In the model of the development of auding and reading we are constructing, the concept of languaging is central; therefore the present chapter focuses on this concept.
As defined in Chapter II, languaging is the "representation of conceptualizations by properly ordered sequences of signs." Although languaging involves both conceptualizations and a system of signs and rules, when "language" is used as a noun it refers only to the "system of conventionalized signs and rules for selecting and sequencing these signs." That is, the conceptualizations are outside of the language itself. It should be noted that this system of signs and rules can be manifested in a variety of ways or "modes." Spoken language is one mode, written language another; other modes include sign language and braille. There are also, of course, a great many variants in each of these modes-that is, different spoken, written, and sign languages.
The concept of languaging being developed here has been strongly influenced by the computer simulation work of Schank (1972). The terms "conceptualizations" and "conceptual base" are from his work. The conceptual base contains basic elements and relations which are used to form conceptualizations. In turn, these conceptualizations may be communicated to others by being expressed in some form of language. Thus, languaging is a process for representing conceptualizations in such a way that communication may occur.
The development of language refers to the child's acquisition of skill in representing his conceptualizations in language. Therefore, for languaging to be possible, the child must first acquire a conceptual base and some skill in conceptualizing, and then he must acquire a system of signs and rules for sequencing these signs (ie., a language) for communicating his conceptualizations to others.
In the remainder of this chapter we will first attempt to clarify the notion of a conceptual base. Then we will briefly view the beginning steps of a child's acquisition of a conceptual base. This will provide a background for a discussion of the child's acquisition of the ability to represent or realize his conceptualizations in spoken language, and to understand the conceptualizations others represent in their speech (ie., to aud).