Example sentences of "the child ['s] language " in BNC.
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| 1 | a constant respect for the child 's language . |
| 2 | Finally , the programme should describe a set of teaching procedures which will create the necessary contingent relations between the child 's language and environmental events to ensure that the child progresses along the sequence of teaching objectives . |
| 3 | Grammatical rules are seen as existing independently of the child , and changes in the child 's language in the direction of conventional syntax and morphology are seen as indicative of the child acquiring the rules which make up the grammatical system . |
| 4 | In terms of discourse characteristics , ‘ Motherese ’ contains a high frequency of self-repetitions and imitations of the child 's language . |
| 5 | A second , more serious , problem is that , very often , the nature of the child 's language problem makes it impossible to speak to the child ‘ natur-ally ’ ; the adult is forced to employ ‘ unnatural ’ language and to adopt ad hoc conversational strategies . |
| 6 | Here , the aim of assessment is simply to identify whether or not the child 's language is unusual or atypical compared with that of other children of a similar age or in respect of other aspects of development . |
| 7 | Screening assessments are normally carried out using tests which enable teachers or therapists to obtain a broad-spectrum view of the child 's language abilities . |
| 8 | Such differences may be indicative of more elaborate language and progress in the direction predicted by normal developmental trends , or the child 's language may be deteriorating . |
| 9 | One particular difficulty in assessing change over time is that any differences between the two assessments will be influenced by a host of ex-traneous factors which may either conceal or exaggerate the real changes in the child 's language . |
| 10 | Under such conditions , it is assumed that there would have been no ‘ real ’ changes in the child 's language and that any differences in the two test scores would be due to error arising from the limitations of the test itself ( see Chapter 7 ) . |
| 11 | However , when this approach is used with single children or with small groups , it may still not be possible to attribute any observed changes in the child 's language to the effect of the intervention . |
| 12 | Most assessment procedures are developed in order to provide a particular kind of interpretation and because of this the criteria against which the child 's language will be evaluated are implicit in the procedure . |
| 13 | In the meantime , the task for the teacher or therapist is to examine all aspects of the child 's language , using whatever devices are available , with the objective of generating an assessment which reflects both strengths and weaknesses in the three areas , and indicates the extent to which difficulties identified in each of these areas may or may not be interrelated . |
| 14 | Thus , one of the problems of language assessment becomes how to make a fair estimate of the child 's language ability , given evidence from a very restricted set of situations . |
| 15 | In addition to imitation , there are a number of other procedures designed to give the teacher or therapist some degree of control over the child 's language production . |
| 16 | Of particular importance is the fact that all these procedures impose considerable constraints on the pragmatic and conversational aspects of the child 's language production , and as yet little is known about how this may interact with measures of grammar and meaning . |
| 17 | The major disadvantage with audio recorders is that a great deal of contextual information is not recorded and therefore , unless some other method of recording the context , such as note-taking , is employed , it may not be possible to recover a ‘ rich interpretation ’ of the child 's language . |
| 18 | This will ensure that a relatively good recording of the child 's language will be obtained , together with a fair amount of the language of the other people . |
| 19 | This ought not to present any problems , although it is probably a good idea to emphasise the importance of the child 's language and to try to reduce any anxiety or embarrassment that adults might feel at the prospect of being recorded . |
| 20 | While it is true that the longer the period of time over which the child 's language is sampled , the more representative that sample will be of the child 's underlying linguistic knowledge , in practical terms the length of any recording will be constrained by the time available for transcription and coding . |
| 21 | The goal of collecting naturalistic language data is , by definition , to capture a sample of the child 's language as it occurs under ordinary , everyday conditions . |
| 22 | Inevitably , the very fact that someone has decided to try to record the child 's language makes this ideal unattainable . |
| 23 | In order to be able to understand the child 's language , it is usually necessary to have a detailed knowledge of the context within which that language occurred . |
| 24 | In particular , use of mental age will indicate the extent to which the child 's language is in step with other aspects of social and cognitive functioning . |
| 25 | Thus , the child 's language is not sampled directly but , as it were , by proxy in terms of what the teacher or therapist is able to recall of the child 's performance under everyday conditions . |
| 26 | The main source of data is maternal diary records of the children 's language development . |
| 27 | What if there 's like a book published in a , in about a couple of years time about the children 's language |