Question

Sample 1: (9 year old Sam tells about an experience he had while snorkeling)

Well, um…Chaz, Uncle Chuck and Dad…they got in with their snorkel gear and goggles. And I’m about to get in, and Dad pops up right then and says, "Sam, there’s a big barracuda down here, come on!" And I say "cool." So, I jumped in…and I swam a little bit towards it, and…um…we just followed it and then, me and Chaz were right by its side, and it started to open its mouth like this (gesture). And so, we kind of moved back a bit. And then I go over by myself and…um…well, we…well, I take my camera out of my pocket and take a picture of it, and just then it gets scared and starts to come at me slowly and then I start swimming away, but Dad comes between it and me and it finally swims away.
Sample 2: (9 year old conversing with an adult and talking about daily events)
Adult: What do you think about school?
Barbie: I hate everything (laughs). I can’t even do anything. But, I like to…(laughs and gestures). I don't know about Mrs. Y. She doesn’t even let me take my books in, in, anywhere. She’s my second teacher. I have three teachers. My first one is Mrs. B, she’s my real teacher. Mrs. Y, she’s the other teacher. Mrs. M, she’s my PE teacher.
Adult: What do you do each day with them?
Barbie: It’s hard. You have to go, hurry, and go back…uh-uh-uh (motions going back and forth) and get…They do nu-nu-nu-nah (motioning an activity). Say bye-hi, bye-hi, bye-hi. But sometimes I have to go in the same room, so, it’s hard. And sometimes I don’t even eat lunch, I just pass.
a. Compare and contrast the language of the two children on the following
parameters:
i. Vocabulary use
ii. Use of time markers: words marking the temporal setting of events
iii. Sentence types used: simple, compound, compound-complex;
elaboration of sentences
iv. Narrative skills: the ability to connect events via temporal sequencing,
causality marking
b. How would you describe the language of each child based on your analysis above
– average, below average, impaired? Justify your response based on
developmental expectations.

Answer 1

The language of 9-year-old Sam and Barbie differs in vocabulary use, time markers, sentence types, and narrative skills. Sam demonstrates average language skills, while Barbie's language is below average.

Step-by-step explanation:

When comparing the language of the two children, there are several differences. In terms of vocabulary use, 9-year-old Sam uses a wider range of words compared to Barbie, who tends to use simpler vocabulary. Both children use time markers to some extent, but Sam provides more specific details about the temporal setting of events. In terms of sentence types, Sam uses a mixture of simple, compound, and compound-complex sentences, while Barbie mostly uses simple sentences with limited elaboration. Sam demonstrates stronger narrative skills, connecting events through temporal sequencing and causality marking, while Barbie's language lacks this level of coherence. Based on these differences, Sam's language can be considered average for his age, while Barbie's language appears to be below average.

Answer 2

Sam (Snorkeling): Sam uses vocabulary related to snorkeling, such as "snorkel gear," "goggles," and "barracuda." He also employs words like "cool" to express excitement.

Barbie (School): Barbie's vocabulary is more casual and includes expressions like "nu-nu-nu-nah" to describe activities. She mentions teachers' names and refers to school routines.

Sam (Snorkeling): Sam uses temporal markers like "right then," "and then," and "just then" to sequence events.

Barbie (School): Barbie uses time markers like "each day" and describes the sequence of activities with phrases like "go back" and "sometimes."

Sam (Snorkeling): Sam uses a mix of simple and complex sentences. He describes actions and reactions in a coherent manner.

Barbie (School): Barbie's language is more fragmented, with short sentences and pauses. She tends to use repetitions like "nu-nu-nu-nah."