Analysing child language data

Introduction: Becoming a Language Detective

Welcome! In this chapter, we focus on the practical skills you need to analyze data in Unit 3 Section A: Learning language. Instead of just talking about how children learn, we are going to look at the actual evidence: the words they speak, the sentences they write, and the "mistakes" they make. Think of yourself as a language detective. You will use a specific set of tools (the six language levels) to figure out exactly what stage of development a child has reached.

Analyzing data is one of the most important parts of your A-level. It is not about guessing; it is about finding patterns in the data and explaining them using the right terminology. Don't worry if it seems like a lot to take in at first—once you learn the toolkit, the patterns will start to jump out at you!

The Analytical Toolkit: The Six Language Levels

The syllabus requires you to apply six specific levels of analysis to any data you are given. You should use these as a checklist whenever you look at a transcript or a piece of children's writing.

1. Phonetics and Phonology (The Sounds)

This level looks at how children produce speech sounds. In transcripts, you might see "wabbit" instead of "rabbit" or "nana" instead of "banana."
What to look for:
• Deletions: Dropping the final sound (e.g., "ca" for "cat").
• Substitutions: Swapping a hard sound for an easier one (e.g., "dat" for "that").
• Reduplication: Repeating a whole syllable (e.g., "choo-choo").

2. Lexis and Semantics (Words and Meanings)

This is about the vocabulary the child uses and what those words mean to them.
What to look for:
• Overextension: Using one word for many things (e.g., calling every round object a "ball," including the moon).
• Underextension: Using a general word for only one specific thing (e.g., only calling their own pet "dog" and not recognizing other dogs).
• Word Classes: Is the child mostly using nouns (naming things) or are they starting to use verbs (actions)?

3. Grammar (Sentence Structure)

This is how words are put together to make sense.
What to look for:
• Holophrastic Stage: Single words that stand for a whole sentence (e.g., "Juice!" meaning "I want some juice").
• Telegraphic Speech: Short, functional sentences like a telegram (e.g., "Daddy go work").
• Virtuous Errors: When a child applies a regular rule to an irregular word (e.g., saying "I runned" or "two sheeps"). This is a great sign because it shows they understand how grammar rules work!

4. Pragmatics (Context and Unspoken Rules)

Pragmatics is about how we use language in social situations.
What to look for:
• Turn-taking: Does the child wait for the adult to finish speaking?
• Politeness: Are they using "please" or "thank you," or are they direct?
• Implied Meaning: Does the child understand that "It's cold in here" might mean "Close the window"?

5. Discourse (Extended Communication)

This looks at longer stretches of language, like telling a story or having a long conversation.
What to look for:
• Cohesion: Do they use words like "and," "but," or "then" to link their ideas?
• Structure: Does their story have a beginning, middle, and end?

6. Graphology (Visual Design)

This applies only to written or multimodal data (like a child's drawing with captions).
What to look for:
• Letter Formation: Are the letters shaky, reversed, or in upper case?
• Layout: Does the writing go from left to right? Do they use the whole page?
• Images: How do the pictures help tell the story?

Quick Review: Whenever you see a piece of data, ask yourself: "Which of the six levels can I see evidence of here?"

How to Analyse Spoken Data

In your exam, spoken data usually comes in the form of a transcript. This is a written record of exactly what was said, often including pauses and non-verbal sounds.

Step-by-Step Analysis:
1. Identify the Stage: Based on the grammar and lexis, is the child in the two-word stage, the telegraphic stage, or are they more advanced?
2. Look at the Caregiver: How does the adult speak to the child? Do they ask lots of questions? Do they simplify their language? (This is often called Child-Directed Speech).
3. Find the "Gaps": What can't the child do yet? Are they missing function words like "the," "is," or "a"?
4. Highlight "Virtuous Errors": These are the "golden nuggets" of child language data. If a child says "I swimmed," they are proving they know the \(-ed\) rule for past tense. It's a sign of intelligence, not a failure!

How to Analyse Written Data

Written data shows us how a child learns the complex rules of literacy.
• Phonetic Spelling: Children often spell words exactly how they sound (e.g., "frend" for "friend"). This shows they are using their phonology skills to help them write.
• Cursive vs. Print: Is the child trying to join their letters?
• Punctuation: Are they using full stops? Sometimes children use "place-holder" punctuation where they put dots everywhere!

Key Concepts and Tips

Did you know? Children often understand much more than they can actually say. This is called the comprehension vs. production gap. When analyzing data, you might see a child follow a complex instruction even if they can only reply with one word.

Common Mistake to Avoid:
Don't just describe what is happening (e.g., "The child says 'dog'"). You must analyse it (e.g., "The child uses the concrete noun 'dog' as a holophrase to identify the animal, showing they are in the early stages of lexical development").

Summary of Key Takeaways:

• Use the six language levels as your primary framework.
• Focus on patterns: Does the child repeat the same type of error?
• Look at interaction: How does the child react to the person they are talking to?
• Treat "errors" as evidence of learning: They show the child is experimenting with the rules of English.

Note: For more information on the theories behind these developments, see the chapter on "Early child language acquisition." For data involving older children, see "Later language development in teenagers."