Language and Literacy Development of Children and Adolescents

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Process: Transition from pre-linguistic infants to linguistically competent four-year-olds following a predictable developmental course.
Significance: Language deficits are linked to social problems, conduct issues, and delinquency (Spilt, Koomen, & Harrison, 2015).
Intended Learning Outcomes (ILO): * Develop pedagogical frameworks for K-12 language learning. * Distinguish functions between first and second language instruction. * Utilize local Literature for learning experiences.
Language Definition: A communication system of signals (sounds, letters, or gestures) combined by rules to produce infinite messages (Sigelt Rider, 2009).

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Nature Focus: Language is an inborn human capacity.
Language Acquisition Device (LAD): A brain mechanism that processes environmental input into speech and understanding.
Universal Grammar: An innate mechanism for acquiring syntax knowledge across any culture.
Criteria for Development: Must account for (a) the input received and (b) the competence acquired.

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Cognitive Development Theory (Jean Piaget): * Emphasizes nature; language development follows cognitive stages. * Prerequisite: Object permanence must occur before language appears. * Mechanism: Language emerges from the ability to represent symbols mentally.
The Behaviorist Perspective (B.F. Skinner): * Emphasizes nurture; language is taught via environmental reinforcement. * Operant Conditioning: Infants repeat sounds that elicit positive responses. * Limitation: This perspective cannot explain children's use of made-up words.

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The Interactionist Perspective (Lev Vygotsky): * Focuses on nurture through social interaction rather than simple reinforcement. * Pragmatic Knowledge: Language is acquired according to societal and cultural norms. * Language Acquisition Support System: Includes environmental motivators and communication loops.
Emergent Literacy Definition: Reading and writing-related behaviors in very young children before conventional literacy (Rhyner, Hachig, & West, 2007).

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Timing: Begins at birth and lasts until approximately age $5$ (entry into formal schooling).
The Goodman (1986) Framework: 1. Print Awareness in Situational Context: Environmental recognition. 2. Print Awareness in Discourse: Understanding symbols in books/media and spatial handling (left-to-right). 3. Functions and Forms of Writing: Representing letters through scribbles. 4. Oral Language about Written Language: Understanding that print tells stories. 5. Metacognitive/Metalinguistic Awareness: Using literacy terms to describe reading.

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McCormick and Mason (1986): * Hierarchy: (a) Functions of Print (context-dependent), (b) Form of Print (phonetic/grapheme-phoneme analysis), (c) Coordination of Form and Function.
Strommen and Mates (2000): Six concepts of reading: 1. Interpersonal routine (book plays minor role). 2. Focus on the book as a social routine. 3. Constructing sequenced accounts via illustrations. 4. Reconstructing specific content for each book. 5. Referring to print to reconstruct stories. 6. Multiple strategies for language decoding.

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Van Kleeck Developmental Framework: * First Stage (Infancy to 3-4 years): Discovering print is meaningful; retelling stories from pictures. * Second Stage: Learning print form, matching letters to sounds, and predicting story events.
Components Perspective: Focuses on specific knowledge and skills.
Storch and Whitehurst (2002): Categorizes literacy into Code-related Skills (conventions, alphabetic knowledge) and Oral Language Skills (semantics, syntax, narrative).

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Storch and Whitehurst Progression: Code-related skills affect reading in grades $1$ and $2$ ; oral skills affect comprehension in grades $3$ and $4$ .
Van Kleeck (1998, 2001) Processors: * Context Processor: Comprehending and interpreting text. * Meaning Processor: Applying lexical knowledge to word meanings. * Orthographic Processor: Identifying individual letters and letter sequences. * Phonological Processor: Converting printed letters into sounds (segmentation, rhyming).

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McNaughton (1955): Emergent literacy is structured by family experiences through: * Family practices (socialization). * Specific literacy activities. * Systems for learning (joint vs. solo exploration). * Relationships between settings.
Wasik and Hendrickson (2004): Four major variables: * Parental Characteristics: Culture, ethnicity, beliefs, and socioeconomic status (SES). * Child Characteristics: Engagement, proficiency, cognition, and health.

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Home Literacy Environment: Availability of print materials and positive parental attitudes. * Direct Literacy: Child engages in activities. * Indirect Literacy: Learning through observation.
Interview Guide for Parents (Child ages 3-10): * Availability of reading materials at home. * Encouragement methods and activities used. * Child's interests in specific books. * Hypothetical book creation for the child.

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Class Discussion: Insights gained from parent interviews.
Classroom Design: Strategies for teachers to support emergent literacy in the classroom environment.

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Reflection Paper Prompts: 1. Importance of language and literacy development. 2. Roles of the children's support system. 3. Personal contribution as a future teacher to student literacy.
Sources: Teresita T. Rungduin & Darwin C. Rungduin (2019). Child & Adolescent Learners & Learning Principles.