816 results for “Language Acquisition”.
The reality is that the universal grammar theory attempts to lay general structures that can be traced among languages. Therefore, if a constant 'X' is true then 'Y' will be equally true. It puts down how all languages expand when subjected to a given set of fundamental principles. With these principles, universal grammar enables us to try out word order prediction in languages, the phonemes, syntax etc.
Several linguists hold that the universal grammar and its linkage to the other parts of the brain is the machinery that enables children to be fluent in whichever language in their childhood. This is the most critical stage of language learning in the life of human beings. It is also argued under this theory that children have a higher ability to learn second languages in natural settings than adults. Adults however, have a higher ability to consciously learn a second language in artificial…
References
Chomsky Noam, (1996). Powers and Prospects: Reflections on Human Nature and the Social
Order. Boston: South End Press. Retrieved May 12, 2010 from http://www.amazon.com/Powers-Prospects-Reflections-nature-social/.../0896085368
Gardner, (1983). Frames of Mind: the Theory of Multiple Intelligences. New York: Harper
Collins. Retrieved May 12, 2010 from http://www.perseusbooksgroup.com/basic/book_detail.jsp?isbn=0465025102
The environment that language acquisition occurs in, whether it is a first or a second language being acquired, is also hugely influential on the development of that language. It is only in context that a language with inherent ambiguities can be understood at a level of fluency, and if the environment surrounding the language learner does not help to reinforce the rules and/or vocabulary of that language, then language acquisition becomes more difficult (Freeman & Freeman 2004; Wilson 2000). In addition, things as basic and yet fundamental to all types of learning such as anxiety levels and self-confidence can also have huge effects on language learning, especially during second language acquisition (Wilson 2000).
My views generally align with the dominant view in this course, namely that second language acquisition is best facilitated by instilling the linguistic concepts known to assist in first language acquisition into second language learners (Freeman &…
References
Freeman, D. & Freeman, Y. (2004). Essential Linguistics: What You Need to Know to Teach Reading, ESL, Spelling, Phonics, and Grammar. Portsmouth, NH: Heinemann.
Galasso, J. (2003). "First and second language acquisition." Techni Studios. Accessed 17 September 2009. http://www.csun.edu/~galasso/lang1.htm
Wilson, R. (2000). "A Summary of Stephen Krashen's "Principles and Practice in Second Language Acquisition." Language impact. http://www.languageimpact.com/articles/rw/krashenbk.htm
In the final analysis, people have been learning how to acquire language for millennia without the assistance of scientific investigation, but the need for young people to do so quickly in an increasingly multicultural country and globalized marketplace is more important than ever before because they will probably have to learn a second (or third) language at their earliest opportunity.
eferences
Birdsong, D. (1999). Second language acquisition and the critical period hypothesis. Mahwah, NJ: Lawrence Erlbaum Associates. This book examines reasons why very young learners might be subject to a critical period for language acquisition.
Costa, A.., Mcilvane, W.J., & Wilkinson, K.M. (2001). Emergent word-object mapping by children: Further studies using the blank comparison technique. The Psychological ecord, 51(3), 343. This study confirmed the usefulness of the blank comparison technique in emergent mapping research and provided the first data set from school-aged children.
Danby, S. (2002). The communicative competence of…
References
Birdsong, D. (1999). Second language acquisition and the critical period hypothesis. Mahwah, NJ: Lawrence Erlbaum Associates. This book examines reasons why very young learners might be subject to a critical period for language acquisition.
Costa, A.R., Mcilvane, W.J., & Wilkinson, K.M. (2001). Emergent word-object mapping by children: Further studies using the blank comparison technique. The Psychological Record, 51(3), 343. This study confirmed the usefulness of the blank comparison technique in emergent mapping research and provided the first data set from school-aged children.
Danby, S. (2002). The communicative competence of young children. Australian Journal of Early Childhood, 27(3), 25. The author is a classroom teacher who emphasized the importance of individual differences in learning ability and how these affect the teacher's need for judicious application of classroom management techniques to avoid frustrating early language acquisition.
Dixon, W.E., Jr., & Smith, P.H. (2000). Links between early temperament and language acquisition. Merrill-Palmer Quarterly, 46(3), 417. This was a study of mothers and 40 toddlers to investigate relationships between language acquisition and temperamental attentional control and positive affectivity.
Finally, nativists must concede that culture and native language can shape ideas in the long run. After all, a person's cultural surroundings seem to greatly affect their interpretation of experiences over the course of their life (Bowerman and Choi 475-476). The difference in how much those cultural experiences affect an individual and their language, as well as when such effects happen, is what makes up the entire debate between "nature" and "nurture" in language development.
orks Cited
Behrens, Heike. "Cognitive-conceptual Development and the Acquisition of Grammatical Morphemes: the Development of Time Concepts and Verb Tense." Language Acquisition and Conceptual Development Eds. Melissa Bowerman, and Steven Levinson. Cambridge, MA: Cambridge University Press, 2001. 450-474.
Bowerman, Melissa, and Soonja Choi. "Shaping Meanings for Language: Universal and Language-Specific in the Acquisition of Spatial Semantic Categories." Language Acquisition and Conceptual Development Eds. Melissa Bowerman, and Steven Levinson. Cambridge, MA: Cambridge University Press, 2001. 475-511.…
Works Cited
Behrens, Heike. "Cognitive-conceptual Development and the Acquisition of Grammatical Morphemes: the Development of Time Concepts and Verb Tense." Language Acquisition and Conceptual Development Eds. Melissa Bowerman, and Steven Levinson. Cambridge, MA: Cambridge University Press, 2001. 450-474.
Bowerman, Melissa, and Soonja Choi. "Shaping Meanings for Language: Universal and Language-Specific in the Acquisition of Spatial Semantic Categories." Language Acquisition and Conceptual Development Eds. Melissa Bowerman, and Steven Levinson. Cambridge, MA: Cambridge University Press, 2001. 475-511.
Brown, Penelope. "Learning to Talk About Motion Up and Down in Tzeltal: Is There a Language-Specific Bias for Verb Learning?" Language Acquisition and Conceptual Development Eds. Melissa Bowerman, and Steven Levinson. Cambridge, MA: Cambridge University Press, 2001. 512-543.
Maratsos, Michael and Matheny, Laura. "Language Specificity and Elasticity: Brain and Clinical Syndrome Studies." Annual Review of Psychology 1994: 487-506.
A good starting point is identifying the factors that influence ELL student performance. According to Mitsutomi & McDonald, these factors include motivation, linguistic and cultural identity, study strategies, tolerance for ambiguity, and sociocultural support.
Although these factors provide a generic indication of the difficulties faced by ELL students, it is also recognized that each student is an individual, and enters the school system under widely varying circumstances and with differing expectations. Notably, the acquisition of English is hardly at all found to be influenced by whether or not the student had studied English as a foreign language in the home country.
These findings have some specific implications for the classroom. In the practical sense, teachers must recognize their own need to become sensitive not only to the language, but also to the culture needs of ELL students. As such, they need to develop a background in foreign languages and culture…
Reference
Mitsutomi, Maro & McDonald, VeraLynn (2005, Summer). Factors in learning Second Language and Culture. Academic Exchange Quarterly. Retrieved from database: FindArticles.com. http://findarticles.com/p/articles/mi_hb3325/is_2_9/ai_n29205522/pg_5/?tag=content;col1
Learning language is not much different from learning other skills, but it can be a highly complex process. For example, if human beings did not communicate using complex systems of language but instead relied on simple nouns and verbs, we would all sound like what we imagine "cave men" sounded like. "Food good," and other simple sentences do not demand mastery of grammar and in theory, such simple languages could be learned by young children easily. However, from the moment they are born, children are exposed to the voices of others, to the sounds and structures of their culture's language systems. Because they are constantly bombarded with language from people and from television, children start to form primitive sentences from an early age. One of the reasons why people who are born deaf often have difficulty speaking is because of their inability to hear and thereby imitate the sounds and…
Linguistics, Language Acquisition, & Pronoun Errors in Children
The acquisition of language is not a seamless process. All humans encounter errors as part of their linguistic development and practice. Humans around the world and across languages encounter similar behavior patterns as they grow into adults and gain linguistic fluency in their native languages. One such repeating phenomenon in English of note is the act of young children to misuse pronouns, using the word "me" when the correct word is "I." There are several ideas regarding how and why many children go through a stage in their linguistic development where they misuse pronouns. This paper will explore and critique the ideas of experts in several field including linguistics and language acquisition. The paper will propose and provide evidence for several factors that contribute to this speech phenomenon. The paper will show that this particular speech act is a result of the…
References:
Kirajavainen, M., Theakston, A, & Lieven, E. 2009. Can input explain children's me-for-I errors? Journal of Child Language, 36, 1091 -- 1114.
Rispoli, M. 1998. Me or My: Two Different Patterns of Pronoun Case Errors. Journal of Speech, Language, and Hearing Research, 41(2), 385 -- 393.
Rispoli, M. 2005. When children reach beyond their grasp: why some children make pronoun case errors and others don't. Journal of Child Language, 32, 93 -- 116.
Sag, I.A., Wasow, T., & Bender, E.M. 2003. Syntactic theory: a formal introduction. Center for the Study of Language and Information: Stanford, CA.
Language Acquisition" by J. Crawford, covers how people acquire a second language, and some "persistent problems" with how we teach a second language in America today. The author briefly covers a history of language acquisition, and how early omans used "conversational dialogues" to help teach children many other languages, and how that method gradually altered throughout history, to the "grammar-translation approach" we tend to lean toward today. He also mentions some other less common methods that seem to show good results, such as the "direct" method, and the "audiolingual" method. The author also brings up many differing theories of language acquisition, and asks many questions about how students learn and teachers teach a second language. In fact, the author also raises questions about some techniques, and maintains they may be actually preventing children from learning another language, no matter how well thought of or well-executed they are. Clearly, while there…
References
Crawford, J. "Basic Research on Language Acquisition."
Language Acquisition
The language theory
According to Krashen 'communication' is the purpose of a language. Focusing on communicative abilities is just as important. The relevance of 'meaning' is also stressed upon. According to Terrell and Krashen, a language has its very own lexicon. The stress on vocabulary is apparent here and language is seen as a means to 'communicate meanings' as well as 'messages'. 'Acquisition' takes place in case where people understand messages in TL, according to Krashen. Natural Approach consists of 'messages', 'structures' and 'lexical items' in plain view. Production and perception are two lexicons on which clarification of messages and organization is dependent upon. According to Krashen, acquisition is a mere combination of rules of the language by employing language for communication. Linguistic competence is only attained by 'input' which contains structures at 'interlanguage+1' level (i+1). It is obtained by " comprehensible input'.
Learning theory of language
In…
References
Bates, E., Thal, D., & Janowsky, J. (1992). Early language development and its neural correlates. In I. Rapin, & S. Segalowitz, Handbook of neuropsychology (Vol. 7). Amsterdam, netherlands: Elsevier.
Brown, R., & Hanlon, C. (1970). Derivational Complexity and order of Acquisition in Child speech. In R. Hayes, Cognition and the Development of Language (pp. 11-53). New York, NY: John Wiley.
Bruner, j. (1983). Childs Talk:Learning to use language. New York, NY: Norton and company.
Chomsky, N. (1959). Review of B.F. Skinners Verbal Behavior. Language, 35 (1), 26-58.
It seems unbelievable how infants go from not knowing anything at all, to knowing how to express themselves in every way they can. They first learn how to tell their parents what they want by either pointing or yelling until they get what it is that they want, to actually putting words together to tell them exactly in the language that parents will understand. The question still arises as to how they learn so quickly. The idea that babies come preprogrammed to learn how to speak has been debated among scholars for ages. It seems to be the most plausible hypothesis since language is learned so early on in life.
The fact that so much brain processes go into the language development stage gives a lot of evidence to how innate language really is. When certain areas of the brain are either damaged, or not fully evolved, language deficiencies present…
Children and Language
Language Acquisition in Children
Language development in children takes a certain, predictable pattern. This pattern, also called "production," has certain important characteristics, seen in many children. First, one will note, that a baby aged 0-2 months will employ vegetative sounds, such as burps, cries and coughs. In this first stage, these sounds will be involuntary, but they nonetheless signify communication. The first real communication is anywhere from 2-3 months, and is exemplified by a baby's cooing sounds. Then, from 4-6 months, a baby will start uttering consonants, such as "g" and "k," but not real syllables. However, in this third stage, a baby will experiment with volume and pitch. Then, from 7-9 months, a baby will start canonical babbling and will start uttering syllables. Lastly, from 8-12 months, a baby will reduplicate its babbling (i.e. gagaga).[footnoteef:1] [1: All the facts above are taken from the source provided…
References taken from document provided by customer, various pages. ]
The answer to the question examined above is thus quite complex, and it holds keys for further studies, for although much of language development remains a mystery, inherent in comprehending this process is also a key to understanding how to best help children who are having trouble expressing themselves. The utilization of language by a child is clearly seen to be a tool for that child to express itself and to attain desired outcomes. This will, of course, vary from child to child, as some children will express themselves more clearly and others will have trouble doing so. What is important to see, however, is the fact that language is utilized at length by a child, even if poorly, as sounds are vital for a child to express itself and obtain that which he or she wants.
ilingual First Language Acquisition
ilingual Paradox
ilingual Deficit Hypothesis
Unitary Language System Hypothesis
ilingual Advantage Hypothesis
Differentiated Language System Hypothesis
Vocabulary Development
The MacArthur CDI
Linguistic Milestones
Lexical Identifiers
Translation Equivalents
Interlocutor Sensitivity
Language Choice
Codemixing
Parental Discourse Strategies
Early Constraints
It is common knowledge that all over the globe young children seem to effortlessly acquire two or more languages at one time. Yet some uphold the belief that children who are exposed to multiple languages too early (with the dividing line as to what is "too early" being a gray area) may experience developmental language delays and/or confusion. Scientific research has attempted to examine whether young bilinguals can ascertain that they are acquiring two separate and distinct languages early on. (Watson, 1996) We will examine the criteria for measuring early language development, the concepts associated with ascertaining a child's developmental progress, the research supporting the prevailing theories and the…
Bibliography
Akhtar, Nameera (2002). Relevance and Early World Learning. Journal of Child
Language, 29, 677-686.
Braungart-Rieker, J. M, Karrass, J., Lefever, J.B., & Mullins, J. (2002). Processes in language acquisition the roles of gender, attention, and maternal encouragement of attention over time. Journal of Child Language, 8, 519-541.
Capute, A.J. Palmer, F.B. Shapiro, B.K. Wachtel, R.C. Schmidt, S. & Ross, A. (1986).
First, Spanish sounds different from English in terms of vowel sounds, sentence stress, and timing. (Shoebottom, 2007, Spanish). In addition, Spanish speakers can confront grammar problems when learning English, "although Spanish is a much more heavily inflected language than English, there are many aspects of verb grammar that are similar. The major problem for the Spanish learner is that there is no one-to-one correspondence in the use of the tenses. So, for example, a Spanish learner might incorrectly use a simple tense instead of a progressive or a future one." (Shoebottom, 2007, Spanish). Moreover, because these issues reflect basic differences between the two languages, progressive learning in Spanish does not translate to better English ability.
In addition, the fact that English and Spanish share a common base language should make some aspects of English acquisition easier for the Spanish speaker than for the Arabic speaker. In fact, there are several…
References
Ahmad, N. (2004). Arab-American culture and health care. Retrieved November 16, 2007 from Case Western Reserve University
Web site: http://www.case.edu/med/epidbio/mphp439/Arab-Americans.htm
Al-Jarf, R. (2006). Making connections in vocabulary instruction. Retrieved November 17, 2007, from Education Resources Information Center. Web site: http://www.eric.ed.gov/ERICWebPortal/Home.portal?_nfpb true&eric_viewStyle=list&ERICExtSearch_SearchValue_0=arabic+english+second+language&searchtype=basic&ERICExtSearch_SearchType_0=kw&pageSize=10&eric_displayNtriever=false&eric_displayStartCount=21&_pageLabel=RecordDetails&objectId=0900019b801c8959&accno=ED497939&_nfls=false
Associated Press. (2007). Census numbers show education divide among immigrant groups.
How do you (or would you) integrate technology with literacy instruction? Share your best idea with your colleagues.I would used technology as a means to supplement traditional classroom instruction. Students often learn in different and varying ways. By utilizing multiple sources of instruction, students can have a differentiated and much more enriching learning experience.What other information or tools do you need to successfully integrate technology and literacy instruction? Ask your colleagues for input.In terms of information, have a recent and up to date curriculum will be needed. Here it is important to have strong standards that incorporate the latest learnings in education. From a tools standpoint, it will be important to have software and equipment that can be used by students in the learning journey. Equipment would include tablets, strong internet connection, and other computers. Software would include e-books, learning software, a video conferencing software.How can technology be leveraged to…
References
1. Abrahamsson, N., and Hyltenstam, K. (2008). The robustness of aptitude effects in near-native second language acquisition. Studies in Second Language Acquisition, 30(4), 481-509.
Second language proficiency and academic achievement can be challenging to develop simultaneously. Krashen's (2010) work illustrates the various systems of learning, including the learning that takes place subconsciously and the learning that takes place more by rote methods. Likewise, Gottlieb (2006) differentiates between social and academic language proficiency and academic achievement for students. The acquisition of the language entails different cognitive processes than the acquisition of subject-specific knowledge. Educators armed with a more thorough understanding of academic versus language proficiency can better help their students succeed on both levels.
Krashen (2010) points out that each human being learns language in the same way. Individual differences may be important for current scientific paradigms, but for educators, a more universal approach will be far more helpful in creating a classroom environment and pedagogical approach that will be effective. After all, human biology is universal; so, too are the cognitive processes involved in…
References
Gottlieb, M. (2006). Assessing English Language Learners. Thousand Oaks: Sage.
Krashen, S. (2010). On language acquisition. Retrieved online: https://www.youtube.com/watch?v=NiTsduRreug
"Nebraska: ELL Resources," (n.d.). Colorin Colorado. Retrieved online: http://www.colorincolorado.org/ell-basics/resources-state/nebraska
The groups were distinguished by those who participated in language acquisition activities employing enhanced reading with word-based activities and those who participated in what the researcher called 'narrow reading,' which occurred without this supplementary instruction. The two groups were asked to retain the same scope of fifty selected vocabulary words. Min would find that those in the former group, denoted as the "RV" group, performed significantly better than those in the "NR" group. In interpretation, Min tells that "the results show that the RV group demonstrated significantly more knowledge about the target vocabulary than the NR group on the acquisition and retention tests. The researcher concludes that reading plus focused vocabulary exercises are more effective and efficient than the narrow reading approach in enhancing target vocabulary acquisition and retention among EFL secondary students." (Min, p. 75)
Min would go on to suggest that the value in this study rests in…
Works Cited:
Laufer, B. & Rozovski-Roitblat, B. (2011). Incidental vocabulary acquisition: The effects of task type,-word occurrence and their combination. Language Teaching Research, 15(4), 391-411
Min, H.T. (2008). EFL Vocabulary Acquisition and Retention: Reading Plus Vocabulary Enhancement Activities and Narrow Reading. Language Learning, 58(1), 73-115.
Theoretical Perspectives
Example of Checklist 1: Video 1: Story Time
Child's Name: Kyla
Date Observed: April 7th 2014
The teacher is reading a story on how to make a pumpkin pie
Please write down at least five eading Behaviors you expect to observe below:
eading Behaviors Observed:
(Please checkmark any behaviors/characteristics observed below)
Characteristic Present
Demonstrates what the teacher does like "pouring, Kicking"
Expresses herself in complete sentences
Can complete sentences with the teacher
Follows the teachers narration attentively
Can keep track of the story
Example of Anecdotal ecord:
Video 2: Sam eading Books
Purpose of the Observation Identified: Vocabulary level
Date of Observation
April 7th 2014
Name of Child:
Sam
Age of Child
From this activity, Sam reads two books about animals. In the first book, although not audible, one can hear him mentioning some animal names like elephant, frog, and crow. As he finishes the first book, he…
References
Atkinson, D. (2011). Alternative Approaches to Second Language Acquisition. New York: Taylor & Francis
Gestwicki, C. (2013). Developmentally Appropriate Practice: Curriculum and Development in Early Education. New York: Cengage Learning
Language and Thinking
Language is the one aspect, which distinguishes human beings from lower species of life (Faccone et al. 2000). Sternberg (1999 as qtd in Faccone et al.) lists its properties as including communication, arbitrary symbolism, regular structure, structure at multiple levels, generation and production and dynamism. Sternberg assumes that language is most likely acquired naturally from the environment where a person is raised as an infant. The stages seem universal. The first is the cooing stage at two to four months. At this initial stage, an infant seems able to produce and possible phonemes or basic speech sounds. An infant's need to distinguish between phonemes of different languages gradually disappears around 8 months. This is when he recognizes the relationship between sound and meaning in his native language. This is how language begins to have importance to him. The findings of Sternberg's study reveal that human beings are…
BIBLIOGRAPHY
Faccone, Claudia et al. The Effct of Language on Thought. The Psychology 20 Course:
University of Carolina, 2000. Retrieved on November 29, 2013 from http://www.unc.edu/~jdumas/projects/languagethought.htm
Hampton, James. A. Language's Role in Enabling Abstract, Logical Thought.
Commentary/Peter Carruthers. Psychology Department: University of London, 2002.
If language is like food, then the ingredients are its words; the cooking process is its grammar; the nutritional value is its semantics. Some sentences are simple staples like rice and beans. Others are primarily aesthetic, finely crafted, and honed over time like a French sauce. Like the ingredients in any dish, the words of a language depend largely on geography. At the same time, we borrow words from other cultures just as we may borrow ingredients from other cuisines. Spanglish is like fusion food. Some cooking processes are rigid, time-consuming, and complex like proper grammar; others are looser and more flexible like everyday speech. There are some dishes you would serve your mother and others that are too spicy for her. Some language is long-winded and without substance; some is meaty; some is so packed with goodness that you return it again and again.
Ascription to the rules of…
Works Cited
Kemerling, Garth. "Language and Logic." 27 Oct 2001. Retrieved June 6, 2007 from http://www.philosophypages.com/lg/e04.htm
Schutz, Ricardo. "Stephen Krashen's Theory of Second Language Acquisition." 20 Aug. 2005. Retrieved June 6, 2007 from
Language Diversity
Crawford begins the article by highlighting problems associated with second language instruction in American classrooms. According to the statistics cited most approaches used in these classrooms are inadequate to provide students with the necessary skills to communicate in the target language outside of the classroom. The reason for this is a lack of focus on communication skills, combined with an inflated focus on form rather than function. Despite efforts to improve upon this by methods such as the total immersion approach and the audiolingual method, results are still shown to be poor. Chomsky, Krashen and Cummins's theories are shown to have revolutionized language acquisition theories, and thus also language teaching methods. Furthermore Crawford shows that a child's inherent feelings about his or her own culture, and consequently about the culture represented by the target language, have a significant impact upon second language learning. It is then suggested that…
Further, it is in this stage that instructors have the ability to widen the instruction significantly to incorporate many activities that allow students to practice their new knowledge in a variety of different ways and with focus on a variety of different subject matters.
In viewing the basic theoretical and practical-use background of the Natural Approach of Language Teaching and Learning, one can understand that basic functions that allow students the ability to hone new skills in a non-threatening environment. However, despite significant praise in the teaching community regarding the success of the Natural Approach, the method's critics still exist. Due to this, it is crucial to understand the advantages as well as the disadvantages that exist when the Natural Approach is employed in a language learning environment, especially in dealing with English as a second language.
Advantages and Disadvantages
In beginning to understand the overall value of the Natural…
Works Cited
Canale, Michael and Swain, Merrill. 2002. "Theoretical Basis of Communicative
Approaches to Second Language Teaching and Testing," Applied Linguistics: 1(1): pp. 1-47. Retrieved from: https://segue.atlas.uiuc.edu/uploads/nppm / CanaleSwain.80.pdf [Accessed on 17 February 2012].
Clandfield, Lindsay and Meldrum, Nicola. 2012. "One-to-one methodology: advantages and disadvantages for students." Retrieved from: http://www.onestopenglish .com/business/teaching-approaches/teaching-one-to-one/methodology/one-to-one-methodology-advantages-and-disadvantages-for-students/144655.article [Accessed on 19 February 2012].
Gebhard, J., Gaitan, S. And Oprandy, R. 1990. "Beyond Prescription: The Student
Language and culture are inextricably linked. The ways in which one's culture is directly attributed to language development are well documented in the academic literature, though there seems to be little consensus on the processes involved in language acquisition and the ways that culture is manifested in both socialization and language development. One assertion, however, seems widely accepted; culture is a learned attribute that language helps convey to others. Because people use language to impart cultural beliefs and societal mores, the nexus between language and culture is an important consideration in the field of education and communication, especially concerning the varied pedagogical theories of child development. Much of what has been studied in the field of both communications and education concerning the connection between language and culture is attributed to a ussian born educator named Lev Vygotsky.
Lev Vygotsky
Vygotsky believed that children developed and acquired knowledge through the assistance…
References:
Kyratzis, A. (2005). Language and Culture: Socialization through Personal Story-Telling Practice. Human Development, 48(3), 146-150.
Miller, P.J., Hengst, J. Alexander, K., & Sperry L.L. (2000). Versions of personal storytelling/versions of experience: Genres as tools for creating alternate realities. In K. Rosengren, C. Johnson & P. Harris (eds.), Imagining the impossible: The development of magical, scientific, and religious thinking in contemporary society (pp. 212 -- 246). New York: Cambridge University Press.
Miller, P.J., & Mehler, R. (1994). Personal story-telling, socialization, and self-construction at home and in kindergarten. In A. Haas Dyson & C. Genishi (eds.), The need for story: Cultural diversity in classroom and community. Urbana, IL: National Council of Teachers of English.
Vygotsky, L. (1978). Problems of Method (pp. 52-75). In Mind in Society. (Trans. M. Cole). Cambridge, MA: Harvard University Press.
"
Done, D.J. Crow, T.J. Johnstone, E.C. Sacker, a. (September 1994) Childhood Antecedents of Schizophrenia and Affective Illness: Social Adjustment at ages 7 to 11.BMJ, 309:699-703.
Teacher appraisal using the national child development study was utilized to examine differences between normal individuals and those who exhibit adult psychological disorders. "At the age of 7 children who developed schizophrenia were rated by their teachers as manifesting more social maladjustment than controls (overall score 4.3 (SD 2.4) v 3.1 (2.0); P
Harrison contends that there is a growing body of data, though as yet inconclusive, with regard to control and repeatability that shows some differences in brain MRI between patients with and without mood disorders. Interestingly the areas of the brain that are shown to be affected in those with mood disorders, such as bipolar disorder are areas of the brain which control language function, not in its source but in its ability to be transmitted by the patient. This could indicate some correlation, in behavioral indices where patients with bipolar disorder report a sense that they cannot think straight or communicate their thoughts effectively. "The neuropathology is postulated to contribute to the pathophysiology and dysfunction of the neural circuits which regulate mood and its associated cognitions, behaviours and somatic symptoms."
Done, D.J. Crow, T.J. Johnstone, E.C. Sacker, a. (September 1994) Childhood Antecedents of Schizophrenia and Affective Illness: Social Adjustment at ages 7 to 11.BMJ, 309:699-703.
Teacher appraisal using the national child development study was utilized to examine differences between normal individuals and those who exhibit adult psychological disorders. "At the age of 7 children who developed schizophrenia were rated by their teachers as manifesting more social maladjustment than controls (overall score 4.3 (SD 2.4) v 3.1 (2.0); P
The percentage of days a student was absent was the strongest negative predictor, however, of poor reading performance. Class size was another important factor in influencing reading achievement, especially amongst ESL students in the elementary grades. Individualized instruction to suit the student's needs was important but specific teacher qualifications had no statistically significant effects.
Early exposure to the written word, being read to as a child, and coming from a stable, reading-friendly environment, as well as participating in preschool and Head Start or other early socialization programs can contribute to reading success later in life. However, although the teacher cannot control all of the factors that help a student learn to read, some factors, such as fostering a positive peer environment and providing individualized instruction, are within the teacher's ability to control.
orks Cited
New Insights into School and Classroom Factors Affecting Student Achievement." (Aug 2003). Research Brief: Public Policy…
Works Cited
New Insights into School and Classroom Factors Affecting Student Achievement." (Aug 2003). Research Brief: Public Policy Institute of California. Issue 76. Retrieved 2 Dec 2007 at http://www.hewlett.org/NR/rdonlyres/985FC747-BAB7-4E08-8133-F763472A37C8/0/ppicsandiegobrief.pdf
Initiating joint attention related to activity in the frontal-cortical system, especially the left hemisphere and responding to joint attention to the parietal lobes. Heimann et al. (2006) found that that deferred imitation and joint attention both influence the development of language and communication skills in infancy. Deferred imitation at nine months was the strongest of the predictors of nonverbal communication at 14 months, but the predictive power increased significantly in situations when deferred imitation and joint attention were used together.
ecently studies have been conducted with other areas of cognitive behavior. For example, de Villiers (2007) has been looking at the association of language and what he calls Theory of Mind. Theory of Mind refers to the folk psychological theory humans use to predict and explain others' behavior on the basis of their internal workings: feelings, intentions, desires, attitudes, beliefs, knowledge and point-of-view. In other words, people have to create…
References
Bowerman, M., & Levinson, S. C (2001). Introduction. In M. Bowerman & S.C. Levinson (Eds.), Language acquisition and conceptual development. Cambridge: Cambridge University Press.
Delgado, C.E.F., Mundy, P., Crowson, M., Markus, J., & Schwartz, H. (2002). Responding to joint attention and language development: A comparison to target location. Journal of Speech, Language, and Hearing Research, 45, 715-719.
A de Villiers, J. (2007) Interface of language and theory of mind. Lingua 117 1858-1878
Doherty, M.J., 2006. The development of mentalistic gaze understanding. Infant and Child Development 15, 179-186.
Progression and Foundation of Language
Concept/topic
Learning of primary language complements skills development; this includes learning about language, as well as learning other subjects in the school curriculum via language. Language learning facilitates general literary skills and allows children to revert to, and strengthen skills and concepts studied through their first language (The National Strategies Primary, 2009).
Curriculum is enriched by language learning. Teachers as well as children find it fun and challenging, and display enthusiasm towards language; this leads to creation of interested learners and the development of positive attitudes towards learning languages, all throughout one's life. A natural link exists between language and other curricular areas, and this enriches the overall teaching-learning experience. Proficiencies, understanding, and information learned through language contribute greatly to literacy and oracy development in children, as well as to better understanding of one's own and others' cultures. Language is also integral to community and…
Bibliography
(n.d.). Anticipatory Set/Hook. Weebly. Retrieved from: http://ed491.weebly.com/uploads/8/4/6/1/8461140/anticipatorysets.pdf
(2013). Arizona Early Learning Standards. Arizona Department of Education. Retrieved from: http://files.eric.ed.gov/fulltext/ED486135.pdf
(n.d.). Developing Lessons with Technology. Retrieved from: http://www.pearsonhighered.com/assets/hip/us/hip_us_pearsonhighered/samplechapter/0136101259.pdf
Huppenthal, J., Stollar, J., & Hrabluk, K. (n.d.). Arizona State Literacy Plan. Arizona Department of Education. Retrieved from: http://www.azed.gov/standards-practices/files/2012/06/arizona-state-literacy-plan-compiled-doc-9.29.11.pdf .
Language Policy and Planning
Language planning refers to the efforts that are deliberately undertaken to influence how languages functions, are structured or acquired or the variety of languages in a given country. It is often a government responsibility by non-governmental organizations have also come to be involved in this. Grass-roots organizations and also individuals have been involved in this. The goal of language planning differs depending on the country. However, it generally includes planning, decision making and possible changes which benefit the communications system of the country. Language planning or efforts to improve the communication in a country can also bring about certain social changes such as shift of language, assimilation and therefore provide a motivation which plans the function, structure and acquisition of languages Woolard & Gahng, 1990()
Decision making in language planning
There are four dominant language ideologies which motivate the decisions that are made regarding language planning.…
References
Little, M.E.R., & McCarty, T.L. (2006). Language Planning Challenges and Prospects in Native American Communities and Schools. Tempe, AZ: Language Policy Research Unit.
Martin, J.J. (1988). An American Adventure in Bookburning in the Style of 1918. Colorado Springs: Ralph Myles Publisher.
Woolard, K.A., & Gahng, T.-J. (1990). Changing Language Policies and Attitudes in Autonomous Catalonia. Language in Society, 19(3), 311-330.
Wyburn, J., & Hayward, J. (2009). OR and Language Planning: Modelling the Interaction between Unilingual and Bilingual Populations. The Journal of the Operational Research Society, 60(5), 626-636.
Language Is Arbitrary
As you are reading these words, you are taking part in one of the wonders of the natural world," begins Steven Pinker's The Language Instinct. (Pinker, 3) In other words, it is a wonder that the human mind is able to create, from need and cognitive structure and instinct, a morphological structure of communication that can change over time from context to context, yet still be understood.
It is a wonder that is both natural yet arbitrary in its construction. For the syntax, or appearance and sound of a particular kind of piece of language is arbitrary, even though the semantics, or relational meaning of the language is not. Should you, the reader, doubt this proposition, consider that one solitary letter can mean the difference between an object being understood, in an English context, as a bat, a cat, or a hat respectively. One letter can be…
Works Cited
Frompkin, Victoria. (2002) Introduction to Language. Heinle: Seventh edition.
Pinker, Steven. (2000) The Language Instinct. New York: HarperCollins.
speaking in the target language is the expectation that a proficient speaker will sound like a native speaker. Is this an appropriate or realistic expectation?
Not a long while after the emergence of the subject of second language acquisition (SLA), which most of the scholars think came around the time of initial years of 1970s, there has been a need to develop ways by which to measure the development of the second language, aside from the usage of detailed homogeneous skill tests which were mostly appropriate to fulfill other objectives.
As per Freeman's (2009) information, the first declaration of this need was made by Kenji Hukuta (1976). Kenji Hakuta was concerned in knowing the path of his subject Ugusiu's English language development over a period of time. Besides the aforementioned practitioners, other L1 acquisition scholars had carried out for the pupils learning English as a national language. In the research…
References
Bardovi-Harlig, K., & Dornyei, Z. (1998). Do language learners recognize pragmatic violations? Pragmatic vs. grammatical awareness in instructed L2 learning. TESOL Quarterly, 32, 233 -- 259.
Bialystok, E. (1991). Achieving proficiency in a second language: A processing description. In R. Philipson, E. Kellerman, L. Selinker, M. Sharwood Smith, & M. Swain (Eds.), Foreign/second language pedagogy research: A commemorative volume for Claus Faerch (Vol. 64, pp. 63 -- 78). Clevedon, UK: Multilingual Matters.
Bialystok, E. (1993). Symbolic representation and attentional control in pragmatic competence. In G. Kasper & S. Blum-Kulka (Eds.), Interlanguage pragmatics (pp. 43 -- 59). New York: Oxford University Press.
Bouton, L.F. (1988). A cross-cultural study of ability to interpret implicatures in English. World Englishes, 7(2), 183 -- 196.
eal-Time Language Change
"The moral of the story is that if we think we observe a change in progress from a to B, we need to provide evidence not just of the existence of B, but also of the prior existence of A" (Britain, 2008:1).
So it is how Britain summarizes his overall findings of an investigation into the origins of a conservative conservational variant in 19th century New Zealand English. It turns out to be the case that the MOUTH diphthong that he was looking into was not really all the present in actual usage as had often been thought. And yet the changes that did not come about did not arise in isolation, which was why they were seen as being movement away from what others would assume to be a standardized language base (Coupland, 2010). Instead, it was more of an example of why it is important…
REFERENCES
Auer, P. And Schmidt, J.E. (2009). Language and space: An international handbook of linguistic variation, vol. 1. In Theories and Methods. Berlin/New York: Mouton de Gruyter.
Britain, D. (2008). When is a chance not a change?: a case study on the dialect origins of New Zealand English. Department of Language and Linguistics. Essex University. Viewable https://www.essex.ac.uk/linguistics/publications/errl/When_is_a_change_not_a_change_ERRIL.pdf .
Coupland, N. (2010). Language, ideology, media and social change. Performing the Self. SPELL: Swiss Papers in English Language and Literature 24. Ed. Karen Junod and Didier Maillat. Tubingen: Narr.
Fagyal, Z., et al., (2010). Centers and peripheries: Network roles in language change. Lingua, doi:10.1016/j.lingua.2010.02.001.
Thus, lessons can utilize elements learned from understand how the brain naturally learns a language to augment the student's ability to progress more efficiently in learning a second language later on in life. Lessons would produce the environment which calls on the same type of brain functions that were so crucial in language acquisition in early childhood. Thus, teaching can become an extension of pre-existing strategies the students have already used earlier on in their lives without even knowing it. This means lesson plans built on a structure that highlights the importance of language at the phonic level, as this is what the author asserts as the primary vehicle for language acquisition in young children.
Lightbrown & Spada (2006) also provide evidence which would back up Kuhl's claims in the text How Languages Are Learned. In their discussion of early language acquisition, Lightbrown & Spada (2006) explain how the child's…
References
Kuhl, Patricia K. (2010). Brain mechanisms in early language acquisition. Neuron, 67(5), 713-727. Doi: 10.1016/j.neuron.2010.08.038
Lightbrown, Patsy M. & Spada, Nina. (2006). How Languages are Learned. Oxford University Press.
With insertion, sounds are added to words that are not apparent in spelling or slow pronunciation (Scramm, 2001). This can provide confusion to learners of a new language since the way they are instructed to pronounce certain words do not correspond to how they perceive the words visually. A couple of examples of insertion in the English language are words like "hamster," which is usually pronounced "hamster," or "month," which is usually pronounced with an exaggerated "t" sound - "mon-t-th" (Scramm, 2001).
The final category of phonological rules is deletion. This type of rule deals with processes of pronunciation in which sounds are left out, or deleted (Scramm, 2001). With the process of deletion, confusion may arise when the pronunciation of a word diverges from the way it is spelled and becomes very similar to the pronunciation of another word with completely different meaning. An example of this is the…
References
Johnson, M. (1984). A discovery procedure for certain. phonological rules. In COLING-84, Stanford, CA, pp. 344-347.
Ferguson, R. (2006). Basic processes in reading: Can Functional Phonological Recoding be blocked? Canadian Journal of Experimental Psychology.
Schramm, a. (2001). Phonological Rules. Retrieved 6/09/2007 from http:www.hamline.edu/personal/aschramm/linguistics2001/9phonrlz.html.
In the development of language skills the learning and implementation of semantic memory is therefore vital to the central aims of language and communication. The flowing quotation outlines the function of semantic memory in relation to language production
Semantic memory is the system that you use to store your knowledge of the world. It is a knowledge base that we all have and much of which we can access quickly and effortlessly. It includes our memory of the meanings of words - the kind of memory that lets us recall not only the names of the world's great capitals, but also social customs, the functions of things, and their colour and odour.
( What are semantic memories?)
3. The stages of language production and semantic memory
As has been discussed above, semantic memory is memory that is shared and common to the language users. It enables the understanding and recognition…
References
Learning and Conditioning. Retrieved July 13, 2009, from http://www.scribd.com/doc/11255529/AP-Psychology-Review-Part-3?autodown=pdf
Linguistics. Retrieved July 13, 2009, from http://www.geocities.com/CollegePark/3920/?200914>
Semantic Memory. Retrieved July 13, 2009, from http://www.enotes.com/gale-psychology-encyclopedia/semantic-memory
What are semantic memories? Retrieved July 13, 2009, from http://www.bbc.co.uk/radio4/memory/understand/semantic_memories.shtml
Also, student's vocabulary and formality of speech can and will differ in different social contexts, from school to home to the playground, as indeed does all human speech, as even teachers adopt a greater degree of formality speaking to the principal, to students, and also in their own homes.
hy teach standard speech at all? hat to do when certain patterns of speech, such as Black English, have different grammatical variations than standard written English? One approach is to stress contextual aspects of speech in education. (Chaika, 1994, p.299) It cannot be denied that job applicants and people are validated and valued differently, depending on how their speech coheres to Standard ritten English. Even dialect speakers are evaluated on a valuation gradient, as speakers with certain desirable accents, like a British accent for example, might be esteemed more than speakers with a traditionally Black or Spanish accent, unfairly. (Chaika, 1994,…
Works Cited
Adger, Carolyn Temple. (Mar 1997) "Dialect Education: Not only for Oakland." Vol. 20. No. 2. ERIC Database. Retrieved 2 Oct 2005 http://www.cal.org/ericcll/news/199703/9703Dialect.html
Chaika, Elaine. (1994) Language -- The Social Mirror: Teaching Methods. Third Edition. New York: Heinle & Heinle Publishers.
Wolfram, W., Christian, D., & Adger, C. (1996) Dialects in schools and communities. Mahwah, NJ: Erlbaum.
Age and Learning a New Language
hat is the ideal age for a person to be able to learn a new language? hat are the dynamics (besides age) that contribute to SLA? This paper delves into those subjects using scholarly articles as resources.
The Literature on Learning a New Language and Age
"…Early beginners, through their longer exposure to L2, reach the necessary competence levels in their two languages sooner to allow transfer in both directions…" (Djigunovic, 2010).
hy are very young students especially gifted to pick up new languages quickly? The scholarship shows that younger learners "…have no awkwardness or inhibitions with the new language" and don't get too upset when they make mistakes (Cenoz, 2003, p. 77). As to whether or not younger learners "…soak up new languages" simply because the soak up information like a sponge soaks up water, Cenoz has his doubts. Indeed studies show younger…
Works Cited
Cenoz, Jasone. (2003). "The Effect of Age on Foreign Language Acquisition in Formal
Contexts. In Age and the Acquisition of English As a Foreign Language, M. Mayo, and M.
Lecumberri, Eds. Bristol, UK: Multilingual Matters.
Cummins, Jim, and Davison, Chris. (2007). International Handbook of English Language
Also different cultures and different regions have their own peculiar requirements. For example, a method that works well in United States of America may not work that well in a country like Malaysia. "With regard to lexical ambiguity, the rich inflectional morphology of Italian makes it relatively easy to distinguish between nouns, verbs, and other grammatical classes. In contrast, the sparse grammatical morphology of English means that nouns, verbs, and other word classes often sound alike and must be disambiguated by context (the comb vs. To comb), or by prosodic cues (to record vs. The record)" (Bates, Devescovi & Wulfeck, 2001).
So the differences are stark. In Chinese context application of morphology becomes more difficult. In countries like Malaysia where different languages are spoken the application of just the method of morphology can not simply work In some countries where English is taught as a second language morphology is used…
References
Dixon, W. & Smith, H. (2000). Links between Early Temperament and Language Acquisition. Merrill-Palmer Quarterly. Vol: 46. Issue: 3.
Bates, E., Devescovi, A., & Wulfeck, B. (2001). PSYCHOLINGUISTICS: A Cross-Language Perspective. Annual Review of Psychology.
Finite and Non-Finite English Verbs
Verbs do much of the semantic labor in a language -- their use allows us to mean things that cannot be conveyed by mere nouns and adjectives. In our study of syntax, we can identify several important classes of verbs by their behavior and use, and the way in which they interact with negation: finite and non-finite verbs. These verb classes allow us to do a variety of things: distinguish perfect (i.e. finished) and imperfect (not yet complete) actions without the cumbersome use of case markers, use verbs as the core of an independent sentence (finite verbs only), and form the base for clauses that employ auxiliary verbs (nonfinite verb-based clauses). The acquisition of finite and non-finite verbs in English is interesting to many scholars (Theakston, Lieven, & Tomasello, 2003). These forms also respond to negation in distinctive ways compared to other verbs. Below, I…
The only part of the human body that can really be said to be devoted to speech in a way totally unique to humans is the brain. There are language centers in the human brain that researchers have yet to find any analogs for in other animals. This supports Noam Chomsky's assertion that language did not simply evolve from animal calls. There are, it is true, all of the biological mechanisms required for speech in many other animals, but language is capable of much more than simply making sounds or even communicating. Language can imagine the future, and express ideas that do not necessarily pertain to the current situation. The difference between the language of humans and the communication abilities of animals, as it is not physically based, must be neurologically based, and research both into human and animal brains and a careful examination of language supports this theory.
Chomsky,…
Works Cited
Duke University Neurobiology. http://www.duke.edu/~pk10/language/neuro.htm
These different perspectives were based upon their language learning experiences from the past, their language proficiency, their current academic needs, and also their future career choices. To bridge the gap, the teachers engaged in dialogue with the students to determine the best ways to engage the students individually (Pazaver, and Wang 35).
In a study in the International Journal of English Studies, the authors used ELT materials in order build of a reliable instrument to help in the potential for the promotion of implicit and explicit components in ESL learning by students. The found that implicitness and explicitness were promoted equally by the ESL teaching units in three different textbooks (Criado Sanchez, Sanchez Perez, and Cantos Gomez 129). In an article in the journal of Applied Linguistics, .W. Schmidt analyzes issues that impact upon explicit learning modalities. He concludes that subliminal language learning is impossible. Also, he notes that it…
References
Akakura, Motoko. "Evaluating the Effectiveness of Explicit Instruction on Implicit and Explicit L2
knowledge." Language Teaching Research. 16.1 (2012): 9 -- 37.
Criado Sanchez, Raquel, Aquilano Sanchez Perez, and Pascual Cantos Gomez. "An Attempt to Elaborate a Construct to Measure the Degree of Explicitness and Implicitness in ELT
Materials." International Journal of English Studies. 10.1 (2010): 103-129.
Vocabulary Acquisition in ESOL Students
English as foreign/second language (EFL/ESL) classrooms widely neglected the area of vocabulary, until lately. Grammar lessons are founded on a collection of rules having coherent structure, expected to be remembered or followed by students. However, the same doesn't hold true when it comes to vocabulary (Jeff, 2010). In the past few years, this area of English learning has gained importance as a necessary component to be learned by ESL students. It is believed by many to be just as crucial as reading, speaking, writing, and listening (Jeff, 2010). Work of different researchers state that knowledge of vocabulary aids language use, which in turn helps expand vocabulary knowledge, while knowledge about the world leads to increased language use and vocabulary knowledge (p. 6). The above contextualized outlook towards vocabulary learning will aid students in expanding their vocabulary by means of authentic communication (Jeff, 2010).
Of all…
References
Adel M. Alharbi. (2015). Building Vocabulary for Language Learning: Approach for ESL Learners to Study New Vocabulary. Journal of International Students. ISSN: 2162-3104 Print / ISSN: 2166-3750 Online Volume 5, Issue 4, pp. 501-511
August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth Mahwah, New Jersey: Lawrence Erlbaum Associates.
ERIC Clearinghouse on Languages and Linguistics. (1992). Myths and misconceptions about second language learning. ERIC Digest. Washington, DC: Author. Retrieved May 22, 2007, from http://eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/2a/1d/2b.pdf
Francis, D. J., Rivera, M., Lesaux, N., Keiffer, M., & Rivera, H. (2006). Practical guidelines for the education of English language learners: Research-based recommendations for instruction and academic interventions. Portsmouth, NH: Center on Instruction. Retrieved February 21, 2007, from http://www.centeroninstruction.org/files/ELL1 - Interventions.pdf
Learning Problems vs Language Problems
The objective of this study is to examine how learning problems and language problems are related. Specifically considered will be the fact that when students who are learning English as their second language and who are experiencing academic or behavioral difficulties that the teacher and the school's problem-solving teams must examine whether these problems are related to learning a new language or whether the problems may be due to cognitive delays or developmental delay or disability.
The work of Fisher ( nd) entitled "Assessing English Language Learners for a Learning Disability or Language Issue" states that English language learners all "with learning disabilities...too often...fall through the cracks." (p.13) The reason stated for this is that these learners are often considered to be "slow English learners, or they may be in a school district that does not have enough resources to test them in their L1…
References
Recommended Practices for Assessment, Diagnosis, and Documentation of Learning Disabilities (2014) Learning Disabilities Association of Ontario. Retrieved from: http://www.ldao.ca/documents/Assessment%20Protocols_Sept%2003.pdf
Special Education and English Language Learners: Guidance for LEA Staff
An Overview of the ELL/SPED Programs and the Identification Process
(Webinar #1) (nd) Missouri Department of Elementary and Secondary Education. Retrieved from: http://dese.mo.gov/sites/default/files/webinar/documents/ELL-QandA-12-09-13.pdf
life are in many ways the most exciting, as the newborn develops rapidly into a toddler. Changes in sensorimotor skills, in sheer physical growth, in behavior and brain development, language acquisition, and spiritual formation all comprise some of the key components of life during the first two years. Some of these changes are more noticeable than others. The ones to be most aware of include the following:
Body Changes (Biosocial Development)
Motor Skills Changes (Biosocial Development)
Sensorimotor Changes (Cognitive Development)
Language and Communications Changes (Cognitive Development)
Emotional Changes (Psychosocial Development)
These five are the most crucial areas in the baby's first two years of life because of how these changes will impact biological, psychological, and social development later in life. Many of these changes are plainly visible to the parents. For example, the physical size and body of the child will rapidly change over the two years. Likewise, the baby's…
References
Berger, K.S. (2009). Developing Person Through Childhood and Adolescence. 8th Edition. NY: Worth.
Children's Hospital of Richmond at VCU (2015). Fine motor skills: Birth to 2 years. Retrieved online: http://www.chrichmond.org/Resource-Library/Fine-Motor-Skills-Birth-to-2-years.htm
Memory and Language
Semantic memory is part of a larger division of memory known as declarative memory which refers to items in memory that can be consciously retrieved or recalled such as factual information, memories of events, and other types of knowledge (Tulving, 1972). Semantic memory is the memory of meanings and concept-based knowledge that can be consciously recollected such as facts about the world, word meanings, and other related information, whereas the other component of declarative memory, episodic memory, refers to the memory of biographical and event-related information (Tulving, 1972). Semantic memory functions as a storehouse of knowledge that can be consciously retrieved and applied when needed in specific situations and comprises a large amount of what we learn about the world and out relations in it (Tulving, 1972). Semantic memories are language based.
Human language is a different form of communication that used by other species of animals.…
References
Bock, J.K. & Levelt, W.J.M. (1994.) Language production: Grammatical encoding. In Gernsbacher, M.A. (ed.) Handbook of psycholinguistics (pp. 945 -- 84). New York:
Academic Press.
Dudai, Y. (2007) Memory: It's all about representations. In: Roediger, H.L., Dudai, Y. & Fitzpatrick S.M., (eds.) Science of memory: Concepts (pp 13-16). New York: Oxford
Jakobson, R. (1963). Implications of language universals for linguistics. In Greenberg, J. (ed.)
Although seemingly impossible, bias was reduced according to the article: "Safeguards against bias on the part of the parent, the experimenter and the assistant were stringent to ensure that these individuals did not influence infants' HT's."
The authors believed that HTs by 6-month-old infants were significant data points to base a study upon. While I personally disagree with the methods of this research, the importance of this study does not appear to be lost. The age at which children do appear to be learning is very important but this article does not provide a significant argument to support this in this particular study. The conclusions of the study are muddled and incomplete as well, as not clear result was communicated. Ultimately the authors' concluded that "infants demonstrate a capacity to learn simply by being exposed to language during the first half year of life, before the time that they have…
Language
Power and Language
The concept of power has been examined closely by many philosophers throughout human history. These philosophers have different ideas of what power is, but they all, in some way, believe that the concept of language is central to power. In On Violence, Hannah Arendt quotes several such definitions. She says that power may be "making others act as I choose," "to command and be obeyed," or "the instinct of domination" (36-7). All of these definitions have some basis in the reality of the concept, but the two philosophers who will be the focus of this essay, Arendt and Nietzsche, disagree with this basic premise and attempt to quantify power in different terms. They also make the case of the centrality of language to power. In other words, that there is a language to power, and the creation of power, that needs to be understood before the…
Works Cited
Arendt, Hannah. On Revolution. London: Penguin Books, 1990. Print.
-. On Violence. Orlando, FL: Harcourt Brace & Company, 1970. Print.
-. "Reflections on Violence." New York Review of Books, 1969. Web.
Hutcheon, Pat Duffy. "Hannah Arendt and the Concept of Power." (1996). Web.
Language Development in Young Children
Early Childhood and Literacy
Language is a physical link of a child to his outside world. Language acquisition is essential for a child's social, physical and cognitive development. It plays a vital role in developing an individual who would be able to express himself adequately to his family, friends and the world around him. A vast majority of the children can develop linguistic skills effortlessly, whereas some have difficulty in developing these essential skills. They are slow to learn a language and eventually struggle with academic and literacy skills throughout their educational career. The first few years of a child's life are important and critical for their performance.
This project examines the issues related to language development in first two years of a child's life. It also discusses the importance of the language and the role linguistics play in preparing a child for his academic…
Bibliography
Byrne, M. (1978). Appraisal of child language acquisition. Diagnostic methods in speech pathology, 102-177.
Clark, B.A. (1991). First- and Second-Language Acquisition in childhood. Retrieved from http://ceep.crc.uiuc.edu/pubs/katzsym/clark-b.pdf
CLLRNet. (2007, June). Early Childhood Learning. Retrieved from http://www.ccl-cca.ca/pdfs/ECLKC/bulletin/ECLKCBulletinLanguage.pdf
fund, O. o. (2007). The Language of Babies, Toddlers and preschoolers. . Retrieved from http://www.ounceofprevention.org/research/pdfs/LanguageofBabies.pdf
Traditional Methods of Language Teaching
The paper discuses the various traditional methods of language teaching, namely:
Grammar Translation Method
The Audio-lingual Method
The Direct Method
The Silent Way
The Communicative Approach
Cognitive code learning
The Natural Approach
Behaviorist approach
Functional-Notional Approach and The task-based approach
The paper discusses each approach in details and describes its various chief principles and how it helps both teachers and students to teach, understand, learn, and practice all the skills they learn through these approaches.
Grammar Translation Method
This method involves the learner to spend a lot of time in understanding the language structure. Though both listening as well as speaking suffer because of it. However, grammar and vocabulary are being stressed throughout the teaching method.
The grammar translation method has been derived from traditional approaches to the teaching of Latin and Greek in the nineteenth century (Selected Lesson Plans). It was originally used to…
References
Benstein, Patricia. Explaining concepts behind the Silent Way. Wanadoo Communiquer. www.wanadoo.fr
Communicative language teaching. Sil International.
A www.sil.org
Capes - History of Language Teaching 2. Club Internet.
feature of language and why?
The most important key feature of any language is grammar. Grammar provides structure and meaning to sounds. Without a grammatical framework, it is unclear if a word is referring to a noun or an adjective; an adverb or a verb. Even a computer language must have a grammatical construction to be read and to be comprehensible. Many words between different languages sound very similar (such as Latin and Portuguese, for example) but without grammatical rules the distinctions in use between those sounds is unclear. Grammar also is part of the social 'situation' of a language. For a language to be effective, it cannot exist in a vacuum. "No commonly-spoken language is fixed. All languages change over time. What we call 'grammar' is simply a reflection of a language at a particular time" (What is grammar, 2014, English Club). Over time certain grammatical rules may become…
References
Factors that influence the acquisition of a second language. (2014). ESL. Retrieved from:
http://esl.fis.edu/teachers/support/factors.htm
Language learning by adults. (2013). Linguistics 201. Retrieved from: http://pandora.cii.wwu.edu/vajda/ling201/test4materials/secondlangacquisition.htm
What is grammar? (2014). English Club. Retrieved from: http://www.englishclub.com/grammar/grammar-what.htm
vocabulary we have does more than communicate our knowledge. It shapes what we can know. Evaluate this claim with reference to different areas of knowledge.
esponse Question: Does vocabulary limit what we can know or limit what we can express?
The sentiment, "the vocabulary we have does more than communicate our knowledge. It shapes what we can know" expresses only a partial truth. The vocabulary we have only shapes what we can express or communicate to others, but real wisdom and discovery, as encountered in various areas of knowledge, can transcend vocabulary. This is most immediate in the area of knowledge encompasses by the arts. Literature, music, art and poetry can often express the inexpressible, aptly conveying it to the spectator and imparting wisdom to that spectator. The spectator may be fully aware of this, and fully cognizant that he has been touched, but unable to express through words just…
References
Eliot, T. (1971). The Waste Land: A Facsimile and Transcript of the Original Drafts. New York: Harcourt Books.
Levine, L., & Munsch, J. (2010). Child Development: An Active Learning Approach. Thousand Oaks: Sage Publishers.
Pinker, S. (2008, January 13). The Moral Instinct. Retrieved from cuny.edu: http://www.qcc.cuny.edu/SocialSciences/ppecorino/INTRO_TEXT/Chapter%208%20Ethics/Reading-The%20Moral-Instinct.htm
Learning a language: Gaining fluency in a language to be free
The acquisition of language is never a culturally neutral process. When someone learns his or her first or even a second language, that individual also acquires a status in the eyes of the world, based upon how that language is perceived. The race of the speaker, his or her perceived level of education, gender, and race all interact with the stereotypes that exist in the gazer's mind. In Christine Marin's essay "Spanish Lessons," Marin chronicles how her unsteadiness in Spanish did not initially bother her, given the fact that she grew up in a society that prized whiteness. Gradually, as she grew older and her attitude towards her heritage changed, her lack of fluency in her native tongue became a burden. Similarly, Malcolm X was forced to grapple with his complex relationship with the English language. On one hand,…
Fastpack has an impressive, solid position on the uritanian courier market. The company does not necessarily need to be acquired by TNT. In my opinion, Fastpack would have more to gain if it were not acquired by TNT. Fastpack has a market share base on the international market that the company can further exploit and expand, leading to overall growth for the company, both locally and internationally.
TNT however, needs to acquire Fastpack. As mentioned above, it is quite difficult for foreign companies to enter the uritanian courier market. The best way of succeeding would be to acquire a well-known local company. Therefore, it might be a better solution for both companies, and especially for Fastpack, to decide upon a merger between the two companies rather than on an acquisition of Fastpack by TNT.
Initial Valuation of the Company Acquired by TNT
Objective: the purpose of the acquisition of Fastpack…
Reference List
Summary Balance Sheets (2008). Retrieved January 22, 2009.
Executive Summary (2008). Retrieved January 23, 2009.
Platt, Gordon (2004). Cross-Border Mergers Show Rising Trend as Global Economy Expands. Global Finance. Retrieved January 23, 2009 at http://findarticles.com/p/articles/mi_qa3715/is_200412/ai_n9466795 .
Finkelstein, Sydney (2008). Cross Border Mergers and Acquisitions. Dartmouth College. Retrieved January 23, 2009 at http://mba.tuck.dartmouth.edu/pages/faculty/syd.finkelstein/articles/Cross_Border.pdf .
Yiddish as a first language in Ultra-Orthodox Jewish communities, compared to the use of local vernacular (for example, Hebrew in Israeli-ased Jews, or English in London and New York-ased Jews): in Hasidic Jews, the use of Yiddish is widespread, whereas in other Jewish groups, the local vernacular is more common.
This paper discusses the reasons behind these differences, and looks at the functions that Yiddish serves in these Hasidic Jew communities. The paper also looks at the effects of outside pressures has on the use of Yiddish, and on issues of identity in general.
The paper also looks at the religious issues related to the use of Yiddish, and at heritage issues in general. The paper also looks in detail at the use of Yiddish as a cultural isolating mechanism, as a way to create barriers between Hasidic Jews and non-Hasidic Jews, and also Hasidic Jews and non-Jews (gentiles).
The…
Bibliography
Abraham, J.E. (1985). Perceptions of English Learning in a Hasidic Jewish Sect.
Abrams, D. And Hogg, M.A. (2000). Social Identity: Constructive and Critical.
Belcove-Shalin, J. (1995). New World Hasidim: Ethnographic Studies of Hasidic Jews in America.
Ben-Rafael, E. Language and Social Division -The Case of Israel.
Any good that is purchased from Amazon via the internet is governed by Article 2 of the UCC. Buying a CD from this site would constitute buying a good. When the Amazon site puts a good up for sale then they are making an offer and when a person agrees to buy that good they are accepting that offer. This transaction would fall under the proposed new UCC § 2-204(4) because it is a transaction done via the internet. In this transaction I had the choice of refusing or taking feat that in order to use the electronic agent to conclude the transaction or to designate acceptance of an offer, in spite of other expressions or actions by the person to which the electronic agent cannot respond.
Once I ordered the CD the merchant had a responsibility of good faith in its performance and enforcement of the contract by providing…
References
Uniform Commercial Code - Article 2. (2005). Retrieved December 7, 2010, from Cornell
University Law School Web site: http://www.law.cornell.edu/ucc/2/
Wife's Story
Firstname Lastname, Acquisitions Editor
From: Firstname Lastname, Supervisor, Acquisitions
The Wife's Story
Pursuant to our conversation about selecting one literary text for publication this session, I recommend "The Wife's Story" by Ursula K. Le Guin.
The Wife's Story: Synopsis
Told in the first person, "The Wife's Story" is a suspenseful work of short fiction that will appeal to readers of fantasy from teen to adult. The prose is conversational and spare. It includes some colloquial language that provides color and context, but it does not detract from the telling of the story. I do not recommend any editing or revisions prior to publication. I believe readers will enjoy it because of the surprise ending. The story immediately engages the reader with the opening sentences: "He was a good husband, a good father. I don't understand it" (Le Guin, 2011). From there, the tension builds as the author foreshadows…
References
Le Guin, U. (2011). The wife's story. In Acosta, D.L.P. a. A. (Eds) Literature: A World of Writing Stories, Poems, Plays, and Essays [VitalSource Digital Version](pp. 3-27) Boston, MA: Pearson Learning Solutions.
Werewolfman. Retrieved March 23, 2013, from Google Images.
Action Research Proposal
The number of school-age English Language Learners in the state of Alberta is increasing at a fast pace. As these students begin studying, they experience a great deal of challenges, which can impact the acquisition and learning of the English language (New York University, 2018). In particular, one of the key challenges faced by these students is pronunciation. What is more, unlike mathematics, English language does not have a material set of rules or guideline as to what sound every letter of the alphabet signifies. For instance, the letter e can be pronounced as e, eh. In addition, the tenses of verbs can also hamper learning. Cultural differences also play a key role in acquisition of the English language (Wold, 2006). There have been deliberations regarding the most efficacious approaches of second language instruction. Picture seeing texts and hearing sounds that do not correspond with those that…
Semantics envisages language meaning and the term focuses on the interpretation of individual words and the denotations that arise from word combinations (Chapter 7, n.d.). The word 'song' can elucidate on this definition. The latter refers to a composition of words or a poem that individuals can sing. Additionally, the word 'song' can be used to show the element of possession, for example, ihanna's song. Semantics can be classified into two namely, receptive and expressive facets. eceptive dimension points to the understanding of language. On the other hand, expressive semantics denotes production of meaningful discourse (Chapter 7, n.d.). The classification of semantics engages the generality in objects, actions, and relations between objects.
Pragmatics alludes to the use of language. The term incorporates rules that dominate the engagement of language for social interaction (Chapter 7, n.d.). The rules of pragmatics are centered on influencing the actions and attitudes of the listener.…
For the first student the mean off task behavior before the A was reached was zero off tasks per minute while after it was one off task per minute. All the students followed a similar pattern.
The A of some the students were identified as two or three. This result suggests that it may be necessary to reduce the quantum of information being introduced to children with learning disabilities. While the teacher may be desirous of imparting more information than the net, effect may be negative. The student begins to lose attention and wander mentally after their A is reached. Students with learning disabilities experience this effect more profoundly (Barron, Evans, Baranik, Serpell, & Buvinger, 2006). Therefore, the present practice of introducing multiple new elements within the teaching module may require modification to address this concern.
The article was a refreshing take on an interesting problem. I agree with the…
References
Barron, K.E., Evans, S.W., Baranik, L.E., Serpell, Z.N., & Buvinger, E. (2005). Achievement
goals of students with ADHD. Learning Disability Quarterly, 29(3), 137-158.
Burns, M.K. & Dean, V.J. (2005). Effect of acquisition rates on off-task behavior with children identified as having learning disabilities. Learning Disability Quarterly, 28(4), 273-281.
Cesaro, J. (1967). The interference theory of forgetting. Scientific American, 217, 117-124.
Inuktitut in Modern Inuit Communities in Northern Canada
The role of language in identity construction of the Inuit in Nunavik (Quebec, Canada), which nourishes the evolution of their ethno-territorial movement in the eastern Canadian Arctic, had been around since the 1970s. This paper is an analysis of the legal-political context of the Quebec State then enables the detachment of the cornerstones of its policy speech in general, and finally those with respect to the indigenous population, in particular to the Inuit language.
There are eight major Inuit communities: those of the LABADO, the UNGAVA, and the BAFFIN, of Iglulik, the CAIBOU, of Netsilik and Copper as well as the Inuit of the Western Arctic (which replaced MACKENZIE INUIT). There are five main dialects Inuit in Canada Inuvialuktun, Inuinnaqtun, Inuktitut and inuttut grouped under a single language, Inuktitut or Inuktitut. (McGrath 2007) At the last census, 70% of Inuit said they…
References
Alia, Valerie (2009). Names and Nunavut: Culture and Identity in Arctic Canada. Berghahn Books. ISBN 9781845451653
Billson, Janet Mancini; Kyra Mancini (2007). Inuit women: their powerful spirit in a century of change. Rowman & Littlefield. ISBN 9780742535961
Crandall, Richard C (2000). Inuit art: a history. McFarland. ISBN 0786407115
De Poncins, Gontran. Kabloona. St. Paul, MN: Graywolf Press, 1996 (originally 1941). ISBN 1-55597-249-7
..set of critical stages for normal psychologic development." (2001) Kandel relates that prior to formal studies being conducted on material deprivation: "...a few anecdotal examples of social isolation were collected by anthropologists and clinicians. From time to time children had been discovered living in an attic or a cellar, with minimal social contact, perhaps spending only a few minutes a day with a caretaker, a nurse or a parent. Children so deprived in early childhood are often later found to be speechless and lacking in social responsiveness." (Kandel, 2001) According to the National Joint Committee on Learning Disabilities in the work entitled: "Issues in Learning Disabilities: Assessment and Diagnosis": Diagnosis, assessment and treatment must be in the nature of 'differential diagnosis' in making identification between varying disorders, syndromes and other factors that impact the acquisition of the skills of listening, speaking, reading, writing reasoning or mathematical abilities." (National Joint Committee…
Bibliography
Kamhi, a.G. (1984) Problem Solving in Child Language Disorders. Language, Speech, and Hearing Services in School Journal. Volume 15. October 1984.
Federici, R.S. (1999) Neuropsychological Evaluation and Rehabilitation of the Post-Institutionalized Child. Presented at the Conference for Children and Residential Care, Stockholm, Sweden May 3, 1999. Neuropsychological and Family Therapy Associated.
A de Valenzuela, JA (1999) the Social Construction of Language Competence: Language Socialization in Three Bilingual Kindergarten Classrooms. University of New Mexico. Dissertation Synopsis.
Thanasoulas, Dimitrios (2001) Language and Disadvantage - Article 70 - the Weekly Column. 2001 August.
Conclusion
Standing at the pivotal point of a changing world economy offers companies and business organizations new opportunities, but they must heed the lessons learned thus far, and make wise and pragmatic business decisions. These business choices are responsible for bringing about a stable world economy. Kemal Davis (2005) at the Financial Times and International Finance Corporation, summed it up this way:
"Given the scale of the challenge we face, there has never been a more critical time for the private sector, together with government, society and others to work together to build a better globalization for all (online)."
Building a globally-integrated world is a bold goal, but not unattainable. Business must take the lead and create for itself an environment of consumer trust, product quality and safety, and become more socially diverse and politically smart. Business must demonstrate its integrity, and concern for their markets by creating international trade…
Works Cited
Davis, Kemal, (2005). Newsroom, United Nations Development Programme, found online at http://content.undp.org/go/newsroom/2005/november/statement-dervis corporation-conference-20051109.en?src=print, retrieved February 2, 2010.
Elliott, Peter and Devine, Tim, (2009). Technology and Digital Business, FT.Com,
Financial Times, found online at http://www.ft.com/cms/s/0/4f043b02-d06e-11de-af9c-00144feabdc0.html , retrieved February 1, 2010.
Grein, Andreas F. And Gould, Stephen J., (2007). Voluntary Codes of Ethical Conduct:
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Wife's Story Firstname Lastname, Acquisitions Editor From: Firstname Lastname, Supervisor, Acquisitions The Wife's Story Pursuant to our conversation about selecting one literary text for publication this session, I recommend…
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..set of critical stages for normal psychologic development." (2001) Kandel relates that prior to formal studies being conducted on material deprivation: "...a few anecdotal examples of social isolation were…
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Conclusion Standing at the pivotal point of a changing world economy offers companies and business organizations new opportunities, but they must heed the lessons learned thus far, and make…
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