IATE Term of the Week: Language Development

IATE本周术语:语言发展

2020-09-25 16:00 terminology Coordination

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On September 26th, Europe celebrates the European Day of Languages. This celebration is rooted in 2001 when the Council of Europe decided to nominate that year as the European year of Languages, wishing to attribute the respect and grace to its multilingual profile. Within the framework of this celebration the idea for an annual day on which we can all remember and commemorate the varied and rich linguistic identity of Europe was conceived. Based on this campaign, the Committee of Ministers decided to establish the ELD (European Language day) as an annual event which would provide the opportunity to remind Europe of numerous reasons why the European linguistic and cultural diversity deserves unanimous salutation and recognition. This time our IATE Term of the week is devoted to a definition closely related to the European Language Day. ‘Language Development’ is the definition used by linguists to define the way in which children come to understand and communicate language during their early childhood. Language is an integral part of our individual and social identity and the way it is developed keeps attracting increased interest on behalf of linguists and all those involved in the language acquisition process. There are different ideas, generating different educational approaches and systems focusing on teaching languages in a multilingual or bilingual frame, all originating from different beliefs on how the language acquisition is achieved. When children first meet their speaking community, they go through 4 different stages as far as their language development process is concerned. The babbling stage, the Holophrastic or one-word stage, the two-word stage and the Telegraphic stage. This primary linguistic development advances during the evolution of each human being. According to Krashen and Terrell (1983), every new language that children start acquiring and learning throughout their broad learning experience either within a specifically educated framework like a school or within a multilingual social environment affecting their linguistic identity, moves through five (5) predictable stages : Preproduction, Early Production, Speech Emergence, Intermediate Fluency and Advanced Fluency. There is no doubt that language development is impacted by a number of factors, including internal and external factors. There is also no doubt that the nowadays’ global society and its constant arising demands generate more and more interest on how we can affect and improve the language development process since our life keeps asking for multilingual entities. Every new idea and research finding are more than welcome since the whole world shares the conviction of the Council of Europe that “linguistic diversity is a tool for achieving greater intercultural understanding and a key element in the rich cultural heritage of our continent”.   Council of Europe, “September 26-European Day of Languages”, [ONLINE], Available at https://www.coe.int/fr/web/portal/26-september-european-day-of-languages, Accessed 23 September 2020 Definition Net, “Language Development”, [ONLINE], Available at https://www.definitions.net/definition/language+development, Accessed 23 September 2020 Rudd L.C., Kelley H.M. (2011) Language Development. In: Goldstein S., Naglieri J.A. (eds) Encyclopedia of Child Behavior and Development. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-79061-9_1609 Words in Motion Pathology, “Language Development” [ONLINE], Available at http://www.wordsinmotionspeech.com/language-development.html, Accessed 23 September 2020 Written by Maria Papamargariti, Greek and English Philologist, writer in the field of children’s literature.
9月26日,欧洲人民欢庆欧洲语言日。这一庆祝活动起源于2001年,当时欧洲委员会决定将该年定为欧洲语言年,希望能将其尊重和优雅的态度归功于多语言并存的情况。在这一庆祝活动的框架内,人们提出一个设想,即在这一天所有人都能回忆和纪念欧洲多种多样的语言特征。在这一活动的基础上,部长委员会决定设立欧洲语言日,并将其作为一项年度活动,使欧洲人民有机会了解欧洲语言和文化多样性得到一致赞扬和认可的多种原因。 此次,我们本周术语将专门讨论一个与欧洲语言日密切相关的定义。语言发展是语言学家用来定义儿童在幼儿时期理解和交流语言的方式的词汇。语言是我们个人和社会身份不可分割的一部分,语言的发展方式一直吸引着语言学家和所有参与语言习得过程的人的兴趣。 在多语或双语框架下,人们看法不一,也由此产生了不同的语言教育方法和体系,这些都源于对如何实现语言习得的不同信念。当孩子们第一次遇到他们的语言群体时,就语言发展过程而言,他们会经历4个不同的阶段。牙牙学语阶段,独词句或单词句阶段,双词句阶段和电报句阶段。 这种语言的初级发展是在每个人的进化过程中推进的。根据Krashen和Terrell(1983)的观点,无论是在学校这样的特定教育框架内,还是在影响其语言身份的多语言社会环境中,儿童在广泛的学习经历中,开始习得和学习的每一门新语言都会经历五个可预测的阶段:生产前,生产早期,言语出现,中级流利和高级流利。 毫无疑问,语言的发展受到多种因素的影响,包括内部因素和外部因素。毫无疑问,在当今全球化社会及不断增长的需求下,我们的生活对多语言实体的要求越来越高,也正因如此,人们对如何影响和改善语言发展过程越来越感兴趣。 每一个新的想法和研究结果都非常受欢迎,这是因为全世界都赞同欧洲委员会的信念,即“语言多样性是加深不同文化间理解的一个工具,也是欧洲大陆丰富文化遗产的一个关键因素”。 欧洲委员会,“9月26日-欧洲语言日”,[在线],网址:https://www.coe.int/fr/web/portal/26-9-European-Day-of-Languages,已于2020年9月23日阅览 Definition Net,“语言发展”,[在线],网址:https://www.definitions.Net/Definition/language+Development,已于2020年9月23日阅览 陆克文L.C.,凯利H.M.(2011)语言发展。摘自:Goldstein S.,Naglieri J.A. (eds)《儿童行为和发展百科全书》。马萨诸塞州,波士顿,斯普林格市。https://doi.org/10.1007/978-0-387-79061-9_1609 运动病理学词汇,“语言发展”, [在线],网址:http://www.wordsinmotionspeech.com/language-development.html,已于2020年9月23日阅览 作者:玛丽亚·帕帕马尔加里蒂,希腊及英国语言学家,儿童文学领域作家。

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