿Intentar rescatar a la
alcaldesa?
3 (8:29) Ch 1 /ti/ 1
3 I Ah muy bien, ¿y quién la
rescata?
3 (8:35) Ch 1 /’ekai/ 1

Total of words: 333

56