2.3.1
Introduction
Introduction
Introduction
For many children, learning to read is a very difficult process. By the end of this section, you will be able to see how learning to read works linguistically for children.
Paper 1
Paper 1
- Children’s Language Development (6-11 years) forms 30% of the marks on paper 1.
- You will be given some data and asked to evaluate a viewpoint on a child’s linguistic development.
Mark scheme
Mark scheme
- You are assessed on:
- AO1: terminology and coherency.
- AO2: theories and concepts.
- They are 15 marks each.
Literacy
Literacy
- You will be expected to pick out features from the data and comment on these in relation to the question and theory you have studied.
- This section will cover literacy (reading and writing) development.
The big debates in reading
The big debates in reading
- As with anything you study in English Language, there are debates on the best way for a child to learn to read.
- You will need to be aware of these debates and bring them in where necessary in your exam.
Examining writing in the exam
Examining writing in the exam
- The final aspect of children’s language development that you need to know about for your exam is about how a child learns to write.
- In the exam, you will be given a picture of a child’s work and, if needed, a transliteration (what is written).
- You may also get a teacher’s feedback on the work.
1Language Levels
1.1Assessment Objectives
1.2Lexis
1.2.1Introduction
1.2.2Common, Proper, Abstract & Concrete Nouns
1.2.3Collective Nouns
1.2.4Adjectives
1.2.5Main, Auxiliary & Copular Verbs
1.2.6Dynamic & Stative Verbs
1.2.7Transitive, Intransitive, Active & Passive Verbs
1.2.8Mood of Verbs
1.2.9Adverbs
1.2.10Personal, Possessive & Reflexive Pronouns
1.2.11Relative & Demonstrative Pronouns
1.2.12Determiners
1.2.13Conjunctions
1.2.14Synonyms, Antonyms & Phonological Features
1.2.15End of Topic Test - Lexis
1.3Grammar
1.4Semantics & Pragmatics
1.5Discourse Structure, Graphology & Orthography
2Language, The Individual & Society
2.1Children’s Language Development
2.2Children's Language Development - Theories
2.3Literacy Development: Reading
3Language Diversity & Change
3.1The Importance of Gendered Language
3.2Social Groups
3.3Occupational Groups
3.4Accents & Dialects
3.5Language Change
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1Language Levels
1.1Assessment Objectives
1.2Lexis
1.2.1Introduction
1.2.2Common, Proper, Abstract & Concrete Nouns
1.2.3Collective Nouns
1.2.4Adjectives
1.2.5Main, Auxiliary & Copular Verbs
1.2.6Dynamic & Stative Verbs
1.2.7Transitive, Intransitive, Active & Passive Verbs
1.2.8Mood of Verbs
1.2.9Adverbs
1.2.10Personal, Possessive & Reflexive Pronouns
1.2.11Relative & Demonstrative Pronouns
1.2.12Determiners
1.2.13Conjunctions
1.2.14Synonyms, Antonyms & Phonological Features
1.2.15End of Topic Test - Lexis
1.3Grammar
1.4Semantics & Pragmatics
1.5Discourse Structure, Graphology & Orthography
2Language, The Individual & Society
2.1Children’s Language Development
2.2Children's Language Development - Theories
2.3Literacy Development: Reading
3Language Diversity & Change
3.1The Importance of Gendered Language
3.2Social Groups
3.3Occupational Groups
3.4Accents & Dialects
3.5Language Change
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