Component 2 - Full Walkthrough - WRITTEN

Answering the Child Language Acquisition Question

Timing the Exam

The exam is short (1 hour 15 minutes), so time management is essential.

Recommended Timing

Task	Time
Reading + annotating	Max 15 minutes
Writing response	~1 hour

Avoid over-annotating — marks are gained in the writing.

Be Prepared for BOTH Strands

There are two possible strands:

• Spoken CLA
• Written CLA

Written is more likely, but students must be equally prepared for both.

Understanding the Question

Example Question

Read Texts A–D and discuss the ways in which Ben develops his ability to use language in order to allow him to communicate effectively.

Key Words

• develops
• ability to use language
• communicate effectively

Everything must link back to these

Structure of a Written CLA Response

Introduction – Analytical paragraphs (if 4 texts, aim for 4 DETAILED) – brief conclusion

A strong introduction should:

• identify developmental stage
• suggest expected ability at that age
• comment on genre/task
• reference theory (optional but useful)
• link to question focus (development + communication)

 

 

Useful areas:

• phonology ↔ graphology awareness
• orthographic development
• genre awareness
• teacher scaffolding
• Gentry stages
• Gentry’s Spelling Stages

Richard Gentry

Stage	Description
Precommunicative	Random marks/letters
Semiphonetic	Partial sound representation
Phonetic	Sound-based spelling
Transitional	Increasing accuracy
Correct	Standard spelling

 

Example Introduction

Within Texts A–D, it is clear that Ben – having just started school – is in what Gentry would call the phonetic stage, possibly moving into the transitional phase of language development. Ben makes multiple significant developments in his understanding of written language across a short space of time, notably improving his ability to form letters graphologically between texts B and C. Due to the specific nature of the instructions given to him by his teacher, Ben also shows a notable improvement in writing for a particular genre, increasing his awareness of requirements of readers. By improving in a variety of areas, and through support from his teacher, Ben shows the ability to communicate more effectively as he develops.

Why This Works

This introduction is strong because it:

• directly addresses the question
• establishes a clear argument
• uses theory appropriately
• links to context (AO3)
• shows progression

AO Breakdown

AO	Focus	Marks
AO1/AO2	Analysis + terminology	30
AO3	Context	15

AO1/AO2:

• accurate terminology
• clear argument
• language frameworks

 

AO3:

• teacher influence
• task/genre
• developmental context

Analytical Paragraph Structure

Students should move through data systematically, always linking to:

development + communication effectiveness

Example Analytical Paragraph

Within Text A, it is clear that the child is making progress towards using language which is suitable for the genre, allowing them to follow the teacher’s instructions. From a graphology point of view, it is clear firstly they are starting to understand some conventions of the genre, employing them such as using an exhaustive list of simple [syntax?] which are imperatives, suggestions and indications. This is enabling the participant in this genre as it makes it easier to follow. This is likely due to the teacher providing clear instructions that the child is trying to follow. Syntactically, the text is in chronological order with enumerators “2.” & “3.” showing the process order, potentially replicating the child’s personal experience of experiencing the process, though they are showing some graphological struggle with the grapheme “E” being transcribed in the wrong direction. Regarding orthography, the child is clearly attempting to spell a variety of low frequency words, though the noun “letis” is spelled phonetically, and the noun “hrarf” is inaccurate. As the teacher has not corrected the phonetic spelling of “letis”, it is likely the child is following the teacher’s instructions to sound out complex lexis, and does not feel it is appropriate to demoralise them through correction. Lastly, the teacher provides instructions and corrections that are pragmatically significant, choosing only to correct the high frequency determiner “another” as this will be beneficial to the child when learned.

Why This Paragraph Is Effective

Clear Focus

• directly links to question and AO3

Strong AO1

• wide range of terminology
• multiple language levels

Embedded AO3

• teacher influence
• correction strategies
• task design

Analytical Depth

• explains meaning, not just features

 

 

Applying Theory

Lev Vygotsky

• ZPD
• guided learning
• imitation of structures

B. F. Skinner

• reinforcement
• praise/correction shaping language

Charles Read

• logical spelling errors
• phonetic development

Noam Chomsky

• rule formation
• creative errors

Continuing analysis – the next source

Within Text B, there is a clear progression in Ben’s ability to use written language in a more controlled and communicatively effective way, suggesting movement from Gentry’s phonetic stage into the transitional stage, where orthographic conventions begin to stabilise alongside increasing attention to meaning. Compared with earlier texts dominated by phonologically driven spellings and basic constructions, Ben now shows greater structural control alongside a noticeably expanded lexical repertoire, which directly improves communicative clarity. A key development is in lexis. Earlier texts rely heavily on concrete, monosyllabic nouns such as “cat”, “dog”, “pen” and “book”, all of which refer to tangible objects and require minimal abstraction. In Text C, however, Ben begins to use more abstract nouns such as “rules”, “help” and “problem”, alongside evaluative nouns like “mistake” and “idea”. This shift is significant because abstract lexis allows him to move beyond simple labelling of the physical world towards expressing reasoning, intentions and internal states. As a result, communication becomes more effective, as he can now explain not only what is happening but why it is happening, improving reader understanding. There is also clear development in adjectival usage. Earlier writing shows limited or absent description, whereas Text C includes adjectives such as “big”, “small”, “good” and “difficult”, with occasional evaluative choices like “careful” or “important”. This increases communicative precision by qualifying meaning and reducing ambiguity. For example, “big problem” provides more interpretative guidance for the reader than “problem” alone, demonstrating emerging awareness of how lexical choice shapes meaning. Syntactically, Ben begins to consolidate coordination through “and” and introduces subordinators such as “because”, allowing him to express causal relationships rather than simple lists. This enhances communicative effectiveness by enabling justification as well as description. Orthographically, phonetic spellings still appear in lower-frequency words, but there is increasing accuracy in high-frequency vocabulary, suggesting movement towards the transitional stage of Gentry’s model.

 

Notice – how the analysis stays extremely focuses with systematic reference to features but then EXPLAINING 1. How this reflects the CONTEXT Ben is in and 2. How PROGRESS is shown.

🔵 References to context (AO3)

These show why language is developing, linked to external influences like teaching, learning environment, or theory:

• “suggesting movement from Gentry’s phonetic stage into the transitional stage”
  → Links development to a theoretical model of spelling acquisition.
• “compared with earlier texts dominated by phonologically driven spellings and basic constructions”
  → Implies a learning context where earlier writing was less developed.
• “This is likely supported by teacher scaffolding within Vygotsky’s ZPD”
  → Explicit classroom learning theory (teacher support, guided learning).
• “where modelling and guided correction enable gradual internalisation”
  → Context of instruction shaping language acquisition.

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🟢 References to progress (development across time/texts)

These explicitly show improvement or change over time:

• “there is a clear progression in Ben’s ability to use written language”
  → Direct statement of development.
• “Compared with earlier texts…”
  → Explicit comparative structure showing change over time.
• “Ben now shows greater structural control alongside a noticeably expanded lexical repertoire”
  → Clear improvement in grammar and vocabulary range.
• “Earlier texts rely heavily on concrete, monosyllabic nouns…” vs “In Text C, however, Ben begins to use more abstract nouns…”

Tracking Progress

Focus on:

• improvement across texts
• increased accuracy/control
• genre awareness
• cohesion and structure

Also note:

• regressions
• complexity overload
• reduced support

Always explain:

WHY changes happen (context matters)

 

Final Advice

DO:

• use terminology precisely
• link everything to the question
• track development
• embed AO3 naturally
• compare across texts

DON’T:

• just feature spot
• ignore progression
• over-explain theory without application
• forget context