- Sep 2017
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Students who have a home language (L1) other than English are faced with the chal-lenge of learning a new or target language (L2) that has different features from their home language. The syntactic, semantic, morphemic, phonetic, and pragmatic aspects of the two languages may be significantly different
Important for future teachers to recognize and understand that many children will come from different language back-rounds, and learning a new target language can and most likely will be a struggle
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Children may be expected, and thus taught, to speak only when an adult addresses them. They are not encouraged to initiate conversa-tions with adults or to join spontaneously in ongoing adult conversations. In addi-tion, in some cultures, children who enthusiastically volunteer answers at school are considered show-offs
shows the variation in cultures, different cultures handle language development differently. These variations in tactics can also connect to social-emotional growth in different children from different cultures
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Tho Sapir-Whorf hypothesis staled that lho way wn think and viow tho world is dotorminnd by our languago (Anderson & Lightfoot. 2002; Crystal. HlD7; flayes, Omstnin, & Gago, HlB7). fnslances of c:ul-llll'al difforoncns in la11guagu uso am oviclont in languages having specific words for concopls and othm languagos using several words lo roprosont those concepts.
Different cultures obviously have unique languages. Therefore, according to one's culture, the way her or she thinks and learns is specific to the culture they were raised in/are familiar with.
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The emphasis of this perspective is that language is acquired as maturation occurs and cognitive competencies develop. Whereas the nalivisl perspective emphasizes the inborn language mechanism, the cognitive developmental perspective assumes that cognitive development is a "prerequisite nnd foundation for language learn-ing" (Karmiloff & Karmiloff-Smith, 200'1, p. 5}. This perspective also proposes that a child learns language by using the same mechanisms as for other learning. Thus, there is no unique language mechanism.
"Thus there is no unique language mechanism" I find this interesting, so as a child ages and hears all sorts of language, and his cognitive competencies develop, then he naturallyy absorbs language and literacy from surroundings
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language acquisition device (LAD) (Chomsky, 1982: Harris, 1992). The LAD enables children to process and acquire language through innate knowledge of grammatical classes, underlying deep structure, and ways in which language can be manipulated.
How can knowledge of grammatical classes be innate? I was under the impression innate was something that is inborn like an instinct.
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In the field of child study, there has been a long-standing debate about the roles of nature and nurture in influencing an individual's development (Karmiloff & Karmiloff-Smilh, 2001; Sanlrock, 2001). This debate has also been evident in the development of theoretical perspectives on language development.
This debate between nature vs. nurture seems to be reoccurring in all of our courses this year. We're currently discussing this topic in Human Growth & Development regarding several other factors besides language development. It's interesting to see the connections.
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- Aug 2017
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To be able lo function successfully in a society and its culture (and subcultures), children need lo develop a wide range of language competencies. Nol only do chil-dren need lo acquire an oral language, they need lo be able to use that language effectively in a variety of sellings.
This is extremely important in multicultural situations, i.e for teachers who plan on teaching abroad. Children need to understand their own language first before being able to begin to comprehend a foreign one.
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Learning to distinguish between similar-sounding words, such as can and car, is facilitated by the different ways in which those two words are used in meaningful contexts.
Understanding the meaning of the work and therefore distinguishing the differences in sounds
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Oral language development and written language development are interrelated processes that culminate in children's communicative com~encies.
I feel like this quote is important for all of the future educators in our classroom, to understand that there is a relationship between the processes of oral language development and written language development
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