Zach

Zach uses substitution when he uses the utterance "it doesn't go frough" he does this by replacing the phoneme 'th' with the simpliar phoneme 'f'. There is a possible reason for this regarding his accent; where his social group ,e.g nursery friends, uses an accent which involves non-standard English, influencing Zach's to speak this way. Some social groups, if this is the case, do pronounce the lexical choice 'three' by changing it to the Simpliar phoneme 'free', and in this instance could be the reason for this, however, immediately after Zach says this , his care giver, Halla repeats the utterance, correcting Zach using standard English subconsciously. From this we know that Zach's care givers do not use non-standard English within their accent which could which potentially be the reason for why Zach uses simplification by substitution instead depending on ho much time he spends with his care givers in addition to how much time he spends with his nursery friends- which he is very unlikely to see his nursery friends more than his care givers.
 In addition to this, we can also get a greater idea of how might he learn new phonemes from his care givers; by Halla modeling subconsciously shows how much he will learn new new language by being exposed to subconscious modeling which will encourage him to move out of the telegraphic stage and onto the post-telegraphic stage.

on the other hand this could also be opposed to his nursery friends if they did use non-standard English often when interacting in conversation with them- this may confused Zach

My investigation

In my investigation, I will be investigating my Brother reading books to my Mum.

Hypothesis

Vygotsky theory- children learn language skills in their Zone of proximal development with scaffolding from a care giver.

Recordings

I will take recordings of my brother reading a book to his Mother, that his school has chosen for him which is suitable for how well he reads. These books are colour coordinated, which indicate what level of reading my brother is reading at. I’ll ask him to bring 3 books of the same colour, to read his mum on a night time. By doing this makes the evidence that I will be evaluating much clearer and more reliable as a slightly harder book may increase how much scaffolding he needs from the care giver which will make it harder for me to evaluate the evidence and to come up with a conclusion.

I will record the books he reads 3 times, so there will be 3 recordings of different books. This means I have much more of a variety of data I can evaluate making it more reliable as well as giving me more opportunities to evaluate his reading.

The books he will read are what he chooses making it more ethical making sure he isn’t imposed to feel he is in an investigation- the recordings I need to get should be natural.

I will also photo copy the books script and write up the transcript of the recording so I can evaluate how much scaffolding the care giver gives in order for my Brother to read his book.

I am comparing wet her children need help during their learning or not. This will either tell me whether Vygotskys can be proven or doesn’t support it. 

Lyric Representation

Analysis of lyrics

You don't own me
I'm not just one of your many toys
You don't own me
Don't say I can't go with other boys

And don't tell me what to do
And don't tell me what to say
And, please, when I go out with you
Don't put me on display

'Cause, you don't own me
don’t try to change me in any way
you don't own me
Don't tie me down
'Cause I'll never stay

I don't tell you what to say
I don't tell you what to do
So, just let me be myself
That's all I ask of you

I'm young and I love to be young       
I'm free and I love to be free
To live my life the way that I want
To say and do whatever I please

And, don't tell me what to do, yeah
don’t, don't you tell me what to say
and, please, when I go out with you
don’t put me on display

I don't tell you what to say
I don't tell you what to do
So, just let me be myself
That's all I ask of you
I'm young and I love to be young
I'm free and I love to be free
To live my life the way that I want

The song ‘You don’t own me’ was written and produced by Lesly Gore during the 1960s when women’s liberation movement  came into play; More women felt as though they could do more ,build a career and not just be portrayed as a ‘man’s trophy’ which happed a lot in previous generations. Recently the song has re-released and contributes highly in the charts at the moment.

The song portrays a women’s view of being controlled by a man and not putting up with it by being only but her. By understanding lyrics we can see this happens especially when it firmly says in the first stanza” you don’t own me” suggesting that whoever the writer is referring to is controlling her, making it even more clear when using the adjective ‘own’; owning something means something belongs to you and you can have it when you need or when you want which sometimes used to emphasise a possessive relationship.

This song being popular to this day shows that although the song was written when times were different, men’s perception of women hasn’t changed and men are trying still to ‘own’ women due to the fact this song is still so popular. By reading the lyrics you can understand how women might feel towards the lyrics: powerful, happy and independent although men may feel different toward the lyrics.