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FINAL PAPER

Final Paper

García Arreguín Devany Berenice

García Blanco Saúl Aarón

González Astorga Zeg Roberto

Ramírez Quintero Alondra Vanessa

Tapia García Kenia Carolina

Professor. Grace De La Luz Ardón Pulido

November 22nd, 2022

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Index

General Introduction...................................................................................................3

Chapter 1. Psycholinguistics Framework....................................................................4

Chapter 2: Acquisition of Sounds..............................................................................12

Chapter 3: Acquisition of Meaningful Grammar........................................................46

Chapter 4: Acquisition of Meaning............................................................................53

Chapter 5: Acquisition of Discourse Competence.....................................................59

General Conclusion..................................................................................................66

References...............................................................................................................68

Appendix A Birth Certificate......................................................................................69

Appendix B Information of Julian..............................................................................70

Appendix C Link of the Video....................................................................................72

Appendix D...............................................................................................................73
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General Introduction

In this project, an exercise was carried out that consisted of visiting a 2-year-old child

and carrying out a series of suggested activities, which were very useful to us as we studied

each of the chapters, we could remember the child's reactions and verify or not the theory put

forward by the authors.

First, we conducted an interview with the mother of the children to ask specific

aspects of the child, such as exact age, favorite characters, favorite food, etc., so that, based

on this, we can be prepared with some material and be able to carry out the activities

correctly and create a more pleasant environment for the child and could develop more

naturally. Once this information was collected, we scheduled an appointment with the mother

and visited Julián at his house, we were in a room just him and us, for around 40 minutes, in

all the activities Julian actively participated according to his capacity, the truth surprised us

that despite the fact that Julian still does not attend a school, he was very participatory and

easily joined the activities.

In the chapters we saw about the different stages of language, starting with the

sounds, when the child still does not have the ability to speak as such, however, the

relationship with the sounds begins to create a kind of understanding, later we saw it is

Language acquisition goes gradually according to the age of the child, the number of words

acquired per year etc, which leads the child to go from saying a single word to creating

sentences of 2 or 3 words and going to structure their speech.

The general purpose is that by studying each chapter and each of the theories

explained by the authors, we would somehow put it into practice with the activity we did with

Julian, that is, by learning from the contents of the chapters, It was easier since we could

remember Julián's reactions and it is more enriching for our knowledge.

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Chapter 1. Psycholinguistics Framework

Introduction

In this work we will delve into everything that involves the discipline of

psycholinguistics, we will know how psychology got involved with language, since

previously it was believed that language was learned correctly only by the environment in

which a child developed from a young age, however, little by little they realized that

everything had a deeper meaning that had to be studied by a science.

We will learn from ranges from the acquisition of language, as well as the use of

language and all the factors that influence completing a complete communication process, we

will also talk about the perceptions and interpretations of language. We will see in a more

precise way the structure of the brain and how each hemisphere has a specific function that

helps us to develop language and communication correctly.

We will understand the process that language acquisition takes and what other skills it

allows us to develop, such as writing with its respective grammatical rules, it allows us to

develop reading, among other skills, and how this allows us to develop a civilization as such.

The purpose of this work is to learn and develop the tools that psycholinguistics offer us to

apply them either as teachers or as students.

Themes of Psycholinguistics

Language is a tool used every day by human beings and somehow it is vital.

Communication will not be completed without language. It is true that this act is also possible
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by mimics and gestures, as babies do, but language is the vehicle that makes communication

deeper, because it allows us to communicate our deepest thoughts and feelings.

For language to emerge, there is a huge and complex mental process, which is studied

by Psycholinguistics. This analysis is divided into language production and language

acquisition. Psycholinguistics is a cognitive science that studies the mind and mental

processes related to language (Carrol, 2008). As the name of this science suggests, it is part

of psychology and linguistics. As defined by Carroll, “Linguistics is the branch of science

that studies the origin, structure and use of language” (Carrol, 2008, p.4).

The concern of Psycholinguistics is divided in two. The first one consists of the

knowledge that is needed to use knowledge. To answer this issue, two concepts are used,

which are tacit and explicit knowledge. The first one refers to “the knowledge of how to

perform various actions” (Carrol, 2008, p.4.). While explicit knowledge is “the knowledge of

the processes or mechanism used in these acts” (Carrol, 2008, p.4). For instance, the most

common thing to happen regarding language, is to know how to speak without knowing the

process implied in this action, which will be a mix of tacit and explicit knowledge.

Speaking about Psycholinguistics involves other branches which are part of

Linguistics. For example, when acquiring a language, it is needed to know the use of the

words and their meaning; that is why Semantics exist. To produce the words there is a system

of sounds that is set by Phonology. Then, to make coherent sentences with those words it

needs a grammatical arrangement, which is studied by Syntax. And to be able to use the

sentences, it is important to know about the social rules of language, here is where

Pragmatics appears. (Carrol, 2008).

Within all these everyday actions there comes the second Psycholinguistics concern,

that are the cognitive processes, which involve “processes such as perception, memory and
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thinking” (Carroll, 2008, p.5). There are many theories about language acquisition, but at the

end, they all study the same concepts, but following a different focus or perspective.

Wilhelm Wundt (1832-1920) proposed the theory of language production, this

focused on the sentence as the primary unit of language and saw the production of speech as

the transformation of a complete thought process into sequentially organized speech

segments. He said that the sentence is more than words that appear momentaneous and then

are gone with its meaning. His theory stated that every world it’s part of the meaning forming

the sentence that is produced in the inner conscious; it stands at the cognitive level while it is

being spoken. Otherwise, the thread of the speech would be lost.

There were some other important contributions to the study of language processes,

Edmund Huey in 1968 said that the most remarkable specific performance that civilization

has learned in all its history was the achievement of reading he employed “the eye-voice span

(the lag between eye position and voice when reading aloud, about six or seven words) and

the tachistoscope (a machine that presents visual stimuli for very brief periods of time) in his

studies. Interest in eye movement and autoscopic data remains very strong to this day”

(Carrol, 2008, p.9)

The study of mental processes can be achieved through the theory of behaviorism, and

people who study this, focus on shaping the behavior by punishments, reinforcement and

keeping in mind the environment. Carrol also mentions that during that in the first half of the

last century there was a little interest in language from the psychologist. “Behaviorists

preferred instead to speak of "verbal behavior." The behavior of speaking correctly was, it

was assumed, the consequence of being raised in an environment in which correct language

models were present and in which children's speech errors were corrected.” (Carrol, 2008,

p.10)
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A conference occurred in the early 50’s that included anthropologists and

communications engineers as well as psychologists and linguists and as a product the term

psycholinguistics came in. In this period a linguist named Chomsky came in and is generally

regarded as the most influential figure in the 20th-century and its influence was revolutionary

in the linguistic world. Some of its contributions was the associative chain theory between

individual words in a sentence. This means that the words in a sentence work as a stimulus

for the next word in the sentence. (Carrol, 2008, p.12)

“The Chomskyan revolution had a powerful effect on psychological thinking about

language. In the late 1960s, Chomsky… noted that ‘the study of language may very well, as

was traditionally supposed, provide a remarkably favorable perspective for the study of

human mental processes’... and that linguistics could be profitably viewed as a branch of

cognitive psychology” (Carrol, 2008, p.13) The revolutionary period in the Psycholinguistics

were led by many authors but the most important one was Chomsky based on his

contributions to the field.

A language can be over time properly employed and acquired, unlike if you only

have the time, it can never be acquired. Because language is qualitative, not quantitative.

Unlike animals, that is why they are not able to write like humans, no matter how long they

are in front of a typewriter. It is not only having the tool, but also knowing how to use it.

Different from animals, that is why they are not able to write like humans, no matter how

long they are in front of a typewriter. It is not only having the tool, but also knowing how to

use it. Their ability may not be writing, but speech, even if it is not above the matter of

producing human sounds, speech can be more detailed, and animals can communicate in their

own ways. Speech is not limited to common conversations, but to needs or environments or

cases where speech is adapted for communication.

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The American linguist, Charles Hockett, worked on this problem for many years,

finally coming up with a list of 16 defining characteristics. And only 4 of the 16 features are

related to language design (Saxton, 2010). According to Hockett (1963) had two kinds of

linguistic creativity in mind. The first relates to creating new words and phrases, and the

second type of creativity relates to the ability to generate and understand new messages.

The second Hockett (1963) design feature, Semanticity, describes the use of symbols

to refer to (or mean) something. These symbols are words, or distinct sequences of sounds,

that can be used to refer to objects, actions, or ideas. The third one, Arbitrariness, the

relationship between referents (objects of the world) and word forms is arbitrary, and largely

arbitrary as well. And at the end of these, we have the fourth type of design, which is

displacement. It simply refers to your ability to talk about things beyond your current

situation.

Critical periods have been identified for a wide range of biological, social, and

behavioral aspects of development, and can have positive as well as negative outcomes. We

can identify a critical period, Bruer (2001) provides a useful analysis of his design and

suggests two rational approaches. He points out that there are two sensible approaches to that

design:

“Give participants the same experience (both in quality and duration), but at different

stages of development; b Systematically vary the duration of the target experience but

ensure that the starting point is the same for all participants. the same starting point

for all participants.” (Saxton, 2010, pp 55)

The effects of language deprivation have been experienced to find out what it is the

original language of the world. In each case, one or more children were deliberately deprived

of language skills to assess the effect. (Saxton, 2010)

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Language and the brain

The brain is structured by two vertical halves, which are, the left hemisphere and the

right hemisphere. These vertical halves are connected to the spinal cord; so, the brain

connected to the spinal cord is the central nervous system of the human body. And these

hemispheres are connected to each other through the corpus callosum, which is a bundle of

fibers.

Now, each hemisphere is divided in 4 lobes, which are the frontal lobe, goes from the

front part to the back; the temporal lobe; the parietal lobe, which is above the temporal; and

the occipital. And these divisions occur regarding the functions that each hemisphere has,

such as cognitive function, hearing, vision, sensing functions and others.

Figure 1

Hemispheres of the brain

Steinberg

(1982) mentions the

neural pathways in

the process of a

spoken language; these are the speech production, the reading aloud, and the speech

comprehension. Furthermore, we are going to talk about the hemispheric structure and its

function. First, the hemispheric dominance, which refers to the phenomenon where one

hemisphere controls the other one, since it is not possible that both hemispheres have control
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over the functions of the human body. So, regarding people if the left hemisphere dominates

the right one, the person uses more their right hand and right foot to do things; and this

happens the other way around, if the right hemisphere dominates the left one, the body uses

more the left hand and left foot. And the dominance of one hemisphere is a congenital

condition.

So, with this mentioned it is explained the importance and how each hemisphere of

the brain in a human body works. The left hemisphere controls the right side of the body; and

on the other hand, the right hemisphere controls the left side of the body. And this refers to all

the functions of the human body, since the use of parts of the body, the hearing, the

censoring, among others.

Then, some functions happen in one side of the brain and other on the other side, and

this separation is called lateralization, which is divided in the left-hemisphere specialization

and the right-hemisphere specializations. On the left side of the brain are found the main

language centers; the Broca’s area, in the front part; and the Wernicke’s area, towards the

back; and the angular gyrus. On the right side of the brain are recognized emotions,

recognition of faces, and the perception of things, sounds, and non-linguistic sounds.

Moreover, the Broca’s area, mentioned before, is an important area since it oversees

the speech production, also known as the motor area. Steinberg (1982) explains that it is an

area adjacent to the region of the motor cortex in the brain, which controls the movement of

the muscles of the articulators of speech, such as, the tongue, the lips, the jaw, the vocal

cords, etc. Now, Wernicke's area is the one that comprehends speech, in other words, the

auditory area. According to Steinberg (1982) Wernicke illustrates that on hearing a word, the

sound goes through the ear to the auditory area and then to the Wernicke’s area, to
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understand the word. An on the reading is a similar process but instead of the auditory area is

the visual area of the cortex.

Additionally, we can find language disorders, well known as aphasias, and they are

categorized into two groups, the Broca’s aphasias, and the Wernicke’s aphasias. And these

are caused by brain damage. First, Broca's aphasia is characterized by shortened speech and

can occur in writing problems. Now, Wernicke's aphasia is characterized by nonsense speech,

problems with communication and understanding language.

Conclusion Chapter 1

As teams we agree that this chapter has been of great learning for us, in part it has

helped us to understand the origin of psycholinguistics, that is, how this study came about,

which clarifies different questions, it also helps us to broaden our knowledge in In relation to

this science as such, it helped us to learn more about the acquisition of language, as well as

the use of language, either in a structured way or as a personal perception depending on the

context and environment of each person. As for the explanations of the functioning of the

brain, we believe that this is where our purpose is fulfilled because it gave us tools to apply in

language teaching, as well as tools to learn a language as well. Finally, we have much to gain

from this science that is psycholinguistics, whether as teachers or students.

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Chapter 2: Acquisition of Sounds

Introduction

This paper was done following the recording done with a baby who is 2 years and 8

months old, whose name is Julian. The video was recorded by doing a set of activities with

the baby, where basically, he had to speak and interact with two members of the team (Kenia

and Devany). The video will be used to revise if what the psycholinguists say about language

acquisition in babies matches with what the child did. To exemplify the aspect checked, 20

tables were added. The tables were taken from the transcription of the video. 

Along the chapter you will be able to find topics such as First language acquisition

and early language acquisition. Both are the main topics, and they will lead us to aspects

related to the phenomenons involved when acquiring a language. The literature review

includes some authors like Brown (2007) where information about First Language

Acquisition can be found, Caroll (2008) with Early Language Acquisition, and Clark and

Clark (1979) where there will be explanations of the topic regarding First Sounds in the Child

Language. 

The purpose of this work is to make a contrast between the literature with what it was

experienced during the recording of the video with the baby. The aspects stated by the

authors were briefly explained and after that, there is an example of that with our recording. It

is expected to find in the video all the aspects that will be checked. 

First Language Acquisition

Competence and Performance 

Over time, a small difference has been established between competence and performance.

Competence refers to the knowledge of an event or fact, it is the ability to do or perform

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something, but it cannot be observed. For its part, performance is the realization of a concrete

and clearly observable competence, such as: speaking, walking, running, singing, among

others.

An example of competence can be linguistic aspects such as grammar, writing, among

others; in adults this can be evaluated through an oral or written test, however, in young

children it is difficult to evaluate this competence because we depend on different factors

such as their interest, if we cannot get their attention, we will hardly be able to evaluate.

Table 1 

Competence and Performance

Time N P DIALOGUE
S
21:55 D Mecedora

21:58 K Mecedora. A ver, ¿tú

Julian?
22:00 B 142
/ma/

22:01 D ¿Mecedora? Una más

fácil. 
22:03 B 143 /ma ma ma/

22:04 D Cama

22:08 K Cama. A ver, di tú

Julian.

22:10 D
Respite la palabra.

22:11 B
144 /'ya pa/

22:12 D Cama.

22:13 K ¡Cama!

22:15 B /ma si 'tʃa tʃo/

145
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Note. It is believed that the acquisition of children's language is developed in a universal way

for the different languages, of course, respecting the grammatical rules of each one, that is,

for example, in a sentence the subject and the verb can occupy different places depending on

the language that it is.

According to some researchers, the child's initial state is said to "consist of a set of

universal principles which specify some limited possibilities of variation, expressible in terms

'of parameters which need to be fixed in order of a few possible ways" (Saleem, 1992, p. 58). 

Maratsos (1988) enumerated some of the universal linguistic categories under

investigation by several different researchers: 

 Word order Morphological marking tone 

 Agreement (e.g., of subject and verb) 

 Reduced reference (e.g., pronouns, ellipsis) 

 Nouns and noun classes 

 Verbs and verb classes 

 Predication 

 Negation 

 Question formation

Morphological marking tone 

A subfield of research that is occupying the attention of an increasing number of child

language researchers, especially in an era of social constructivist research, is the area of

conversational or discourse analysis. While parental input is a significant part of the child's

development of conversational rules, it is only one aspect, as the child also interacts with

peers and, of course, with other adults. (Berko & Gleason, 1982, p 20) described the

perspective: While it used to be generally held that mere exposure to Language is sufficient
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to set the child's language generating machinery in motion, it is now c1ear that, in order for

successful first language acquisition to take place, interaction, rather than exposure, is

required; children do not learn language from overhearing the conversations of others or from

listening to the radio, and must, instead, acquire it in the context of being spoken to.

 It is important to recognize that this is not the case: production is of course more

directly observable, but comprehension is as much performance-a "willful act," to use

Saussure's term-as production is. In child language, most observational and research evidence

points to the general superiority of comprehension over production: children seem to under-

stand "more" than they actually produce. 

Table 2 

Example

Time NS P DIALOGUE

 00:3   Futbol.
0 D

3 /'fut tʃul/
00:31 B

Ok.
00:32 K

¿Te gusta el
00:34 D fútbol?
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Table 2.1 

Example

Time P NS Dialogue NW

00:0 K Yo me llamo Kenia, ¿y tú cómo te llamas?

1

00:0 B 1 /ma-'ma/ 1
2
 

Table 2.2 

Example

Time P NS Dialogue NW

1:54 K ¿Cómo se llama él?

1:55 B 13 /ʧeɪs/ 1

1:56 K ¡Chase!

1:58 B 14 /che ‘ito chul/ 3

Note. In this exercise Julian reacted according to what was mentioned by the author, in the

real and complete words that Julian managed to mention during the exercise, he used the

appropriate tone for each of them. In the first example Julian mentioned "mama" giving it the
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right tone according to the stress of the word, in example two, he mentioned a word with a

little more difficulty, he mentioned soccer and pronounced it correctly and finally in example

three, Julian He mentioned the name of his favorite toy, Chase, it is also not a simple word,

however, in each word he used the correct accent.

Reduced reference (e.g., pronouns, ellipsis) 

Table 3 

Example

Tim P N Dialogue NW
e S

2:00 K ¿Y este cómo se llama?

2:01 B 15 /'pa-pan/ 1

Table 3.1 

Example

Tim P NS Dialogue NW
e

2:02 K Spiderman ¿Cómo se llama?

2:04 B 16 /'le-to tʃul/ 2

2:07 D Oooh.

2:07 K ¿Y este cómo se llama?

2:08 B 17 /a wn nen/ 3
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2:12 K ¡Un tren!

Table 3.2

Example

Time P N Dialogue NW
S

6:48 K ¿Y este cómo se llama?

6:53 B 15 /'pa-pan/ 3

6:54 D Sí, es una. Ay, muy bien, Julian.

6:56 B 44 /soɱ 'fe-sa/ 2

Note. In this example, the child complies with what the author says, he creates reductions of

words that he knows, keeping the main sounds of the word by which, we could identify them.

In the first example, we show him an image of spider man, and we ask him what this

character's name is, he answered "pa-pan", he keeps the vowel "a" in both words, in example

2, we ask him what his name is Thomas the train, and he answered "un en", in example 3

Julian identified the strawberries as "fe-sa"

Word Order

Even though the child does not pronounce the complete words or correctly, he knows

that there is an order to form a sentence and thus transmit the message of what he wants and

normally in his first stage the child can form a sentence of 2 or 3 words, they are simple

sentences that you develop for your first communication.

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In simpler terms, this means that the child's task of language learning is manageable

because of certain naturally occurring constraints. For example, the principle of structure

dependency "states that language is organized in such a way that it crucially depends on the

structural relationships between elements in a sentence (such as words, morphemes, etc.)"

(Holzman, 1998, p. 49).

From pivot grammar to three-and four-word utterances, and to full sentences of

almost. Indeterminate length, children exhibit a remarkable ability to infer the phonological,

structural, lexical, and semantic system of language.

Table 4 

Example

Tim P NS Dialogue NW
e

9:18 D A ver.Mira!

9:22 B 55 /mo um mo to 'su l 3

9:24 B um mo to 'sul  2

9:27 B um mo to 'to  2

9:30 B wm mo to 'βel/ 3

9:38 D ¡Ay muy bien Julián! ¿Qué más? ¡Mira!

Table 4.1 

Example
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Time P NS Dialogue NW

17:2 B 11 /tʃe 'to to sul 'u βa/ 2

4 2

17:4 D Oye Julian, ya no tengo hambre. 1

6

17:4 B 11 /’yo sí/. 2

7 3

Table 4.2

Example

Time P NS Dialogue NW

18:2 K ¿Y quién es él?

4

18:2 B 118 /'ya yan/ 1

5

18:2 K ¿/'ya yan/?

6

18:2 B 119 /si 'so i yo/ 3

6
Note. In this example, the child reacted according to what the author mentioned, since

although the child did not pronounce many words, he managed to structure some short

sentences and their order was correct. In the first example, he was looking at an image on the

cell phone that contained 3 or 4 figures, Julian mentions 3 sentences pausing as if they were

real words, simulating that they were a pronoun, subject, verb and predicate, example 2, he
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says clearly "Yo sí", and in the third example, he answers a question about who is the person

in a photo and he answers "Sí, soy yo".

Imitation 

The following examples are about imitation. Where the interviewers in several

moments imitate what the child says, letting him know that he is doing a good job. 

Table 5.1 

Example

Time P NS Dialogue NW

00:5 K ¿Qué color es este?

7

00:5 B 7 /p pa/ 1
9

1:01 K Pa

Note. In the given table, this is an example, during the interview the interviewers showed a

picture, to the baby, of his favorite character. They asked the baby what colors the ones on

the paper are. So, Kenia, one of the interviewers pointed out and asked about the orange

color. The baby answered /p pa/, as the name of the color; Kenia imitates the pronunciation

that the child does. 

Table 5.2 

Example

Tim P N Dialogue NW
e S
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2:07 K ¿Y este cómo se llama?

2:08 B 17 /a wn nen/ 3

2:12 K ¡Un tren!

2:13 D Es un nen aaah

2:16 K Muy bien.

Note. In this example, the interviewers showed drawings of some of the baby’s favorite

characters from tv shows and asked him who those characters were. Regarding ‘Thomas’ the

train, he answered that he was /a wn nen/ and Devany imitated what the baby said. 

Table 5.3 

Example

Note. Now, the interviewers started the activity where they are going to color the drawing of

the characters that they showed to the baby before. They asked him to choose a drawing to
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color, and the interviewees took one too. So, they gave crayons to the baby to color the

drawing and asked him to choose a color. Then, they asked him what color was the one that

he chose, and the baby answered /'ta-tan/ and the interviewer Devany imitated him again. 

Table 5.4 

Example

Note. In this example, the activity was the same, the interviewers were asking the baby what

color that crayon is, and one of the crayons that they asked was the color blue, and he

answered /a-'tʃul/ and the interviewer Kenia imitated him in the interview.

Table 5.5 

Example
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Note. Furthermore, the interviewees continued with another activity with the baby. They

started to read a story to him, and they were interacting with the child by asking questions to

get his attention. So Devany started to read the story and it was about a red circle, so she

asked the baby what color the circle was, and he answered /'aaa 'to-to/, trying to say red, and

Devany imitated the child.

Early Language Acquisition

The baby is found in the stage of Communicative Competence and Early

Comprehension, according to the reading of this course. Carroll (2008) mentioned that young

children often respond to complex speech by using simple, action-based comprehension

strategies. We can observe this through the whole interview. The interviewers prepared

several activities that required the baby’s speech or action regarding the questions made and

the activities asked to do.

He listens to the interviewers and tries to respond with speech or sometimes with

action, since his age and that he hasn't developed language, he doesn’t speak yet. He tries to

comprehend what has been asked, but either way sometimes he doesn’t know what to do or

respond, most of the time he does know what to do. So, some examples were analyzed

regarding this theory. 

Table 6.1
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Example

Note. In the first example, at the beginning of the interview the interviewees introduce

themselves to the child by saying their names, and they try to ask the child to do the same.

But in this example, it is observed that the baby didn’t respond, he got distracted, it seems

that he didn’t understand what they asked him to do.

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Table 6.2

Example

Production of speech sound 

Note. Now, the interviewers change the activity to know if he has developed the vocabulary

of the colors. They showed a drawing of one of his favorite characters from a tv show, and

there were few colors illustrated, and they pointed out and showed the color to the child and

asked him what the color was there. In this activity the child was responding, since he hadn't

developed many words, he was communicating in the way he could, babbling and trying to

say the word.

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Table 6.3

Example

Table 6.4

Example
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Note. In this case, the idea of the activity was to observe if the child reacts to what he is being

asked to do. The interviewers asked him to give them colors, so Kenia and Devany were

asking for a color each, and the baby was trying to understand and do it.

When children acquire their first words, their speech sounds are not the same as the

adults’ ones. Sometimes it is difficult to identify the words they pronounce if there is no

background of the child or context. It would be easier for a mother to understand her baby's

words, rather than a person who barely spends time with the baby. “The young child’s ability

to talk and make himself understood is at first very limited” (Clark & Clark, 1979, p. 387)
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Table 6.5

Example

Note. Moreover, in this example, the interviewers read a story to the child and observed if he

was understanding by asking questions. Devany read the story to the baby and asked several

questions and the baby comprehended and tried to give the answer to which he was being

asked.

Beginning of Intentional Communication 

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According to Carroll (2008) the Beginning of Intentional Communication is when the

child applies their understanding of means to social goals, to communicate. And there was

studied early prelinguistic gestures, which describe assertions as the use of an object as a

means of obtaining attention from an adult. And this was observed in the following example

through the maid interview. 

Table 7.1

Assertion.

Time NS Assertion

00:29                       /de fut-’bol/

Example from the recorded forms of Julian

Note. As it is observed, in this case the interviewers were trying to interact with the child by

saying their names, and they asked the baby his name. But the child communicated that he

could not understand, so instead of saying his name, he said/de fut-'bol/, changing the subject

of the conversation, to keep going with a different topic.

First Sounds in the Child Language. 

This table refers to a test that Savachkin made with 10 month - 2-year-old children. The

experiment consisted of making the children learn a sound contrast only when it makes a

difference to meaning. He was testing the children to learn the difference between vowels,

vowels and consonants, the absence of the initial letter, fricative - glottal - nasal, the
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opposition between voiced and voiceless segments, etc. The testing lasted for about eight

months.

“Children's ability to discriminate and recognize the right names was tested by asking

them to choose the toy named back, say, in a situation where there were two toys

present, back and mark. They had to point to, pick up, or move the toy asked for. If

they had not already learned that the segment [b] contrasted with [m], say, they should

choose the right toy only half the time.” (p. 280)

Table 8

Request.

Time NS DIALOGU REQUESTS.

21:1 141 /’a sa/ The baby tries to explain to the interviewers to put his toy
over there.
6

Example from the recorded forms of Julian

Note. In this part, we observed that the child requested something to the interviewers. They

were in the middle of an activity, to repeat a word that one of the interviewers asked, but the

baby was not able to repeat the word because it was complex. So, instead of repeating the

word, the child requested to put his toy here he was pointing out, in the house and he waited

for the interviewer to do it. 

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Table 9 

Phonological Acquisition

Note. Table taken from Clark & Clark 1979. We can see the 12 different stages for the

phonological opposition and goes from vowels to consonants, to liquids and glides.

Intonation

We can verify that the intonation that the baby gives to the sentences are properly

used because the baby knows how to make different intonations to express different things he

wants. “The discrimination of different patterns is only the first step. Children must then go

on to recognize different intonation contours-the patterns of rise and fall-and identify their

linguistic functions.” (p. 383) 

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Table 10

Interrogative.

Time P NS DIALOGU NW Type of Sentence

E
00:02 B 1 /ma-’ma/ 1 Interrogative
Table 10.1
Example from the recorded forms of Julian

Note. This table with the example, we can show a type of intonation, which is the

interrogative, in which the baby is asking for his mother, in the transcription, it comes as

/ma-'ma/, he is asking for her, since it is the beginning of the interview, and he had recently

separated from his mother.

Table 10.1 

Interrogative

Table 10.2

Declaratives

Table 10.3

Exclamatory
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Table 10.4

Declarative

Table 10.5

Interrogative

Table 10.6

Imperative

Table 10.7

Exclamatory
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Table 10.8

Interrogative

The "Fis” Phenomenon 

This Phenomenon is when the children try to pronounce as the adult does, this occurs

in the child's language acquisition and demonstrates that the perception of phonemes occurs

earlier than the production of allophones. The adult pronunciation is a driver to the infant’s

language skills development. “in children's speech, their identification of word meanings, and

their across-the-board innovations all provide convincing evidence that young children

perceive and store words in a more complex form than they themselves can produce. From

the very beginning, their representations of words in memory appear to be closer to adult

forms than to their own pronunciations. “(p. 387)

Stress

We have 5 two-three-syllable words where we could identify if the baby emphasized

the correct stress in each word. Even though the Child stresses the words, not always he does

it in the right way. “However, a study by Atkinson-King (1973) suggests that it may take
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children many years to learn how to interpret certain contrasting stress patterns, even if they

perceive them from very early on. “(p. 383) 

Table 11

Stress

Tim NS Sentence NW Adult Model Correct Stressed Syllable?

e

22:59   148       /’san ta/               1            /’San ta/                                 Yes

24:35    161      /’no o ‘ka βe/       1           / ‘ka βe/                                  Yes

24:11    157     /’pa pa…/              1           /pa ‘pa/                                    No

24:47    163     /i βa mi ‘mir/         3           /dor ‘mir/                                 Yes

23:14     151    /ma ‘ma/              1           /ma ‘ma/                                  Yes

Note. Even though he did the right stress in some cases he still doesn't know which syllable

needs to be stressed.

Table 12

The Fis Phenomenon

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Note. In the table, we can see that the baby didn’t try to pronounce the word “ferrocarril”, but

he did with the word “mecedora”, even though he wasn’t close with the right pronunciation

he did the effort to repeat what he heard. We can be sure that this practice will take him to the

right level of pronunciation when he gets older

Table 13 

Production of Speech
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Note: Table taken from Clark & Clark 1979

As seen in table 13, both children mispronounce the words said by the adult. To a

person who does not know the baby nor the context where the word is used, it would be

difficult to understand the words. For example, the word “ball” is pronounced /ba/ by the

infant, but without the previous knowledge of the aspect mentioned, it is not possible to

understand what the baby says. 

Examples

Examples of this phenomenon were found in the recording done by the team. We

could notice that the baby mispronounced most of the words, and sometimes we were not

able to understand them, because they were used out of context. 

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Table 14.1 

Examples from the Recorded Forms for Julian

Time NS Child’s Pronunciation Adult Model

00:3 3 /'fut-tʃul/ /fut-'bol/

1

Note. In Table 14.1 is shown the word “futbol” as the regular pronunciation and the way in

which the baby pronounced it. In this case, we were able to understand it because it was

somehow clear and also, he was pointing at a football. 

Table 14.2

  Examples from the Recorded Forms for Julian

Time NS Child’s Pronunciation Adult Model

02:0 17 /a wn nen/ /tren/

8

Note. In this case, the main word is “tren”, which was also used in context because there was

an image of a train. Again, this is an example where without the context, we would not have

been able to understand what the baby was talking about. 

Table 14.3 

Examples from the Recorded Forms for Julian

Time NS Child’s Pronunciation Adult Model

02:5 20 /a-'tʃul/ /a 'θul/

0

Note. Table 14.3 shows a moment where Julian was asked about colors, and he

mispronounced all of them. Anyway, he was pointing out the colors and that is why we were

able to understand him. 

Table 14.4 

Examples from the Recorded Forms for Julian

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Time NS Child’s Pronunciation Adult Model

03:3 24 /'to-to/ /ˈro-xo/

0

Note. This example made us notice that the main sound that the baby struggled to pronounce

was the letter “r”. 4 of the 5 examples presented in this section contain that sound. 

Table 14.5 

Examples from the Recorded Forms for Julian

Time NS Child’s Adult Model

Pronunciation
24:4 163 /dor-'mir/
4 /i 'i βa mi 'mir/

Note. In the case of Table 14.5, the word “dormir” was pronounced highly alike as

“dormir”. This is an example of a word that although it is mispronounced, it can be

understood without having a context. 

Segments and syllables 

As seen previously, the words used by children are not exactly pronounced as adults

do. Most of their words are compounded by the structures consonant + vowel (cv) and

consonant + vowel reduplicated (cvcv). Anyway, those are not the only ones that are used. To

analyze them, Winitz and Irwin (1958) counted the variations used by 19 children; those

variations were classified into cv, cvc, cvcvc, and cvcv as the main ones. 

Table 15 

Word Syllables
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Note. Table done by Winitz and Irwin (1958) to expose the percentages of the syllable and

structures in children’s early words. 

In Table 16 there will be exemplified the word structures found by Winitz and Irwin

(1958). In the following tables are two examples of each: cv, cvc, cvcv. The only example

that was not found in the child’s speech was cvcvc.

Table 16.1

  Words and Syllables Example

Time NS Child’s Pronunciation Type of Syllable Structure

00:5 6 /ˈfa/ cv
4

Note. Table 16.1 shows the pronunciation “fa”, which we could notice that the baby used

with the meaning of “fresa” and “rosa”. 

Table 16.2 

Words and Syllables Example

Time NS Child’s Pronunciation Type of Syllable Structure

01:3 11 /me po me po/ cv

9

Note. We were not able to understand the meaning of the words used here, but he used the

structure cv twice. In fact, this is the pattern that he used the most. 
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Table 16.3 

Words and Syllables Example

Time NS Child’s Pronunciation Type of Syllable Structure

03:3 24 /'to-to/ cvcv

0

Note. Tables 16.3 and 16.4 show examples of the use of cvcv by Julian. In most of the cases,

the consonant and the vowels were replied. This is the second structure most used by the

child. 

Table 16.4 

Words and Syllables Example 

Time NS Child’s Type of Syllable Structure

Pronunciation
18:1 115 /ma 'ma/ cvcv
8

Table 16.5 

Words and Syllables Example 

Time NS Child’s Type of Syllable Structure

Pronunciation
19:4 130 /sul/ cvc
1

Note. Cvc was a structure that was not used a lot and we only found a few examples, some of

them are shown in tables 16.5 and 16.6.

Table 16.6 

Words and Syllables Example 

Time NS Child’s Pronunciation Type of Syllable Structure

00:3 3 /'fut tʃul/ cvc

1

Table 17

Omission Of Final Segment

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Tim Data Standard Form Final Segment Omitted
e
0:50 /aaa be/ /ver-de/ /de/

1:54 / a tʃ/ /Cha-se/ /se/

4:14 /no-te/ /no/ /te/ pres-to/ /pres-to/

22:5 /’san ta/ /san-ta claus/ /claus/

23:0 /saŋ /san-ta claus/ /ta/

glos/
Examples from the Recorded Forms for Julian 

Note. As shown in the table 17, children, or their first words, omit the final consonants of

each word, and until they are 3 years old, they can complete their words. Child will not be

able to say the whole word, but the initial sound of each word in addition to always dominate

the first syllable, we can see it when he tries to say “verde” (green in Spanish), will help the

adult to know what he is saying, because no one understands from the back to the front.

Table 18

Consonant Cluster Reduced

Time Data Standard Form Consonant Cluster Reduced

2:08 /a wn nen/ /tren/ /t/ /r/

6:56 /soɱ 'fe- /son ‘fre-sas/ /r/ /s/

sa/
10:1 /tres/ /s/
5 /tʃe/
/mi-ra/ /m/ /r/
12:4 /’i-a/
4 /por-que/ /r/
/'po ke/
19:2
4
Examples from the Recorded Forms for Julian

Note. Table 18 shows how the child reduces the consonants for easy pronunciation. We can

see that the child has difficulty with the letter "r".

Table 19 
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Unstressed Syllable Omitted

Time Data Standard Form Unstressed Syllable Omitted.

2:01 /’pa-pan/ /spi-der-man/ /spi-der/

4:00 /tʃe 'le-to 'pa- /te lo pres-to/ /to/

pa/
9:24 /mo-no a-zul/ /a/
/um mo to ‘sul/
18:23 /her-’ma-na/ /her/
/’ma-na/
28:14 /a-’qui/ /a/
/ki ‘ka ka/
Examples from the Recorded Forms for Julian 

Note. This table shows how the child omits the unstressed syllable, but still does not lose the

intent of the word and is understood as in the example of /ma-na/ which is "hermana" (sister

in Spanish).

Table 20 

Reduplication

Time data Standard Syllable, Word, or Phrase Reduplicated

Form
0:02’ /ma-’ma/ /ma-má/ /’ma/

1:07 / be 'βe-ðe pa-pa/ /’ver-de pa-’pa/ /pa/

3:30 /’to-to/ /’ro-jo/ /to/

9:22 / mo um mo to /mo-ni-to a-zul/ /mo/

'su /
20:07 /nana/ /na/
/’na-na/
Examples from the Recorded Forms for Julian 

Note. As we could observe in this last table, the child repeats syllables so that the adult can

understand him, since the other syllable is difficult for him to pronounce, either the first or

the last one. As in the example of "/to-to/", the child tries to say "rojo" (red in Spanish),

repeats the last syllable because he has difficulty pronouncing the letter "r" and does not
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pronounce the first syllable. These 4 types of simplification, the child will not do everything,

it depends on the child's ability.

Conclusion

With this deep analysis we conclude that the theories and the studies that the authors

reviewed, mentioned were true. It was interesting that we could analyze, from the interview

we have made, how the child was communicating. The aim was a child that is in the early

language acquisition stage, this means that he hasn’t developed enough words to be able to

communicate through words or sentences; however, he was interacting, acting, and

responding to each of the activities that the interviewers were making with him.

He has developed few words, but his speech is not developed yet, so he

mispronounces all the words, but this does not mean that he cannot understands or

communicates; he perfectly understood the whole interview, the activities that he was doing,

the words that were in the dialogue, the sentences that were mentioned during the

conversation and the questions that were asked to him. He also identifies objects perfectly,

and he is still developing the objects that are around him. He recognizes people he knows, his

family, perfectly. So, the purpose of this study, to identify if a child of this age range and in

this stage of language acquisition, was reached because we were able to identify each of the

aspects that a human being goes through to develop a language and finally be able to

communicate.
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Chapter 3: Acquisition of Meaningful Grammar

Introduction.

In this part of the work, chapter 3 Acquisition of Meaningful Grammar will be

presented applying the topics that will be seen within it, applying the methods or theories of

psycholinguistics to our subject (baby). We will add 9 tables more for this work, from table

number 21 to table 29, the information of the table will depend on the reading and

psycholinguistic, will be shown the name of the table, its content and its explanation. We will

still find contributions from authors such as Carrol (2008) with Early Grammar and Steinberg

(2006) contributing topics regarding How Children Learn Language.

The objective of this chapter is for the children to make interesting progress in

understanding the grammar of their language, and another objective is for them to learn

different types or combinations of verbs. These linguistic differences undoubtedly play an

important role in language acquisition.

During this chapter you will notice the work of the authors reflected in the transcripts

of our interview with the baby, the work was based on the instructions of our teacher, and

that in turn in the examples of the book to have a guide. Some tables will be used as

introductions for the following application of the "theory", taking from our transcription,

some dialogues or babbling of the child and transforming them as "examples" and putting

them in their respective tables and with their function of why they are in them.
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Table 21

Early Grammar.

Note: Table taken from Miller and Chapman (1981)

This table is the result of the infant model, studied by Miller and Chapman (1981). A

method of measuring syntactic development can be presented, which is the measurement of

the average length of sentences in morphemes (MLU). The table shows the relationships

between age, which in this case is measured in months (horizontal) and MLU (vertical).

Table 22

Measures of Syntactic Growth

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8.0
7.0
6.0
MLU.in morphenes.

5.0
4.0
3.0
2.0
1.0
0.0
12 24 36 48 60 72
Age in months

Note. The graph in this table is similar to the graph in Table 21, the difference is that it is now

applied to our case or baby. Using the same method of measurement of the syntactic

development (MLU), it can be noticed in the red point that is the baby to be studied, and it is

in month 24 because converted from years to months, the baby is 2 years old, that is, 24

months.

Table 23

Emergence of Grammatical Categories

Note: Table taken from Brown (1973)

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This table 23 shows a list of 11-word relations that according to Brown (1973)

constitute 75% of the two words of children. We can also describe it with adverbs such as

representative (representative) of the living which is the source of action) and action.

Table 24

Semantic Relations in Two-Word Speech of Name of the Baby

Time NS Relation Instance

00:35 4 Agent and action /yo βi βol/

1:39 11 Recurrence /me po me po/

12:44 75 Action and locative /'i a-ka/

22:15 145 Agent and object /ma si 'tʃa tʃo/

28:14 176 Nomination /ki 'ka ka/

Note. The table shows us 5 types of relationship, each type has its own example, extracted

from the transcription, the time when it was said, the sentence number (NS), the type of

sentence according to the list already seen in Table 23, and the instance (i.e. what the baby

said).

Table 25

Holophrases

Time NS One-Word Utterances Mature Speaker Utterance

10:2 1 /tos/ Estos dos.

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11:5 2 /sa ðes-'tol a-'tʃul/ Este es azul.

0

12:4 3 /a-tʃe/ Es ese.

7

13:0 4 /'son-fa/ Las fresas.

4

13:1 5 //'to-to fa/ Las fresas.

3

Note. In this chart we focused on analyzing holophrases that the children produced during the

interview. We have found out only two of the early speech stages, which are, naming and

holophrastic function, since the child is starting to develop words. Here are 5 examples of

one-word utterance expressions. The baby talks imperfectly and most of the time uses 1 to 3

words to communicate, but we saw that he is developing vocabulary. They also use single

words to express complex thoughts that involve those objects (Steinberg & Sciarini, 2006, p.

7). We saw this because he cannot produce sentences so far, so he most of the time uses one

word to express the color of the objects shown or to demonstrate the answer. 

Table 26
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Note. Table taken from Steinberg & Sciarini (2006).

Table 27 

Two-Word Child Utterance and their Semantic Analysis

Time NS Child Mature Speaker Purpose Semantic Relations

Utterance Utterance (expressed or implied)

1:58 1 /che ‘ito chul/ Chase es azul. Inform Experiencer-State-Object 

2:08 2 /a wn nen/ Ah! un tren.  Inform Experiencer-State-Object

11:5 3 /sa ðes-'tol Este es azul. Inform Experiencer-State-Object

0 a-'tʃul//

14:5 5 /’sja/ Aqui esta. Inform Experiencer-State-Object

4

18:2 4 /si 'so i yo/ Si soy yo. Inform Experiencer-State

8
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Note. The Table 27 shows 5 example of the utterance of the child’s words and the semantic
analysis.

Table 28

Note. Table taken from Steinberg & Sciarini (2006).

Table 29

Morpheme Name and Concept

Time NS Morpheme Name and Example

Concept

1:54 1 Article /'e te/

2:08 2 Article /a wn nen/

11:50 3 Article and auxiliary ‘be’ /sa ðes-'tol

a-'tʃul//

18:28 4 Auxiliary ‘be’ /si 'so i yo/

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18:35 5 Article /'e se/

Note. Table 29 demonstrates the morpheme concept of the child’s speech. There are different

Two-Word Utterance produced imperfectly but we analyzed and find out what the child was

expressing.

Conclusion

In conclusion this chapter we analyzed the grammar developed by the child in his

speech. The kid interviewed is on the early stage of his life, so his speech is on the early stage

too. This means that he is developing words and sentences, acquiring grammar structures. So,

to understand this stage and how a kid develops a language we placed examples to analyze

the interview. And it was interesting how everything that the authors mention was identified

in our interview. The charts help to visualize every important concept in acquiring language.

Chapter 4: Acquisition of Meaning

Introduction

According to Piaget, children learn words that have an action with respect to them

faster, that is, for example, a ball or a chair, which reveals an action in which they are

involved, in addition, their first learning focuses on the now instantly.

The vocabulary of children is increasing according to their age, from the age of two

they begin to notice their development more and communication begins to be easier, the
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closest adults such as their parents begin to understand their communication since his

vocabulary is still very small, however, it already makes itself understood.

Estimates of children's vocabulary growth indicate that children typically have

acquired 14,000 words by age 6 (Carey, 1978). In this lesson we see the different stages that

children go through in the development and acquisition of their vocabulary, since despite the

fact that it is something that we often see in our children, nephews, and in general in the

children that surround us, each stage is a process where children develop gradually according

to their age.

The purpose will be able to identify these stages in the interview that we previously

carried out, to be able to identify them and understand why the child reacted in such a way.

Sometimes at the time of language acquisition, children often make mistakes, since

children sometimes group many items into a single word, which can confuse us at the time of

communication, however, the people closest to them they begin to make sense of their words

even though the child does not say exactly what he wants to communicate at that moment.

Table 30

Some over-extensions based on shape

Relation Instance
Naming Dada, looking at father
Volition Mama, looking at bottle of milk, whining
Agent Dada, hearing someone come in
Action Down, when he sits or steps down
Object Ball, having just thrown it
State of object Down, having just thrown something down
Associated object Cracker, pointing to door of room where crackers are kept
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Possessor Lauren, upon seeing Lauren’s empty bed
Location Box, putting crayon in box
Note: SOURCE: From the Strudure of Communication in Early Language Development by
P. M. Greenfield and J. H. Smith, p. 70. Copyright © 1976 by Academic Prell. Reprinted by
permillion.
Table 31
Semantic Relations in One-Word Speech
Time NS Relation Instance
6:56 44 Object Fesa, It refers to all fruits in general.
10:4 59 Associated object tʃe, when pointing to an object
8
18:1 114 Naming Ma ‘ma, looking at mother in a photo
6
24:3 162 Action Mi-mir, Laying the toy down pretending to sleep
9
27:5 172 Agent No pa-pa, tell dad something is not right
5

Note: Julian with a single word tried to say a whole sentence or action. Here we have five
examples of this.

From the first year of age and as the child grows, his vocabulary also grows gradually, so it is
common that even though his vocabulary is reduced, the child associates the same word to
create groups of articles or forms that considered "the same or similar" to be able to
communicate at a young age regardless of the range of vocabulary.
Recognizable words are produced from about age one onward. In the first year, new
words are added slowly and by age two amount to a vocabulary of fifty or so (Nelson, 1973).

Table 32
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Some over-extensions based on shape
Word First Referent Domain of application

mooi moon cakes, round marks on windows and in books, round

shapes in books, tooling on leather book covers,
round postmarks letter “o”

nénin breast, food button on garment, point of bare elbow, eye in

portrait, face in portrait, face in photo

ticktock watch clocks, all clocks and watches, gas meter, firehose
wound on spool, bath scale with round dial

gumene coat button collar stud, door handle, light switch, anything small
and round

baw ball apples, grapes, eggs, squash, bell clapper, anything

roud

kotibaiz bars of cot (crib) large toy abacus, toast rack with parallel bars,
picture of building with columned facade

tee stick cane, umbrella, ruler, (old-fashioned) razor, board of

wood, all stick-like objects

kutija cardboard box matchbox, drawer, bedside table

mum horse cow, calf, pig, moose, all four-legged animals

Note: Based on E. Clark (1975).

Table 33
Some over-extensions based on movement, size sound, and texture
Word First Referent Domain of application
Sch Sound of train All moving machines

Ass Toy goat with A few things that move (e.g., animals, sister,
rough hide, on wagon), all things that move, all things with a rough
wheels surface
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Fly Worm Specks of dirt, dust, all small insects, child’s own
toes, crumbs of bread, a toad
Em Worm Flies, ants, all small insects, head of timothy grass
Bébé Baby (self) Other babies, all small statues, figures in small
pictures and prints
Fafer Sound of train Steaming coffee pot, anything that hissed of made a
noise
Sizo Scissors All metal objects
Bow-wow Dog Toy dog, fur piece with animal head, other fur pieces
without heads
Wau-wau Dog All animals, toy dog, soft house slippers, picture of
an old man dressed in furs
Va White plush dog Muffler, cat, father’s fur coat
Note: Based on E. Clark (1975).
Table 34
Over-Extension
TIME NS P Word Domain of Application
(Shape, movement, color, sound,
texture)

4:34 D Oye Julian ¿Y él qué es? Shape-texture

4:35 29 B /ʧeɪs/
4:37 D Chase… y qué qué animal es
4:41 30 B /a ʧeɪs/
4:42 D Oh muy bien. ¿Y este qué es?
4:44 31 B /ʧeɪs/

Note: Julian's favorite animated person is called Chase, so he called all the cartoons

with the same name as Chase, even some animated animals were also called with the same

name as Chase, so we can notice that he created a group according to shape and texture

around your favorite character Chase.

Conclusion
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In conclusion, we learned that there are different stages in which the child goes

through for his development and acquisition of language, for us as adults it is good to know

this to be able to handle situations with patience and to help children to overcome each stage

successfully, without feeling frustrated or misunderstood.

The objective was achieved, we were able to identify some of the stages in the

interview we conducted with Julian, we identified them, and we were able to learn and

understand his behavior a little more during the activity we did with him.
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Chapter 5: Acquisition of Discourse Competence

Introduction 

Children start using the language by imitation, but it is thought that they are not aware

of its real purpose. As they grow, there is a moment when they start to acquire linguistic

competence; this means that they start to become aware that language has a function. There

are some models that are developed, and this is the time when the child has acquired that

linguistic competence. 

The way in which children use the language is done by experience. This experience is

acquired by their daily day and context. For example, a child knows that if he says “milk” his

mother is going to feed him. Therefore, “Language is for the child, a rich and adaptable

instrument for the realization of his intentions” (Allen & Corder, 1975, p.59).

The purpose of Chapter 5 is to explain the seven models proposed by the authors and

exemplify them in our findings. To support the literacy information, the ideas of Halliday will

be used. Those ideas are taken from Allen and Corder in their Reading for applied

Linguistics. Since every child is different and not each of them develops certain abilities at

the same age, it might be possible that some of the models will not be found. Anyway, in

those cases, the model will be exemplified with an opposite example or the nearest situation

that fits the description.

Models 

Instrumental Model 

The instrumental model is the simplest but the most essential one used by children.

The main purpose of language is communication with a purpose, and this characteristic might

be reflected in the application of this model. According to Allen and Corder (1975) “The
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child becomes aware that language is used as a means of getting things done.” (p. 60). In this

sense, it can be stated that this is the stage where children stop crying to communicate their

needs and they start to create simple sentences to do so.

The phrases used are not exactly well-structured ones. Sometimes only a single word

is enough for a baby to communicate their needs or feelings. Anyway, those words should be

used in a contextualized situation, so the rest of the people will be able to understand the

message that is wanted to be transmitted. 

Table 35 

Instrumental Model example 

Time NS P DIALOGUE

21:17  141 B  /'a sa/

21:18 K ¿Que se duerma allá?

Note. In this situation, Julian wanted his toy back and was asking Kenia to put it “acá”

Regulatory Model

Following the path of communicating needs, there arises the regulatory model, where

children communicate what they want others to do. This model refers to “the use of language

to regulate the behavior of others” (Allen & Corder, 1975, p.61). Since it is focused on

behavior, it is thought that the commands told by children are learned by their social context.

Table 36 

Regulatory Model

Time NS P DIALOGUE

27:37    D  Vamos a dibujar aquí en la pared, ¿Quieres?

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27:39 17 B /no no pa 'pa a/…

0

27:42 D Vamos a pintar la pared.

27:43 17 B /no i 'ta a/

1
Note. Devany was inviting Julian to paint the wall, but he refused to do so and asked to not

do it. 

Interactional Model

The third model of language acquisition is the one used for social interaction; the

interactional model. The authors defined it as “the use of language in the interaction between

the self and others.”  (Allen & Corder, 1975, p.62). This is the way in which the baby

establishes relationships.

Table 37 

Interactional Model

Time NS P DIALOGUE

00:01    K  Yo me llamo Kenia, ¿y tú cómo te llamas?

00:02 1 B /ma-'ma/

00:18 D ¿Cómo te llamas?

00:19 0 B [silence]

Note. We were not able to see Julian’ social skills, because he did not answer any of those

questions. We think that he has not developed that ability yet. Our second thought is that at
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the beginning of the video he was crying because he did not want his mother to leave the

room. 

Personal Model

As children grow, they become aware of the world, but also about themselves. There

is a connection between this phenomenon and language, which is reflected in the personal

model. The personal model, according to Allen and Corder (1975) refers to 

“…his awareness of language as a form of his own individuality. In the process  

whereby the child becomes aware of himself, and in the higher stages of that process,

the development of his personality, language plays an essential role.” (p.62). 

Basically, in this model the child is able to express himself in the first place; by

identifying himself, and upon that, name his own qualities. 

Table 38 

Personal Model

Time NS P DIALOGUE

18:24   K ¿Y quién es el?

18:25 118 B /'ya yan/

18:26 K ¿/'ya yan/?

Note. Although the baby did not use any adjective to describe himself, he is aware of who he

is and knows his name. 

Heuristic Model  

When children start to communicate with others, they realize that the language gives

them access to knowledge and things that they want. The heuristic Model of language
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“derived from his (the child) knowledge of how language has enabled him to explore his

environment.” (p. 63)

This tells us that children that have realized that they can learn more about their

environment by using the language, they get the concept of questions and answers, and once

they put this exercise of questioning in practice (What is that? / Why does that happen?), they

develop the language and knowledge about their environment. 

Table 39

Heuristic Model

Tim NS P                         DIALOGUE
e

1:30   K Ahora. Ah bueno, vamos a col, a colorear chase, tú chase te llamas

chase. 

 1:39 11 B /me po me po/

1:40 D Aquí está

Note. Devany took a toy that caught Julian’s attention, and he made use of the heuristic

model by asking for that toy, and by doing that, he got to know how that toy was. He

explored the environment; in this case he explored a toy.  Since our kid is too young, he

cannot try to make clear questions such as “what is it?” but instead he asked for the toy that

he wanted to explore.

Imaginative Model

This model is also related to the environment of the child but instead of allowing the

child to discover new things by asking questions or asking for the stuff to see it, the child

uses his language to create his own environment. “...his ability to create language… a world
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of his own making he derives the imaginative model of language; and this provides some

further elements of the metalanguage, with words like story, make up and pretend.” (p. 64)  

Basically, this model is when children produce and create language by modifying

their environment, setting up imaginative situations to modify or create a new environment

(example: let’s pretend this box is a cave and we live here.)

Table 40

Imaginative Model

Time NS P                         DIALOGUE

22:38 K Yo creo que vivir Santa Claus aquí dentro.

22:44 D Oye Julian ¡pero no le digas a nadie! Porque es un secreto, ahí vive
Santa Claus.

 22:56 K Porque esta casita estaba allá en el Polo Norte en la nieve, donde está
toda la nieve, los monitos de nieve, los venaditos. ¿Y aquí adentro
vive? ¿Quién vive? ¡Santa!

22:59 148  B /’san ta/

Note. This was the closest thing to the imaginative model that we could observe, but we are

not sure if the baby was only repeating what he was hearing or if the baby was actually

applying the imaginative model by pretending Santa Claus really lives there.

Representational Model

Basically, in this model, children produce language by stating declarative sentences,

in other words, is the production of real language “The child is aware that he can convey

message in language, a message which has specific reference to the processes, persons,

objects, abstractions, qualities, states and relations of the real world around him”

Table 41 
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Representational Model

Time N P                         DIALOGUE
S

00:30   K Futbol

00:30 D Futbol

 00:31 B /'fut tʃul/

Note. The baby was pointing out a blue football, so we concluded that the baby was applying

the representational model in this action, by telling us that the ball means football.

Dominant Model 

The dominant model is the one that every individual dominates the most, for some

children, especially those that are in between ages 2-3, the dominant model of language is the

personal and the representational, because they have not develop their language skills to an

conversational level yet and since these two models are the easier that the rest of the models,

they get the functions that implies each model easy and quickly. “… this presents what is, for

the child, a quite unrealistic picture of language, since it accounts for only a small fragment

of his total awareness of what language is about.”(p.63) This basically confirms that the

models are adopted by each individual according to the function skills each individual has

developed. Since Julian is still very young, his Dominant models were those that inquired

about him (personal) or about things that he can relate to in his environment

(representational).

Conclusion
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To conclude with this chapter, we would like to make emphasis on the importance of

each model and skills for each age. Children at a very young age start developing the

production of language by listening and repeating but they cannot produce more than that. As

they get older, they start to get some abilities and skills to create meaningful language. 

The way each child develops their own language competence is related to the

experience they have had. We can tell that the models that are preferred by the children that

are developing their language abilities are related to the simplicity of it. For example: those

models that inquire to talk about their own person is easy for a young child that centers his

knowledge in himself. The personal model is the one that most of the children start to

develop because of its simplicity.

Since every child is different and not each of them develop certain abilities at the

same age, some of the models were not found as clearly as we wished, such as in the

interactional one or the heuristic, and this is simply because the kid’s age is still not enough

to develop that productive language. As Julian grows, he will be able to develop those

functions by using those models that he isn’t able to right now.

General Conclusion

Acquiring a language is something that is so natural that we do not even pay attention

to the process and everything that is behind. As almost official linguistics, we were aware of

certain aspects of the process, such as the important role that the environment takes. But there

were other aspects, for example, the description of each of the models, and the parts of the

brain involved. Now that we know everything that is behind, we see it in a different way as

before, and we can understand why most of the times the first words of a baby are “mom” or

“dad”
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It was amazing to be able to see the literature reflected in real life. It is not the same

reading about the process than analyzing and seeing it. It is incredible that for each stage of

life there are different things happening, and children are in a constant process of growing

that a difference of a few months would have affected a great part of the literature. We could

see reflected almost everything that the authors say about first language acquisition. This

means, that what the authors said about the age that we investigated is true. Anyway, there

are some aspects that we did not see, but it is because every child grows and develops in a

different way.

Taking into consideration our findings, we can say that the purpose of this paper was

reached. As previously explained, we had the opportunity to see most of the aspects reflected

in the child we interviewed, so we can conclude that the literature is true. Everything we

checked will be useful for us mainly as linguistics because these are topics that concern us.

Then, as teachers, if someday we work will children, we will be able to do certain things that

will enrich their language acquisition. Also, knowing the stages will be useful to identify

when it is possible that a kid has language problems. Lastly, if we become parents this is

something that as teacher will help us to enrich our children’s language acquisition.
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References

Allen, J., Corders, E. (1975) Reading for applied linguistics. Oxford University Press. 

Blausen (2014). Study: Language is learned in ancient general-purpose brain circuits that

predate humans. SCI NEWS. https://www.sci.news/otherscience s/linguistics/langu

age-anc ient-general-purpose-brain-circuits-05677.html 

Carroll, D. (2008). Psychology of language. (5th ed.). Thomson Corporation

Clark, E. V. & Casillas, M. (2015). The first language acquisition (1st Edition). Routledge

Clark, H. &Clark, E. (1979). Psychology and language: An introduction to psycholinguistics.

Harcourt.

Saxton, M. (2010). Child Language: Acquisition and Development (1.a ed.). SAGE

Publications Ltd.Steinberg, D. D. (1982). Psycholinguistics: Language, mind, and

world (Vol. 28). Longman.

Steinberg, D. D. & Sciarini, N. V. (2006). An introduction to psycholinguistics (2.a ed.).

Longman
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Appendix A Birth Certificate

Appe

ndix B

Information of Julian

Interview with the mother

The following was an interview with the child's mother about his daily activities,

personal information, and interests. A direct and face-to-face interview was conducted to
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fulfill the objective of this work. The following was the information collected from the

mother's responses.

The child's name was Julian, his age was 2 years and 5 months. He was born on

December 27th, 2019, in Monterrey, Nuevo León, México. His mother's name is Hilda who

was 28 years old, and his father Jesus was 30. The child had an older sister Mariana, she was

4 years old. He does not live with anyone other than the family members.

The mother told us that the activities that Julian did everyday were play, watch TV,

eat, and sleep. He usually played with his sister Mariana, but sometimes he interacted with

his cousins Rodrigo, Ricardo, and Roberto.

What the child liked to eat in the mother's answers, she responded that the child liked

potatoes, chicken, grapes, watermelon, and banana. Contrary to his favorite dishes, what he

did not like to eat and did not want to try again, were pumpkin and carrots.

As for musical tastes, since the child was introduced to or listened to music in general,

what most caught his attention were the songs of "Grupo Firme". On the subject of not liking

to listen, the mother mentioned that he was too young, and he was not allowed to play songs

that are foul-mouthed or encourage bad things.

Like all children, to keep their attention focused on something, he was allowed to

watch television programs or videos on the YouTube platform, where the mother mentioned

that the child liked to watch current children's programs such as “Paw Patrol, Peppa Pig, Dino

Ranch, Spiderman.” Those programs were very suitable for a child in the developmental

stage as they impart or encourage interaction with Julian. From a very young age, according

to the mother, the child did not like to watch scary movies, scary series, anything that comes
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close to things that can scare even an adult. About the toys, his favorite ones were an

accordion, carts, and, he played with other toys. (Plastic and/or stuffed).

The rules that he had to follow at home were related with personal hygiene, in a few

words, he had to wash his hands whenever he interacted with his toys or had contact with any

surface or thing, this was to avoid dirt or health problems. Also, it was prohibited to color the

walls of the house. If the child did so, he was not able to watch TV.

In his funny words, he used to identify red with the word "Toto" every time the child

saw it. And to indicate the fruit strawberry he used the word "fecha", like indicate date in

Spanish, but in this case, Julian used it to identify the flavor. To finish, the mother said that

they had never had pets, so the child had no interaction with animals.

Appendix C Link of the Video

https://www.youtube.com/watch?v=Z7EzWcnUtKY
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Appendix D

Descriptive Chart, Codes, and Transcription

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Table 42

Descriptive Chart

Activity Time

1. Presentation  1. 0:01

2. Talk about the photograph (past)  2. 18:15

3. Color and talk about the drawing  3. 2:18

4. Read and talk about the story (future)  4. 5:50

5. Invite the baby to break the rule  5. 27:21

6. Describe their toys  6. 10:31

7. Identifying funny words  7. 17:12

8. Repeat difficult words and sentences  8. 20:54

9. Flashcards: identify objects  9. 0:43

10. Talk about Santa Claus, superheroes, etc.  10. 23:25
11. Talk about their favorite: food, toys, etc. 
11. 14:00
12. Talk about things they do not like
12. 10:25

Table 43

Codes
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Code Meaning

K Kenia

D Devany

B Baby

P Participants

NS Number of Sentences

NW Number of Words

MLU Mean Length Utterance

Table 44

Video Transcription
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TIME P NS DIALOGUE NW OBSERVATIONS
00:01 K Yo me llamo Kenia, ¿y tú cómo
te llamas?

00:02 B 1 /ma-'ma/ 1 At the

beginning, the
baby was crying
because his
mother left.
00:03 D Yo me llamo Devany ¿Tú cómo
te llamas?

00:08 K ¿Tú cómo te llamas?

Aah okay. Bueno, yo me llamo

00:11 K Kenia, Devany ¿y tú cómo te
llamas?

00:18 D ¿Cómo te llamas?

00:19 B 0 [silence] 0
Julian was
distracted
looking for toys.
00:21 D ¿O cuántos años tienes?

00:23 K ¡Ay, mira! ya se levantó Chase.

Mira, ¿cómo? él se llama

Chase, y tú cómo te lla…

00:29 B 2 /de fut-'bol/ 2

00:30 K Futbol.

00:30 D Futbol.

00:31 B 3 /'fut tʃul/ 2

He was pointing
a blue football
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TIME P NS DIALOGUE NW OBSERVATIONS
00:32 K Ok.

00:34 D ¿Te gusta el fútbol?

00:35 B 4 /yo βi βol/ 2

We are not sure
what he was
talking about.
00:37 K ¿Te gusta mucho el fútbol?...
¿sí?
00:41 K Bueno, las imágenes.
Mira Julian, mira estas figuras,
mira estos colores, que bonitos.
¿Cuál te gusta más?

00:50 B 5 /aaa be/ 1

He was
choosing the
00:52 K Verde. green paper.

00:52 D Verde… ¿Sabes qué fruta es?

00:54 B 6 /ˈfa/ 2

He did not
answer the
question, but he
was pointing a
pink paper (that
00:56 K Rosa. is why he said
“fa”

00:56 D Rosa.

00:57 K ¿Qué color es este?

00:59 B 7 /p pa/ 1

1:01 K Pa

1:03 K ¿Este? ¿Qué color es?

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TIME P NS DIALOGUE NW OBSERVATIONS

1:07 B 8 /be 'βe-ðe pa-pa/ 2

1:13 D [risa] papá, sì

1:13 K Okay ¿Y cuál te? escoge uno

de estos tres, de estos cuatro.
¿Cuál te gusta más?

1:17 B 9 /tʃa βe/ 2

He selected the
green one.
1:19 K Este. Muy bien.

1:21 D ¿Qué fruta es esta? ¿Cómo se

llama la fruta?

1:22 B 10 /ˈfa/ 1

1:27 D Sí.

1:27 K Muy bien Julian.

1:30 K Ahora. Ah bueno, vamos a col,

a colorear chase, tú chase te
llamas chase.

1:39 B 11 /me po me po/ 2

Devany took a
toy and Julian
was asking for it
Aquí está. back.
1:40 D
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TIME P NS DIALOGUE NW OBSERVATIONS
1:40 K Julian. Mira, tenemos a Chase,
tenemos a spider man.

1:45 D Y tenemos a…

1:46 K Mira quién más está aquí. Este

Thomas.

1:49 D Thomas. ¿Cuál?

1:51 K ¿Cuál te gusta más, papi?

1:54 B 12 /a tʃ/ 2

1:54 D ¿Cómo se llama él?

1:55 B 13 /ʧeɪs/ 1

1:56 K ¡Chase!

1:58 B 14 /che ‘ito chul/ 3

We think that he
2:00 K ¿Y este cómo se llama? wanted to say
that he was
going to paint
2:01 B 15 /'pa-pan/ 1 the dog blue.

2:02 K Spiderman ¿Cómo se llama?

2:04 B 16 /'le-to tʃul/ 2

2:07 D Oooh.

2:07 K ¿Y este cómo se llama?

2:08 B 17 /a wn nen/ 3

2:12 K ¡Un tren!

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TIME P NS DIALOGUE NW OBSERVATIONS

2:13 D Es un nen aaah.

2:16 K Muy bien.

2:18 D Bueno. Cu ¿cuál vamos a

colorear? ¿Cuál quieres
colorear?

2:20 K ¿Cuál quieres de estos tres

¿Cuál quieres?

2:22 B 18 /ʧeɪs/ 1

2:24 K Chase.

2:25 D Vamos a colorear a Chase. Yo

voy a colorear a Thomas.

2:27 K Y yo a Spiderman.

2:29 D A ver. ¿Qué color quieres,

Julian?

2:32 B 0 [silence] 0

2:35 K Mira los colores ¿Cuál quieres?

2:39 D ¿Qué color es ese?

Julian took a
2:40 B 19 /'ta-tan/ 1 color

2:41 K Tatan.

2:42 D Oooh.

2:44 K Muy bien. Y estos colores

¿Cuáles son, Julian?
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TIME P NS DIALOGUE NW OBSERVATIONS
2:47 D Mira

2:47 K ¿Este cuál es?

2:50 B 20 /a-'tʃul/ 1

2:52 K Achul, muy bien. ¿Este? Mira,

que bonito. ¿Qué color es este?

2:59 B 21 /'to ðe-βe/ 2

He was taking a
different color of
the one that
Kenia was
asking him for.
3:00 D Julian, me pasas el color verde,
por favor. ¿Dónde está? Me
pasas el verde. Aaah. He gives Devany
the color orange

3:09 K Y a mí me pasas el rojo.

3:10 D Vamos a colorear.

3:11 K Dame el color rojo, por fa.

3:13 B 22 /a/ 1

3:15 K Julian, me das el color azul. Me

das el color az… gracias. Y
este, aquí hay otro ¿Este qué Julian gives
color es? Kenia the color
blue.

3:24 B 23 /a 'sa-sa/ 1

3:26 K Y este ¿qué color es? Mira

¿Qué color es este?

3:30 B 24 /'to-to/

3:31 K Toto
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TIME P NS DIALOGUE NW OBSERVATIONS

3:32 D Julian, me prestas el color

verde ¿Dónde está el verde?

3:35 B 25 /'a tʃa/ 1

He was pointing
out a color
(which was not
3:36 D ¿Este? Ah okay, muy bien. green)

3:40 B 26 /'tʃa tʃa/ 1

We are not sure

what he was
3:44 D Oye Julian ¿Y el morado? talking about.

3:46 K Pásale el color morado. Ten,

dale el color morado.

3:47 D El morado.

3:50 K A ver ¿cuál es el color morado?

Dale el morado ¿Cuál es? Da
da, dale el morado

3:59 D ¿Me prestas el color morado?

4:00 B 27 /tʃe 'le-to 'pa-pa/ 3

He gives Devany
the color purple.
4:02 D Aaaay

4:03 K Muy bien. Ahora préstale el

amarillo. Préstale el amarillo, el
color amarillo a Devany.

4:11 D ¿Me prestas el amarillo?

4:14 B 28 /no-te/ 1

4:16 K ¿Le das el color amarillo a

Devany?
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TIME P NS DIALOGUE NW OBSERVATIONS
He gives Devany
the color white.
4:24 D A ver, vamos a colorear.

4:34 D Oye Julian ¿y él qué es?

Devany asks him

4:35 B 29 /ʧeɪs/ 1 for the drawing
he is painting.

4:37 D Chase… y qué qué animal es

4:41 B 30 /a ʧeɪs/ 2

4:42 D Oh muy bien. ¿Y este qué es?

4:44 B 31 /ʧeɪs/ 1

He continues
talking about the
previous
4:47 D ¿Este cómo se llamaba? drawing.

4:51 B 32 /a pa wn nen/ 3

4:53 D Un nen, oh muy bien.

4:54 K ¿Y este cómo se llama?

4:58 B 0 [Babbles] 0

5:06 K Julian, vamos a guardar aquí

los crayones. Mira, como
Devany

5:08 D
A ver

5:09 K
A ver, guárdalos

5:10 B 33 1
/ya yun/
He was telling
Kenia that there
was a color on
5:13 K the floor.
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TIME P NS DIALOGUE NW OBSERVATIONS
¿Me lo pasas? tráetelo.

5:18 B 34 2
/ya-yo ya-yo/

5:21 B
Ay, se te cayó ¿Qué color se te
cayó?

5:27 B 0 0
[Babbles]

5:28 D

Oye Julian ¿Te gustan los

cuentos?
5:30 K
¡Qué padre!

5:33 B 35 2
/'a-yun to/
He was looking
for his toy.
5:35 D
Julian ¿Te gustan los cuentos?

5:37 K
Guárdalo, muy bien. ¡Listo!
Gracias.

5:42 D
Gracias Julian.

5:43 K
Listo, listo.

5:43 D
Oye Julian ¿te gustan los
cuentos?

5:44 B 36 2
/tʃi ʧeɪs/
He wanted the
5:46 D drawing back.
Mira

5:48 K
¿Que padre!

5:48 D
¿Te leo un cuento?

5:50 B 37 1
/tʃi/
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TIME P NS DIALOGUE NW OBSERVATIONS

5:50 D
El cumpleaños del círculo rojo.
Mira

5:54 B 38 3
/na 'ma-tʃa 'to-to/
He pointed to
the red circle.
5:55 D
Ah sí, mira. Vamos a leer el
cuento. El círculo rojo organiza
una fiesta, sus amigos vendrán
después de la siesta ¡su primer
cumpleaños va a celebrar! y
unas gafas de sol va a estrenar.
Mira ¿qué color es?

6:19 B 39 2
/'aaa 'to-to/

6:20 D
Toto, sí.

6:22 B 40 3
/'ai 'to-to pen/

6:22 D A ver ¿qué más? Una tarta de

fresas cocina, con nata, galletas
y gelatina. Mezcla todo en una
batidora, y con el número uno.
El número uno, mira, así. El
número uno, decora ¿Qué
número es ese, Julian?
¿Qué número?

6:44 B 41 /'mm 'to-to/ 2

6:45 D Es color rojo, sí.

6:47 B 42 /ma wɱ fa/

6:48 D ¿Fa? Sí, son fresas. Ah.

6:53 B 43 /uɱ fa 'se-sa/ 3

6:54 D Sì, es una. Ay, muy bien, Julian.

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TIME P NS DIALOGUE NW OBSERVATIONS

6:56 B 44 /soɱ 'fe-sa/ 2

6:57 D Sí, son fresas.

6:59 B 45 /soɱ fa 'to-to/ 3

7:02 D okay, que mas?

7:03 D El cuento, ¿Qué más?

7:06 B 46 /puˈʧiliˈpa/ 3

He is looking for
the toy below
7:13 D El cuadrado azul llega primero y the table
cuelga su abrigo en el perchero,
en el reloj, mira la hora, se She is reading to
apunta es algo que adora the baby and
showing him the
7:25 D ¿Qué color es? screen.

She points to the

7:28 B 47 /ˈʧe-ʧa/ 1 creen

Points the blue

square at the
phone.
7:30 D ¿Y qué figura es esa?

7:33 B 48 /ũnˈta-ta/ 2

7:34 D AH, okay, si, ¿Qué más?

7:40 D El cuadrado fue dos regalos

sorpresa y los coloca encima de
la mesa,
She touches the
7:47 D ¿Qué habrá dentro de cada table
paquete?

7:50 D Un libro de repostería y u

juguete

7:55 B 49 /um 'bla-ko a-'tʃul/ 3

Points out the

 87
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8:00 D Que son? blue square in
the screen
8:01 B 50 /'u-βla/ 2

8:03 D Sí, los regalos, ¿te gustan los

regalos?

8:16 B 51 /sub sub-'z lab-to/ 3

52 / e-'ka tob-sub/ 2 The baby is

pointing the
53 /tʃe-le 'la-to se-saj/ 3 screen and
talking to
54 /sa-'pol a-'tʃul/ 2 Devany

8:26 D
¡Mira Julián! Unos números!,
¿Qué es eso?
She is showing
the kid the blue
square
8:30 B 55 /a-‘tʃul/ 1

Julian points out

8:33 D Azul, okay, ¿Qué más? the square

8:40 D El triangulo amarillo llega en

segundo, bostezando y con
sueño profundo, esta muy
elegante, con su pajarita ni
siquiera para dormir se la quita

8:50 D ¿Qué color es Julián?

8:52 B 56 /Uh ta-’ta/ 2

8:53 D Okay y ¿Qué figura es eso?

2
8:54 B 57 /Uh ta-’ta/

8:58 D Okay, muy bien, vamos a seguir

con el cuento

9:01 D El triángulo tiene tres gorros de

cotillón, coronados con
pompones de cotillon, dentro
hay máscaras para disfrazarse
 88
FINAL PAPER
TIME P NS DIALOGUE NW OBSERVATIONS
y con la cámara fotos puede
sacarse

9:18 D A ver , Mira!

9:22 B 58 /um mo-to 'tʃul 3

9:24 B um mo-to 'tʃul Julian is trying
9:27 B um mo-to 'tʃul/ to describe the
9:30 B picture on the
phone. He
repeats the
9:38 D ¡Ay muy bien Julián! ¿Qué same sentence
más? ¡Mira! three times.

9:48 D El rectángulo verde llega en

tercero y saluda quitándose el
sombrero, tiene buenos
modales y es educado y por la
9:57 D invitación las gracias a dado,
¡fin!

10:05 D ¿Traemos unos juguetes,

quieres verlos?

/so-'le to a-'tʃul/
10:06 B 59 3

¿Quieres ver los juguetes? Si? Points out the

Mira vamos a poner aquí uno, blue color in the
10:10 K dos, soccer ball

/tʃe-tʃe/
10:15 B 60 1

tres,
10:16 K

/tʃa-’lo/
10:19 B 61 1

y cuatro…
10:20 K

¿Cuál te gusta más Julián?

10:25 K He points out
the toy that he
likes
 89
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¿Oye Julián y Cuál es el balón
10:31 D más grande?
Points out a toy

Ese esta más grande

10:37 D

¿Y cuál es el más chiquito?

10:39 K

/tʃe/
10:43 B 62 1
Points the small
¿Y cuál es el juguete azul? ball.
¿Cuál de estos juguetes es
10:45 K color azul?

/tʃe/
10:48 B 63 1
He shows the
blue toy to Kenia
Oye Julián me puedes prestar
10:52 D el juguete de colores?
¿El que tiene muchos colores?
¿Qué es esto?

/am un tʃa/
11:01 B 60 3

Okay, aquí vive él?

11:03 D

/le-’le/
11:09 B 61 1

Julián me puedes prestar el He grabs the

11:15 D balón chiquito? bigger ball
¿El más chiquito?

She points out

the black color
¿Me lo prestas?
A ver, Julián, ¿Sabes que color
11:25 D es este?

She points out

/ahm no/ the red color
11:27 B 62 2
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¿No? ¿Y este?
11:29 D

/to-’to/
11:30 B 63 1 She points out
the orange color
Okay, ¿y este?
11:33 D

/pa-βi 'to-ta/ She points out

11:35 B 64 2 the white color
¿Y este? ¿Cuál color es?
11:38 D
/'bo βa 'mo-ma/ She points out
11:42 B 65 3 the green color
Okay, y ¿Este?
11:44 D
/'be-βe/
11:45 B 66 1 He points out
Okay. the blue color
11:46 D
/sa ðes-'tol a-'tʃul/
11:50 B 67 3

Okay, y este cual color es

11:52 D Julian?

She points out

/bo-‘le/ the yellow color
11:56 B 68 1

¿Este?
12:00 D

/t-t, to-’to/
12:05 B 69 2

okay. Julian is saying

12:06 D what color is the
ball indicated by
¡Qué padres juguetes! Devany.
12:08 K

¿Julian, me prestas la casita?

12:10 K

¿Cuál?… ¿Cuál es una casita?

12:13 K

Prestame la casita
12:17 K
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/a-tʃe/
12:15 B 70 1

¿Es esta? Julian reacts by

12:19 K handing over the
toy which
/mi 'me-pu 'pu-ma/ corresponds to a
12:22 B 71 3 little house.

Me la prestas, okay, muy bien. After delivering

12:24 K the house Julian
says this series
/m 'm pa/ of words.
12:25 B 72 1
Julian says
¿Me prestas el balón, el balón these words,
12:30 K más grande? playing with his
toy.
/e 'se-ðe/
12:30 B 73 1
Julian touches
¿Y el balón más chiquito? ¿Me the larger ball
12:35 K lo prestas? El balón chiquito. with his hand,
pointing.
/'i a/
12:36 B 74 1
Julian points his
Prestame el balón chiquito, me index finger at
12:40 K lo prestas, dámelo, el balón the little ball.
chiquito, préstamelo.

/'i a-ka/
12:44 B 75 1

¿Cuál es? ¿Cuál de estos dos? Julian again

12:46 K correctly points
to the smaller
/a-tʃe/ ball.
12:47 B 76 1
Julian again
Este points to the
12:49 D smaller ball but
raises his hand
¡Muy bien Julian! to point.
12:52 K

/ma 'o-sa/
12:58 B 77 2
Julian takes the
Julian, ¿Cuál es tu fruta playhouse back
13:02 D favorita? and adjusts his
chair.
/'son-fa/
 92
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13:04 B 78

¿Las fresas? Julian answers

13:06 D the question
about what is his
/si/ favorite fruit.
13:08 B 79 1

¿Si?, ¿y qué más? ¿qué más te Julian answers a

13:10 D gusta? question.

/'to-to fa/
13:13 B 80 2

Las fresas te gustan, a mi Julian answers a

13:15 D también me gustan las fresas. question.
¿Qué otra fruta te gusta Julian?

/'son fa/
13:17 B 81 1

¿Las Fresas? Oye y la.. y

13:19 D qué más, ¿qué comida te gusta Julian answers a
Julian? question.

Ay qué padre, ¿qué es eso?

13:27 K

/'o pa/
13:29 B 82 1

¿Cómo se llama este? Julian points to

13:33 K a picture on the
cell phone
/‘pa/ screen.
13:32 B 83 1

Pa, ok.
13:34 D Julian responds
as if he were
¿Me lo prestas papi? saying the name
13:36 K of a fruit.

Y estas, ¿Cómo se llaman?

13:38 D

/'i to-sul ya-sa/

13:40 B 84 2

Okay Julian points to

13:41 D the fruits and
says the name
/fa 'to-to/
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13:42 B 85 2

Ok, fa, sí las fresas

13:43 D Julian points to
the fruits and
/fa 'to-to/ says the name
13:48 B 86 2

to-to, color to-to, sí

13:49 D Julian points to
the fruits and
/'no-se-le/ says the name
13:52 B 87 1

No, oye y estas ¿cómo se

13:55 D llaman Julian? Julian points to
the fruits and
says the name
/'u βa/
13:58 B 88 1

Uva, ¿te gustan las Uvas? Julian correctly

14:00 D answers the
name of the
/’si/ grape
14:01 B 89 1

Oye y ¿Quieres una uva?, ¿si?,

14:02 D mira, aquí tengo uvas.¿Quieres Julian answers a
una uva? question.

/si 'se-le/
14:09 B 90 2
A ver, yo también quiero uvas,
14:10 D me voy a comer unas uvas.
Julian takes a
/‘se-le/ grape.
14:12 B 91 1

A ver,vamos a comer uvas.

14:15 D Julian is eating
grapes
/‘se-le/
14:19 B 92 1

Aver, mira, me voy a comer la

14:25 D uva Julian, ammm… Julian is eating
grapes

/'le-se so-'ba/
14:28 B 93 2
ajam.. una uva. Oye Julian y
¿por qué te gustan las uvas?..
14:31 D ¿por qué me gustan las uvas Julian is eating
 94
FINAL PAPER
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Julian? grapes

/m-sj 'j-so no-'βa-to a 'sul/

14:43 B 94 4

Julian looks at
¿shul? sí. the fruits on the
14:46 D screen and says
this sentence.
/sj-'j so-no 'βa-to a 'sul/
14:49 B 95 4
Julian looks at
Ajam, ¿Julian, me pasas una the fruits on the
14:51 D uva, por favor? screen and says
this sentence.
/’sja/
14:54 B 96 1

Ay, gracias. Julian gives

14:56 D Devany a grape.

/ke 'pa-ma/
14:58 B 97 2
Julian asks that
Ay si mira, tiene algo, vamos a a part of the
15:00 D quitárselo. Muchas gracias grape be
Julian.¿Quieres una uva?... removed.
hmmmmm. ¿A qué sabe?

/a-ya 'i tu/

15:17 B 98 2

A ver, ¡listo!. Julian, Kenia Julian asks that

15:21 D quiere una, le das una uva a a part of the
Kenia, mira ahí está Kenia, ¿le grape be
das una uva? removed.

/´sja/
15:29 B 99 1

A Kenia, a Kenia.
15:31 D Julian gives
Kenia a grape
¡Gracias!
15:32 K

A ver, ¿qué color es la uva

15:37 D Julian?

/'to-to/
15:41 B 100 1
 95
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to-to, ¡que rica uva!. Julian, Julian uses this

15:50 D ¿Dónde está la fesha?¿Cuál es word to say the
la fesha? color of the
grape
/se-'le-sa/
16:02 B 101 1

Celesha? Julian points to

16:04 D the fruits and
says the name
/no se-'re-tʃa/
16:07 B 102 2

Sólo celesha Julian points to

16:10 D the fruits and
says the name
/no 'le-sa/
16:12 B 103 2

¿Lesa? Julian points to

16:13 D the fruits and
says the name
/θe-'le-sa no-'βa-to a-'sul/
16:17 B 104 3

Oye, de estas cuál es la que Julian points to

16:21 D estás comiendo, ¿Cuál es la the fruits and
que te comiste? says the name

/’Te/
16:32 B 105 1

Julian answers a
¿Cuál de estas es la que te question.
16:34 D comiste?.

/’Te/
16:36 B 106 1

¿Cuál es? de estas, ¿cuál es

16:38 D esta? Julian answers a
question.
/am 'to-to/
16:39 B 107 1

To-to?
16:41 D Julian answers a
question.
/yo-se-to 'sul/
16:44 B 108 2
 96
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Shul?
16:47 D Julian answers a
question.
/'su-so 'βa-to 'sul/
16:51 B 109 3

Kenia, ¿quieres una fesha? Julian answers a

16:53 D question.

Sí, quiero una fesha.

16:55 K

¿Y la fesha? ¿Dónde está la

16:59 D fesha? ¿esa?

¿Y esta cuál es Julian?, ¿está

17:00 K dónde está aquí? ¿cuál es?
¿esta? ¿Dónde está aquí en
estas figuras?¿Cuál es?

/a 'ʎi/
17:05 B 110 1
Julian answers
¿Dónde? ahhh muy bien. correctly
17:09 K indicating the
grapes
¿Oye Julian y cuál fruta es color
17:12 D to-to?

/tʃe/
17:17 B 111 1

Ese es color to-to, ¿cuál otra? Julian answers

17:20 D the question by
pointing on the
/tʃe 'to-to sul 'u βa/ screen
17:24 B 112 3

Oye Julian,ya no tengo hambre. Julian answers

17:46 D the question by
pointing on the
/’yo sí/. screen
17:47 B 113 2

Yo ya no tengo hambre. Tu si.

17:49 D Julian reacts

Bueno, mientras comes te voy a

17:55 K enseñar algo. ¡Mira! mira lo que
tengo aquí.

Oye, ¿y si le guardamos uvas a

17:58 D tu mamá? ¿Le guardamos las
uvas a tu mamá? porque tu
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FINAL PAPER
TIME P NS DIALOGUE NW OBSERVATIONS
mamá también quiere uvas.

¿Le llevamos unas uvas a tú

mamá?
18:06 D
¿Sí?

18:08 D
A ver, vamos a llevarle las uvas
a tú mamá.
18:09 D
¡Mira lo que tengo aquí!

18:13 K
¿Quién es?

18:15 K

/ma 'ma/

18:16 B 114 1
The interviewers
¿Quién es ella? show a picture
of his family.
18:17 K
/ma 'ma/ He talks about
his mom in the
18:18 B 115 1 picture.
¿Y ella?

18:19 K /'ma na/

18:20 B 116 1
¿Quién?

18:22 D
/'ma na/
He talks about
18:23 B 117 1 his sister, using
¿Y quién es el? his own
pronunciation.
18:24 K
/'ya yan/
He repeats that
18:25 B 118 1 she is his sister.

¿/'ya yan/?

18:26 K He tries to say

/si 'so i yo/ his name
“Julian”, but
18:28 B 119 3 uses his own
pronunciation.
 98
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A ver, ¿cuál eres tú de estos
tres? A ver, ¿cuál eres?
18:31 K

/'e se/

18:35 B 120 1
¿Y mamá cual es?

18:37 K /'e se/

18:38 B 121 ¿Y Mariana? 1 He points with

his finger.
18:40 K /'e se/

18:41 B 122 1
Oye Julian, ¿y que estaban
haciendo ahí?
18:45 D
/m m/

18:48 B 123 1
¿Qué hicieron ese día?

18:50 D /m ta/

18:53 B 124 1 The baby thinks

about the
¿Cuando fue esa foto Julian? question.
¿Cuando te la tomaste?
18:58 K
The baby tries to
/m se tʃe tʃe/ answer.

19:02 B 125 3
Mm, ¿y luego qué más
hicieron?
19:05 K
/ta/
The baby tries to
19:07 B 126 1 explain the
¿Y cómo te portaste ese día things he did.
Julian?
19:11 K
¿Cómo te portaste el día de la
foto? The baby tries to
19:13 D communicate
/'m m ya 'ma ma no se 'u βa/ himself.

19:17 B 127 5

Ah, ¿las uvas?

 99
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Julian tries to
19:18 D explain the
/'u βa/ answer and asks
about the
19:19 B 128 1 grapes.

Se las vamos a guardar a tú

mamá, porque tu mamá
19:23 D también quiere uvas.
The baby talks
/'po ke/ about the
grapes.
19:24 B 129 2
Sí, tú mamá también quiere
uvas. A ver, te voy a dar otra
19:35 D uvita. Una, una y ya, esas son
de tú mamá .
The baby was
Pero, ¿Cómo se llama esa? asking.

19:39 D
/sul/

19:41 B 130 1

/Sul/, ¿esta silla es /sul/?

Oye Julian , ¿Y te gustó la foto?
19:47 D
The baby sits
/si/ down in his blue
chair, so he
19:49 131 1 mentions the
Mira, ¿quién está aquí? ¿Quién color blue.
está aquí?
19:54 K

//'be βe/ The baby

answers yes.
19:55 B 132 1
Kenia shows
¿Quién es el bebe? him another
19:58 family photo.
K
/se/ The baby talks
20:01 about the baby
B 133 1 in the picture.
20:02 ¿Y quién es ella?

K /ma 'ma/

20:05 B 134 Oh, ¿y ella? ¿Quién es? 1

20:07 K
/'na na/
 100
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20:09 B 135 ¿y este? 1 The baby talks

about a woman
20:16 K /'be βe/ in the picture.

20:20 B 136 1
¿y qué paso ese dia? Julian refers to
his sister.
20:26 D
/'ma ma ye 'na na/
He answers
20:31 B 137 3 thinking.
¿y quién es /nana/?

20:34 K
/se/
Julian tries to
20:35 B 138 1 talk about the
¿y mamá? question he has
been asked.
20:38 K
/i/
The baby points
20:40 B 139 1 out the picture.
¡Muy bien!, ¿y quien es ella?

20:41 K
/ma ma/
Julian points to
20:45 B 140 1 the photo.
¿Quién? ¿Quién es ella?

20:46 K /ma/

20:48 B Okay, ¡muy bien Julian! 1 Talking about

his mom.
20:54 D A ver, vamos a jugar un juego.
Kenia, Julian y yo. Yo voy a
21:01 D decir una palabra y ustedes
repiten la palabra, Okay?
.
¡Okay!

21:02 K
Okay, Kenia, ferrocarril

21:05 D
Ferrocarril

21:07 K Julian, ferrocarril. Repite la

palabra Julian, ferrocarril
21:15 D 141
A ver, mientras vamos a jugar
 101
FINAL PAPER
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21:16 K /'a sa/

21:17 B 1

¿Que se duerma allá?

The baby tries to
21:18 K explain to the
Okay, aquí en la casita. Aquí se interviewers to
va a dormir, aquí en la casita. put his toy over
21:23 K there.
¡Muy bien!, y mientras vamos a
jugar, ¿sí ?
21:25 K
Vamos a jugar un juego

21:27 D
Vamos a jugar con Devany.
Mira aquí se va a dormir. Ya se
21:30 K durmió.

¡Está dormido! Yo voy a decir

una palabra y ustedes van a
21:25 D repetir la palabra.

¡Okay!

21:26 K
A ver, la palabra es ferrocarril

21:39 D
¡Ferrocarril, tú dila!

21:42 K Repite la palabra

21:44 D Sigues

21:45 K Ferrocarril

21:47 D
Ferrocarril

21:51 K
Otra palabra

21:52 D Otra palabra

21:53 K Mecedora

21:55 D Mecedora. A ver, ¿tú Julian?

21:58 K /ma/
 102
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22:00 B 142 1
¿Mecedora? Una más fácil.

22:01 D /ma ma ma/

22:03 B 143 1 The baby tries to

Cama say the given
word.
22:04 D
Cama. A ver, di tú Julian.
Not sure what he
22:08 K was trying to
Respite la palabra. express.

22:10 D
/'ya pa/

22:11 B 144 1
Cama.

22:12 D ¡Cama!

22:13 K /ma si 'tʃa tʃo/ He tries to say

‘cama’ the word.
22:15 B 145 1
¡Sí!

22:16 D
Aquí adentro… Esta casa es
del Polo Norte. Viene del Polo He tries to talk.
22:28 K Norte. ¿Y quien crees que vive
dentro de esta casa? ¿Vive s..?
¿Quién? ¿Quién crees?

/ma/

22:29 B 146 1
¿Quién crees que vive en esta
casita?
22:30 K
/ma/
The baby keeps
22:23 B 147 1 thinking and
Yo creo que vive Santa Claus tries to say
aquí adentro. ‘Santa’

22:38 K Oye Julian, ¡pero no le digas a

nadie! Porque es un secreto, The baby tries to
ahí vive Santa Claus. communicate.
22:44 D
Porque esta casita estaba allá
en el Polo Norte en la nieve,
donde está toda la nieve, los
22:56 K monitos de nieve, los venaditos.
 103
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¿Y aquí adentro vive? ¿Quién
vive? ¡Santa!

/'san ta/

22:59 B 148 1

Santa Claus vive aquí adentro,

y aquí hace todos los juguetes Julian
de todos los niños para llevarlos pronounces
23:01 K en Navidad. better the word
‘Santa’.

Santa vive aquí adentro y hace

todos los juguetes de todos los
niños.
23:02 K

/saŋ-glos/

23:04 B 149 2

¿Qué te parece?

23:07 K
/'san-ta/

23:10 B 150 1
¿Quién vive adentro?

23:11 K
¿Quién vive adentro?

23:14 K

/ma 'ma/
 104
FINAL PAPER
TIME P NS DIALOGUE NW OBSERVATIONS
23:14 151 1
B

¿Quién vive adentro? ¿Quién?

23:15
K

152 /ma…/ 1
23:16
B

23:18 Ma…ma.

/ooo../
1
23:19 153
B

¿O Santa?
23:19
K

¿O Santa?
23:22
K

Aquí vive Santa…El que trae

23:25 los regalos en navidad.
D

23:28 154 /yj o 'an tan i a 'i 'a a/ 2

B

¿Me puedes prestar la casita

23:37 K por favor?

Gracias.
 105
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23:40
K

23:46

Gives him the

little mouse.

23:47
K Que navidad, a mi me trajo un
regalo Santa.

23:51 The boy

¿A ti también te trajo un regalo
proceeds to
K Santa?
crawl under the
table out of
curiosity
23:53 K ¿Qué te trajo Santa?

23:55 A mi me trajo una muñeca.

23:57
K ¿A ti que te trajo?

1
23:59 B 155 /'a ɲo/…

24:01 K ¿Un carrito o un monito, o

que te trajo Santa?
 106
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24:03
K

PROCEEDS TO
24:04 SHOW HER A
K ¿Pero, pero este te trajo? TOY HE WAS
HOLDING IN HIS
HAND.

24:07
K Oye, te quiero decir algo…

2
24:09 156
B

/tʃa mu ɣa 'ar/…

24:09
K Vamos a preguntar…

24:11
D ¿Cómo? ¿Qué te trajo?

24:12 157
B /a a 'pa pa…/

D
24:14

Papá…

1
24:15 B 158
/no s s se 'e e/
 107
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TIME P NS DIALOGUE NW OBSERVATIONS
24:19
K

Oye Julian, vamos a 1

preguntarle a Devany…
159
24:21
B
/'a a…/
Holds the two
toys with both
24:22 hands
K
Mira, vamos a decirle al monito
que se duerma en la casita de
Santa, ¿Si?
24:27
K
Vamos a decirle que se duerma
aquí, mira, prestamelo…
2
24:29 160
B

/no no ti to 'klo o../

24:31
K

Está bien cansando.

24:32

Bueno mira, ponla aquí la

casita.

24:35 K
Pon aquí la casita y pon aquí el
monito para que se duerma.

1
24:37 B 161

24:37 B /'no o 'ka βe…/ 2

161
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24:38
K

162 ¿No cabe? 1

24:39
B

/'i i mi 'mir/

24:42
K

Bueno, no importa mira, vamos

a acostarlo aquí.

24:43
K
A poner la casita aquí…

163 /i 'i βa mi 'mir/ 1

24:44 B

Y vamos a dejar que duerma un

poquito ratito.
24:45
K

Porque mientras le vamos…

K
24:46

Le vamos a preguntar a
Devany, ¿Qué le trajo Santa
K Clos?
24:48

24:50
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Julian stands up
¿Qué te trajo Santa Clos, and looks for
24:51 Devany? Devany.
K
164 1

/pa pa 'a a/
24:52 B

24:54 Mira, siéntate aquí…

K

A mi no me trajo nada…
24:56 D

Julian notices
¿No te trajo nada, Devany? that Devany is
24:58 K crying.

No…
D
24:58

¡¿Por qué…?!
K
25:00

Julian stares at
Devany.

No sé, pero no me trajo nada…

D
25:01
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25:03

25:04 Julian sits

K Esta triste Devany… looking directly
at Devany.

25:06
K Está llorando también…

25:08
D No me trajo nada…

Julian looks
down.
25:10 K A ella no le trajo nada Santa…

25:13 K A mi si me trajo…Y a ti
también…

K
25:15 Pero a Devany no le trajo nada,
ah…

25:19

Julian gets up
D No me trajo nada a mi Santa… from his chair to
25:21 go get under the
table again.

K
25:24
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Devany está Triste…

25:26

Julian plays
under the table

25:31
D Yo también quería regalos…

25:35
D ¿Quién me podrá prestar sus
regalos?

K
25:39 Yo tengo un regalo.

D
25:44 Te voy a enseñar algo…Ven,
¿Quieres colorear?

Julian goes over

K Ahh creo que …Es que no se to color
25:47 como se llama ese monito.

K
25:49 Creo que este monito quiere
K jugar…
25:53
Quiere colorear, ven tráelo.

K
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25:54 A tu amigo…

D
1
25:58 165 ¿Cuál color…es igual que el
árbol? Escoge un color que sea Julian points to
B igual a este. the green of all
the colors in
26:03 /viire’ ee/ front of him.
166
D 1
26:06 B ¿Cuál color es este? Julian chooses a
color to color.
26:07 K /be el 'de e/

26:09 K Escoge uno.

26:10 K Igual que este…

26:14 Igual que este.

26:19 D

26:20 A ver, vamos a colorear. Julian positions

the color so that
26:25 D he knows how to
pick it up to
26:27 Vamos a colorear… a ver… color.

26:28 K

26:35 K ¿Cuál otro color quieres?

26:38 D Como este…

167 1
26:39 B ¿Y este cual es? ¿Este cual
es?
26:42
/be el 'de e/
D

26:46
Agarra el color igual que esté,
de estos Julian…

26:53 ¿Cuál es igual que este?

27:00 D Vamos a colorear el tronco-ooo,

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27:03 D vamos a colorear aquí…

168 1
27:07 D Julian…¿Qué color es…este?

27:10 B ¿Qué color es?

27:14 D ¿Cómo se llama el color este?

169 1
27:15 D /ʃo 'o mo/…

27:16 B ¿O y este como se llama?

27:18 D ¿Qué color es?

27:19 D /'bel de./

27:20 D Verde, ¿Te gusta?

27:21 Oye Julian…

¿Y si con el color verde

Julian doesn't
rallamos la pared?
D pay attention
that Devany
27:35 D invited her to
Vamos a dibujar un árbol, aquí color on the
27:37 en la pared. wall.

B 170 Vamos a dibujar aquí en la 1

pared, ¿Quieres?
27:39

D
/no no pa 'pa a/…
27:42 171 1
Vamos a pintar la pared.
B

27:43
/no i 'ta a/
D

27:43
Julian…
D

27:44
Mira…
D

27:46 D
Con el verde…
27:48 D
1
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172
27:50 D Vamos a rayar la pared, mira… 2
173
27:52 B Este… lo voy a dibujar aquí

27:53 B ¿Quieres? Ven

27:55 /Nioo-nioo/

D /no pa 'pa a/

27:58 D 1
174
28:00 D ¡Mira como este!

28:03 B ¿Cómo este? Mira…

28:04 Aquí, mejor aquí

K /nooo…./

28:05 D

28:05 K Vamos a rayar la pared, ¿Si?

28:07 Si vamos.

D Al cabo no está la mamá de

175 Julian. 1
28:09 B
Si al cabo no está, vamos a
28:13 S rayar la pared.
176 1
28:14 B /niooo…/

28:14 ¿Entonces donde?

D /ki 'ka ka/

25:15

K ¿Aquí? Ah, entonces bueno,

aquí mejor Kenia.
28:20

Pero yo si quiero rayar la pared,

al cabo no está la mamá de
Julian.
K

28:23 K
Vamos Julian…
28:25
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D Vamos a rayarla vente… Julian laughs.

28:27

S Al cabo no está mamá…

28:31 K

28:35 K ¿Si o no?

177 1 Julian flips the
28:37 K Mira hice unos rayitos… sheet.
28:41 B Y otra…

28:43 ¿Si…? ¿Si pinto?

K
/noo/
181 Julian flips over
28:44 D and examines
the two sheets
28:49 No, ahí no, acá mejor, mira…
of paper he has
K to draw on.
28:52 ¡Julian! Vamos a pintar acá.

D En la pared…Si, si, si…En la

pared…
28:55
¿Si Julian?

K 1
29:03
178

A ver…¿Dónde quieres pintar? Julian paints the

29:04 B yellow color on
/iii… IATimm/ the back of the
drawings.

D
29:06
¿Dónde quieres pintar Julian?

D
29:08
¿Aquí? En la pared mejor.

D
29:14
¿Si?

1
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179 Julian continues
29:18 1 to color in
180 circles with the
B A ver…vente… yellow color.

29:19 B

29:22 /no o e 'e e/

D /i i 'ta a/

29:23 D
29:30 A ver…¿Qué color es este
Julian?
D
¿”A-ii”?
29:33

No…en la pared, está más

K
29:36 divertido en la pared…

Sí…Creo que tu amiguito quiere

pintar en la pared.
D
29:39

¿Vamos a pintar la pared?

D
29:41

¿Me lo prestas? Quiere pintar

en la pared…

K
29:48 181 1

¿Dónde quieres pintar tú? ¿En

B la pared o aquí?
29:49

/aa—iii/
29:51 D
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29:53 Aquí…

D
Que bueno, porque si pintabas
en la pared.
29:55

K
¿Quién se enojar?
29:59

182
1
¿Quién se va a enojar?
B
30:00

/aa-mama…/
K
30:03

30:04 D
Sí…se va a enojar mamá…

30:06 D
Muy bien Julian, sí…

K No debes pintar la pared

30:08 porque se enoja tu mamá.

183 1

Muy bien tienes tú la razón

B Julian.
30:10

K /nae-nae-nae…naeee/
30:11
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30:13

Tienes tu la razón Julian.

30:15 Se debe de pintar en las hojas,

no en la pared…

K 186
En las hojas…¡Muy bien…! 2
30:15
B
30:18

¡Muy bien…!
D
30:20

D /'na ma 'kum pjo/

30:22

¿Qué? ¿Cómo?
30:24 D

D ¿Mamá que?
30:25 187
2

B ¿Este?
30:26
D
30:28
D ¿Allá?
30:29

/i a 'ʃo ya/

¿Tú ya?

Sí…
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TOTAL                         187                                         428

                                                                                MLU:                      2.288

Note. Conversation carried out with Julian on August 21st.