WHAT DOES EDIT MEAN?

The word edit

Where did it come from, how has it changed?

·         According to the online etymology dictionary the word came around in 1791. Perhaps a back-formation from editor, or from French éditer, or from Latin editus, past participle of edere (see edition). Related: Edited; editing. As a noun, by 1960.

·         The word has gone from back formatting and has changed over the course of time from being verb to a Norn.

·         Technology has transformed the word and has created new means for the word itself.  Such as photos, newspaper, social media and so on.

UPDATE: SORRY NO PICTURES THAT WAS LINKED CAN BE SELECTED UPON THIS BLOG !

Tony Ross's children's book ' I want Cat' (1989)

 

The extract from the children’s book ‘I want a cat’ (1989) shows that the lineation is made easy for the child to follow to future develop the child’s language. This is done in a range of ways such as clauses and simple sentences. The word ‘so’ can play a number of roles that effects the lineation, it’s a micro pause while the child finds the next line. This works in a number of ways, it helps the child focus more on the words that are being spoken by them or by an adult. It also help built up the picture for the child to understand without skipping a words or a sentence. The clause which is ‘so’ means the child known or gets an idea or what is coming next.   

Castle Transcript

Overview:

Thought-out the transcript Grandma has instrumental power over the child. Evie is around the Post-telegraphy stage although she shows signs of the telegraphy stage and even before that with her language use. There is use of local topic and Nelson theory comes in here, this has been seen in other transcripts of Evie and the Grandma in. There is also a use of overlap and repairs by Evie, again like other Evie transcript there is use of Zone of Proximal Development (ZOP) and scuffing by Grandma. 

Point 1:

Although Evie is 2 years and 2 months the child and is around the Post-telegrao stage she uses stages from previous development stages.

Point 2:

The use of elongation and how this is a factor from pervious development stages but evie still uses it. This is shown as she states; ‘sho-o-o-o-w’ to say show this may she is helping to reinforce her language growth. Evie may have done this to get grandma’s attention and to get grandma to listen to Evie even more. this may also be an indication that Evie is try to change the power towards herself rather than grandma having it, also she may be seeing what it feels like to have power.

Stage 3:

The child takes risk with her language like never before as she known her surrounds. She can also take more risk as she has been filmed before by Grandma. As she knows her surrounds this has a great impact on the language that is being developed, he development would not of been so great if she did not know her environment. This may have likely given an effect of the outcome of the transcript.

Stage 4:

The role that CDS plays,    

Stage 5:

The theories that are being used throughout such as

Stage 6:    

Mini essay along with an overview

Mini essay example, along with an overview:




The child is in a well-known environment and can be expected to be around the telegraphic stage. The child uses three and more words combined in reply to Grandma. The grandmother develops the zone of approximation (ZOA) to help scaffold Evie’s language. This can make a significant impact on the lexis being discussed as the grandmother uses local topics to her engage her granddaughter.  ZOP has led the Grandma to support the child by using virtuous errors which has led to scaffolding.

The telegraphic stage has been established although it can be argued that the Evie is a now entering the post-telegraphic stage. This is shown as Evie does various errors though the process of phonological development. This was perceived through Halliday’s theory as the child uses fake play.

It is argued that Child Directed Speech (CDS) is used by ‘western societies’ or by parts of cultural or classes of people however this is not proven by other studies who argue that there are other ways to help the development of children.

 However this transcript shows that CDS is essential to help a child progress as the evidence has shown that in order to further expand a child’s language CDS greatly benefits them as there are many factors to do this.  An example of this is positive reinforcement and negative reinforcement directed towards the child. Zone of Proximal development has been evident in the transcript as the Grandma has helped to guide the child; this has happened as she guides the conversation by setting the agenda and by using local topics. CDS has also played a huge part in Skinners theory of positive and negative reinforcement.

The environment that Evie is playing in is likely to affect the outcome of the transcript because she is in well-known surroundings and grandma can discussions local topics more informally. This can then lead to Evie taking leaps and bounds in language improvement.   

Media text 11th

 

When your child is one years old the language of the child really starts to kick off. Have you noticed a child a child responding to simple instructions? From stopping a bus to cooking your favourite lard cake you may have heard ‘’ push the button’’ or ‘’don’t touch, it’s hot’’. They will be able to follow yours or others simple instructions at this age and will recognize simple questions (‘’where’s the pig’’ or ‘’ is that pig fat?’’)

Ogden Nash poem stated ‘They can’t talk straight/ any more than they can straight’. Is this necessarily true? Well at the age of one Ogden may be wrong because children have now moved on from the ‘cooing’ and ‘babbling’ stage to the one-word stage.  

According to language experts single words are not language. The simple words that were discussed previously are not language as Andrew Wilkinson said in 1971. However according to  Noam Chomsky another language experts Andrew is wrong , as Chomsky states it is deep in us, and also that there is a clear learning system in side of us.

An investigation into child directed speech in an interaction between a mother and her baby

Introduction

For my English Language A2 coursework project, I have chosen to focus on the use of Child Directed speech (CDS) as used during interactions over 6 weeks between a mother and her baby. I was interested in whether the theories of Child Language Acquisition put forward by theorists such as Chomsky , Piaget and Bruner were supported.   

 Methodology:

Methodology used was:

·         A baby who was 3 months and turned 4 months as it ended

·         Analysis was done once a week for 6 weeks in the early evenings around the same time every week.

·         Done on a play gym to make it the same situation each time, with no distractions as I wanted to make my investigation as comparable as possible.  

·         Based on a page and half of the mother talking to the baby. Later turned into a transcript to make my investigation more reliable as it was difficult to transcribe the child as he was only 3-4 months. To overcome this problem I used phonetic transcription for the mother’s accent and any non-standard English.

·         For this investigation I had intended originally to record the mother and child for a certain amount of time however there was use of silent play. I then decided to record a page and a half rather than half an hour.    

·         Issue of my methodology was the way I collected the data as there would be a possibility of my data being subjective and personal opinion which may affect the outcome. In order to overcome this difficulty I will talk about the length of the baby’s responses  and make sure the transcription is very detailed in terms of sounds and letters heard by using phonetic transcription for example , ‘’ga’’[] ‘’ba’’[] ‘’lala[’’] ‘’nann[a’.] . 

·         Recorded the times the baby cried and the noises he made to make the language investigation more efficient and the effect of the use of child directed speech from the mother towards the child.

·         Data was appropriate as I have done sample data previously on a 3 year old child with their mother from YouTube. This was appropriate as there was use of child directed speech and showed a transcript was a good method as it is easy and a clear way to see what is there word for word.
 

Ethicality

·          Mother gave her permission to let me do this investigation only giving her partial consent

·         Letter explaining what it was I would be doing

·          The words ‘I give permission to allow Ramal to do his investigation based on recording myself and my son confidentially’.

·         The mother was only able to give her partial consent as she was not aware I was investigating CDS, because if she changed her behaviour this could have jeopardised this investigation.

·         All names have been changed and it states ‘a’ for the adult talking and ‘c’ for the child responding or crying for example. This is also keeping them out of danger. 

Hypothesis

·         The coursework was focusing on the use of Child Directed speech (CDS) as used during interactions over 7 weeks between a mother and her baby. I was interested in whether the theories of Child Language Acquisition put forward by theorists such as Chomsky , Piaget and Bruner were supported.

·         Am looking for CDS to see whether the mother language gets a longer responds from the baby during the 6 weeks.    

·         To investigate my hypothesis I will collect the data from the middle of each transcript to make it more reliable.

·          I found out the use of tag questions and positive face and the use of power significant in the way she talked to the child

·         Looking back to my ingetstion I found it interesting the type of language that was used towards the child.

Example transcript:

A:   somewhere over (3)   the rain (.) (8) Brow up where high there’s a dream that can be may come true   ‘laughing’ (5) I forgotten the words Sam (2) what we going to do with mummy? (.) aa  (2) Maybe I’ll sing it tomorrow sometime when I remember the words ‘laughing’ (.)

Voiced pause,  ‘aa’  – Mother is thinking what to say next

-Maybe I’ll sing it tomorrow

Lexis- All of the text is informal and so say ‘baby-talk’

 

Media text

              

Women  magazine:

The way you talk to your child can shape their future immensely

Do you think before you speak? Not always? You may think a mother of father would do this but in fact you are wrong so wrong.  .You may think a

Child- directed speech (CDS) simply mean when anyone not just we women use as mother but as aunts too. It is simply the speech patterns used by parents or care givers when communicating with the young child. A bit like a conversation, I hear your brain asking?

Once you get the hang of where am getting at your love it.

We have all done a high pitch voice to a baby or a child and you have seen the effect it has on the child. It cracks a smile. Well this help child learn as it is a features of child directed speech and there more to come on this. You are a nature at the everyday job you do as a parent or a career as your helping the development of the child.

One-word statements help strengthen a child’s learning and just like us adults to be successful we must recap what’s been taught.