*** ** *** ************* **** ** **** the ******* ** ********** ******** ************

**

**** **** *** ********** whether he had * ********* ** *** ******** *********** stages *** **** ******* it ** * ******* **** has **** ***** for * **** **** or ** ** * problem **** *** ******** *** ** ****** of *********** *** *** communicating language
***

might

******** *** ********* affect ********** current ********* Learning **

*

a *** ******** has various stages which ******** *** ********** *** ****** he overcomes ***** ****** he ***** *** confused *** ********** ****** capturing and overcoming ***** ******* *********** ** *********

******

****

this… ******* you *** it *** fun ** requisite *** likely ****** on *** ***** ***** ** this **** ** *** the **** **** ** ********** intentions ***** motivation *** * ***** **** it ********* ***** ** ********* insights * ******** ***** ** **** *** ******** 2 ********** * ***********

*

******** We

*** ***

**** part

**** **** *** sharps *** **** ** brisk progress when **** ********** * ********** ** ***** *** preferably ** *** ** * ****** speaker ****** **** *** ******* this ***** into pursue is something absolutely different In ************** we’re all ********* ****** *** ****** strictly *** ** ** **** **** ********* *** ***** ** light *** *********** ***** The ***** to *** chest ** ** permanently ******* ******** ******* could ** ********** ** * derive * *********** *** ******* ** *** terrible!
* **** ** Understanding
**

to

the *** ** ****

**** ********* **** ***** ******** doubtless ***** *** stuff to **** ** the analytical *** ******** rehearsed total *** prefer ** **** ********** *** from *** *** to *** ***** in **** ** *** ******* edge *** someday ********* in chief ** *** ******* ** *** notice as ******** ** usable **** *** *** ** *** ** *** **** ** **** ***** ** *** *** **** to ****** your ***** on *** ********* ** *** ***** * **** to ** * ******** ** on the administrator ** *** restaurant *** earlier ******* ******** from **** back fence talk ******** by *** ***** ** pride But what ******* ******** After listening to **** **************** sentence **** * carrying a *** ** ****** ***** your chitchat ******* ******* ****** *** ******* **** ******* *** head * thing!
* Frustration
*** comes * ***********

critical

***** ******

********* ** ****** *** *** ******** sadly ********* **** **** ********** this *********** *** ****** *** ******* *** * *** when ******** ****** ** ** * **** ******* no *********** *** ********* ******** *** I’m ********* 7 *********** * *********** * Embarrassment
**

Triumph!
******

***** the

nifty ********

********* ******

*** ******* ******* from *** *** ********* ********** and **** ***** ******* ********** *** *** ********** ***** ** *** ******** **** **** ** a **** moon * ******* **** **** the **** ** were ** frustrating ***** **** ** we said ********* the ******* important ***** ** ** ******** at **** ** **** ******** milestones *** ** *********

Would

*** ********** be ********* if Martin ******* ******* ****** Language ********** **** *** ** interest *** *****

**********

in this stagethe student Has restrictive ********************* **** ** ******** ********* Uses time ********* ***** and ******* phrases **** ************* ****** Yes/no ********** ********* ********** Who ***** **** …?
***

******** *****

Speech **********

*** ********

Has *******

comprehension
Can *******

****

******** candy

**** a

**** sentences
*****

****** **** *** eloquence ******* ********** ************** ****** *

***** *** *** ******* each ********

has *** ***

*******************

*** ******** ******** *** development
**** TWO
What ***** ** ****** ** *** ******* describing
**

is

describing ***********

Sentences

****** *** next stage ** ******** are *********

that *** ***** *** simple Similar

to * ******** **** **** function ***** and endings **** contribute little ** ******** “Where Daddy go?” *** **** truck”
****** ***** ** ***** *** ******* regarding Martín’s ****** or learning ability **

****

****** I would *** ** ******* *** parents ******** **** Martin *** **** **** *******

**

******* *** *** year *** *** ***** language development progressed normally and Martín’s ******* ****** ****** *** his *** *** that ** *** *** **** ********** ** tasks not ********* ******** **** ** ****** math
**** ** ************** perspective ** ******** *********** what ****** would ** ***** ** ** Cole

**

**** ******* *** *** ****** the ********* ****** Use ******* **** bolster ****** ** *********** ***** ****** ******

******** for ***** ***** emphasis
Adjust

****

speech: Speak ******* ********** ****** ****** ********* ******* ******

******** ***** ** ******** ***** *******

********* ***** pronouns and ******* ******* Exaggerate ******* ** language ** times
Stress ************** patois ****** *** ***** ****** *** ******* *** meaning

** ***** ** phrases in ********

Stress ************* ********* Maintain

* *** ***** level *** be ************* ************ ***** * & ********** of

******* (1975) Language

development ** ********** ******** ******* 19 ******** **

*******

***

1HF: ********** of Bristol ****** ** ********** Lu M-Y * **** ************* ** ******* ******* *** ************* (2000) ******** development ** *** ***** years ***********

***

**** ************* ** Reading ******* *** ************* Indiana University
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