By James Dean Brown
This article offers a realistic, complete assessment of different stages and actions keen on constructing and enforcing a valid, rational, and powerful language application. It systematically describes and exemplifies all of the parts of language curriculum layout. actions and workouts, picture organizers, and pattern language courses illustrate and advertise pedagogically sound perform and powerful integration of fabric.
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Additional info for Elements of Language Curriculum: A Systematic Approach to Program Development
As such, it deﬁnes the initial state of grammatical development in ﬁrst language acquisition, and it shapes mature as well as developing grammars. In order to be able to address the question of whether UG may be expected to also serve these functions in L2 acquisition, a number of ﬁne points and technical details implied by this assumption need to be made explicit and be explicated. I will try to accomplish this in the remaining sections of this chapter. At this point, I only want to draw attention to one issue which has not been addressed here so far, namely what Felix (1984) called the developmental problem.
Or, to put it plainly, we must ask how all this can possibly be relevant for language development. The basic idea is that since UG is conceived of as representing the initial state of the language faculty, it can also be understood as a crucial component of the LAD, the Language Acquisition Device. The claim that UG indeed represents the initial state of the child’s linguistic development has, in fact, long been a fundamental assumption of generative theorizing and continues to be a deﬁning property of UG in that Universal Grammar is understood as a theory about what the child brings to the task of language acquisition – or ‘growth’, as Chomsky prefers to say, comparing language development to the growth of organs – before any experience with the target language.
2) Rate of acquisition; L1 development happens relatively fast; for example, an impressively large part of the syntactic knowledge is acquired within one or two years, especially during the third year of life. (3) Uniformity of the course of acquisition, not only across individuals acquiring the same language, but also across languages. Without going into more detail at this point, one can at least say that all three of these properties attributed to L1 development seem to suggest the existence of some kind of guiding force underlying the observable course of events, resulting in its fast rate, uniformity and ultimate success.
Elements of Language Curriculum: A Systematic Approach to Program Development by James Dean Brown