2014 Unit 1 English Language
Child Language Acquisition
SAC Guidelines
Outcome 1
TASK: On completion of this unit the student should be able to identify and describe primary aspects of child language acquisition.
Timeline for the completion of this SAC:
Period 1 / Period 2 / Period 3 / Period 4DUE DATE: THURS 5th June
Planning/writing essay or developing picture book
Drafts must be submitted to the teacher. / Writing essay or developing picture book
Drafts must be submitted to the teacher. / Writing essay or developing picture book
Drafts must be submitted to the teacher. / You will submit your completed essay or picture book at the end of the double period. This time is not negotiable and will not be changed (see ‘Absences’)
Allowable Materials
· Coursework notes
· Textbook
Absences
· Students who miss their appointed assessment time due to illness will need to provide a medical certificate immediately upon returning to school.
· Failure to produce a medical certificate will mean you receive an N for this Outcome.
Assessment of SAC
· There are 20 possible marks for this SAC. Use the marking rubric provided to ensure your responses demonstrate the key knowledge and skills of this Outcome.
TASK 1
Your persuasive essay must discuss the following theorists and where they are situated in the debate:
· Noam Chomsky
· Jean Piaget
· B.F Skinner
Your referencing must be completed in Oxford style.
Oxford Referencing
There are two key components to Oxford referencing:
· Footnotes
· Reference list
In-text referencing employs the use of footnotes. A superscript numerical reference is attached to your quote or reference and the corresponding number is published at the bottom of that page, detailing your reference.
The reference list is a compilation of all your resources, included at the end of your essay.
Example
2014 Unit 1 English Language
Child Language Acquisition
Marking Criteria
1. UNDERSTANDING OF LINGUISTIC IDEAS / MarkRange / Mark
Achieved
Thorough and insightful understanding of the ideas relevant to the essay topic. / 5
Thorough knowledge of the ideas relevant to the essay topic. / 4
Knowledge of the ideas relevant to the essay topic. / 3
Some knowledge of the ideas relevant to the essay topic. / 2
Limited knowledge of the ideas relevant to the essay topic. / 1
2. ARGUMENT / Mark
Range / Mark
Achieved
Construction of a sophisticated argument which acknowledges various aspects of the issue. Discussion is complex and the essay topic is critically analysed. / 5
Construction of a well-developed argument which acknowledges some of the elements of the issue. Discussion is well-developed and the text provides a critical analysis of the topic. / 4
Construction of a general argument which identifies some ideas relevant to the issue. There is some discussion and some analysis of the essay topic / 3
Some evidence of an ability to construct a general response to the text. Generalised discussion of the essay topic / 2
Little evidence of ability to analyse the essay topic or to identify an argument. Generalized discussion as opposed to analysis. Minimal, if any, identification of the essay topic / 1
3. STRUCTURE / Mark
Range / Mark
Achieved
Ideas are ordered into a logical structure and links are made between paragraphs/ideas. / 5
Ideas are ordered into a logical structure and links are usually made between paragraphs/ideas. / 4
Ideas may be expressed in paragraphs and sometimes link. / 3
Ideas are ordered into paragraphs, but do not make links between each idea/argument. / 2
Poor structure and no linking of ideas. / 1
4. USE OF METALANGUAGE AND SUPPORTING EVIDENCE / Mark
Range / Mark
Achieved
Considered selection and use of significant linguistic evidence and highly appropriate use of relevant metalanguage to support analysis. / 5
Careful selection and use of suitable linguistic evidence and appropriate use of relevant metalanguage to support analysis. / 4
Suitable use of linguistic evidence and appropriate use of some relevant metalanguage to support analysis. / 3
Some use of linguistic evidence and use of some relevant metalanguage to support analysis. / 2
Minimal use of linguistic evidence or relevant metalanguage. / 1
TOTAL / 20
FEEDBACK:
TASK 2
Your publication must include the following things:
· Information about the different stages of language acquisition
· Examples of language produced at each of these stages
· A list of frequently asked questions and answers. These questions will be from hypothetical parents
asking: if something is normal; the major theories of language acquisition; the ideas of Chomsky and
Piaget; and/or what stage their child might be in
· How first language acquisition is different from second language acquisition
· A further reading section where you list any recommended websites or books. Your recommendation
must quickly explain what the major focus of the website is and what is good about it
1. STAGES AND INFORMATION / MarkRange / Mark
Achieved
Publication addressed all stages thoroughly and featured information relevant to the purpose of the text. / 5
Publication addressed all stages accurately and featured information relevant to the purpose of the text. / 4
Publication addressed all stages accurately and featured some information relevant to the purpose of the text. / 3
Publication addressed all stages in some detail. / 2
Not all stages were addressed in the publication. / 1
2. LANGUAGE / Mark
Range / Mark
Achieved
Language employed takes into account the target audience’s familiarity with the subject. Metalanguage is used appropriately. / 5
Language employed takes into account the target audience’s familiarity with the subject. Metalanguage is not explained. / 4
Language employed is appropriate for the target audience. / 3
Some evidence of an ability to use language appropriate for the target audience. / 2
Little evidence of ability to use language appropriate for the target audience. / 1
3. STRUCTURE / Mark
Range / Mark
Achieved
Publication is written in a cohesive and coherent manner that is easy to follow. / 5
Publication is written a cohesive and coherent manner. / 4
Stages are in correct order and publication has a coherent structure. / 3
Stages are in correct order, but publication has no coherent structure. / 2
Poor structure with no logical flow between stages. / 1
4. PRESENTATION OF THE PUBLICATION / Mark
Range / Mark
Achieved
Publication demonstrates care and effort with great attention to detail. / 5
Publication demonstrates care and effort with few errors in present. / 4
Publication appeals to target audience. / 3
Some effort is made to make publication appeal to target audience. / 2
Little to no effort made to make publication appealing to target audience. / 1
2014 Unit 1 English Language
Child Language Acquisition
Marking Criteria
TOTAL /20
Feedback:
TASK 3
You are to write an educational resource that supports a child’s acquisition of language. Your text must demonstrate an awareness of the child’s capabilities at the stage and the skills required to progress to the next. It must use appropriate words and appeal to the target audience. As a complement to the text, you must write a reflection that details the stage you wrote the text for and how it successfully scaffolds the child into the next stage of language acquisition.
Reflection
This must be a minimum of 300 words. Make sure you clearly identify what stage of language acquisition the text was written for and how your text explores this stage.
2014 Unit 1 English Language
Child Language Acquisition
Marking Criteria
1. SCAFFOLDS STAGE APPROPRIATE SKILLS / MarkRange / Mark
Achieved
Publication tests skills at the identified stage, scaffolds learning into the next stage and develops cognitive skills. / 5
Publication tests skills at the identified stage and scaffolds learning into the next stage. / 4
Publication tests skills at the identified stage, but does not scaffold learning. / 3
Publication tests some skills at the identified stage. / 2
Skills required to decode the text is not appropriate for the stage identified. / 1
2. LANGUAGE / Mark
Range / Mark
Achieved
Language employed takes into account the target audience’s cognitive and linguistic development, extending their learning. Theme is age appropriate. / 5
Language employed takes into account the target audience’s cognitive and linguistic development. Theme is age appropriate. / 4
Language employed is appropriate for the target audience. Theme may not be age appropriate. / 3
Some evidence of an ability to use language appropriate for the target audience. / 2
Little evidence of ability to use language appropriate for the target audience. / 1
3. STRUCTURE / Mark
Range / Mark
Achieved
Publication is written in a cohesive and coherent manner with a strong narrative that engages the target audience. / 5
Publication is written in a cohesive and coherent manner with a strong narrative. / 4
Publication has a coherent structure and a clear narrative. / 3
Publication has no coherent structure, but attempts are made to build narrative. / 2
Poor structure with little to no effort made to build narrative. / 1
4. WRITTEN EXPLANATION / Mark
Range / Mark
Achieved
Authorial choices are thoroughly explained with detail provided regarding the text’s ability to scaffold learning. / 5
Authorial choices are thoroughly explained, but explanation does not clearly link the text to the learning process. / 4
Authorial choices are clearly explained. / 3
Some effort is made to outline authorial choices. / 2
Little to no effort made to explain authorial choices. / 1
TOTAL /20
Feedback: