Australian Contextual Language Analysis

Theoretical Perspectives and Contexts of Language Developments are discussed in this chapter of Beverly Otto’s Language Development in Early Childhood Education (2014).

Language is very individual, not everyone will think the same, this is the same for children, from the moment we are born we are exposed to the world of language, this isn’t just verbally, we use written language also. Language is something we do in our everyday life’s, it is something we learn from the world we socialise in and in our culture, children will mimic those around them and, learn language themselves by interpreting the world around them. We use language every day to express our thoughts, feelings, create and maintain social relationships. “All language written, spoken and visual-arises from cultural and social contexts and is understood by people in terms of their social and cultural backgrounds” (Campbell, R & Green, D. (2006). pg 2). This is where children in classrooms are influenced by social and culture backgrounds. How children learn in the classroom will depend greatly on their exposures they have had in life, does their culture practice of language and literacy compliment or conflict the practices that is expected at school. There is no right or wrong answer, it is very much expected that not all children will practice at home what is expected at schools, This is why as teachers, we need to be aware that not all children are the same, as we are not, they may use language differently , so “ Teachers are therefore faced with the task of observing children, locating their interests and needs as well as their uses of language” (Campbell, R & Green, D. (2006). Pg 6). Children want to feel they are in an insider regardless of their past learning, all schools should be able to assist children transition into learning at school. When it comes to teaching literacy and language, “All children are from differing language and cultural backgrounds, children with

Nature and nurture both play a significant role in language development. Language development refers to how children understand, organise, speak and use words in order to communicate at an effective, age-appropriate level (Karen Kearns, 2013, P.105). For centuries, theorists have been debating the roles of nature versus nurture. Although, each child’s language will develop at their own pace and there will be many individual differences based on culture, ethnicity, health and ability. As well as physical, social, emotional and cognitive development in which will contribute to a child’s language development.

Jaky Troy (2012) mentions, “without knowledge of our language we feel culturally and spiritually diminished.” There are over 250 original languages and majority of indigenous people in Australia belong to one or more of them. Nonetheless majority of them cannot remember or hardly speak it (Troy, 2012). Consequently, many Aboriginals do not speak their languages but rather speak one or more forms of Aboriginal English. This results in Aboriginal students feeling uncomfortable regardless of the amount of good teachers that were there to help them (Troy, 2012). According to (Hanlen, 2002) Aboriginal kids are given next to nothing in terms of learning Western literacy or the English language, resulting in separation from the Mainstream society inevitably leading to marginalisation. When Aboriginal students use Aboriginal English they feel inadequate and inferior. In relation to intelligence, students are said to be or even been given the impression, that they lack and must seek intelligence (Shipp, 2012). Throughout

Respecting and recognising children’s bilingual abilities can be socially and cognitively beneficial for young children. Vygotsky (as cited in Garton, 1992) main theory is that speech is derived from social influences then advocates cognitive and linguistic development although, Gee (1996) argues that the assimilation of language is contextual to social, cultural and historical backgrounds this is called ‘sociocultural’; which influences a deeper and meaningful understanding of language. Gee’s argument conceives a more contemporary and deeper understanding for bilingual children’s learning of literacy to be at a social and cognitive integration. Barratt-Pugh (2000) argues the benefits supporting home language in early childhood setting can strengthen children’s self-concept, confidence, and a positive sense of identity. Children are

Additionally, the use of Standard English is a national norm in multicultural countries like Australia. Australia’s language diversity lies in the eighteen percent of people speaking a language other than English at home, including Aboriginal English (forms of English spoken by Aboriginal people). Standard English is a variety or dialect of English that is uniform in formal and informal speech and writing used by the educated, with distinct features of accent, grammar, words and meaning, including voice quality, rhythm and language use (Emmit, Zbaracki, Komesaroff, & Pollock, 2010, p. 40). The purpose of this report is to discuss the role of language in early years (before school) and later years (school attending years) of a child’s life. Halliday (1975). Wilkinson (1982) and Tough (1977) as sited in Fellows (2014) formulated systems to categorise language function. The functions will be highlighted thought out this report, specifically in early stages (before school) and later stages (school attending years). Including the role of language in communication, cultural influences, and the identity of a child and how language can

It is beautiful to see how language has different interpretations. It can be a different language from half way around the world or it can be a dialect. It can be an accent or a more loosened form of English. It is used every day, becoming a tool for growth and before people know it, it becomes this soul tweaking tool that raises and composes a personality and identity within a culture and family. As esteemed novelist and writer Amy Tan describes in her essay,Mother Tongue, it is “the language spoken in the family, especially in immigrant families which are more insular, plays a large role in shaping the language of the child” (181). Growing up

The language is one of the main components of culture. It reflects someone’s identity, and it is even more important in Aboriginal people’s culture because it is used to tell the stories and to pass on the ancestor’s knowledges. Unfortunately, today, many Aboriginal languages are extinct, and fewer than 150 remain in daily

The speech of an individual is a linguistic map of their identity and an indication of how they would like to be perceived. Migrants who come to Australia already possess the linguistic structures of their mother tongue, and these will affect the way they speak English, forming an ethnolect. Consequently, a person’s language is a clear indicator of their past ethnic origins, and the English they choose to speak will also indicate how they would like others to perceive them. This latter is true for everyone, as we all vary our language according to context.

2 of material seen as a tool and seeing those who are Indigenous as a third person plural, meaning to spend more time talking about Indigenous Australians instead of being with them. This construct is an example of the marxist literacy theory displacing the linguistic positioning. This is evaluated throughout the text bringing evidence to support linguistics, but offers instead a constructed reflection on social institutions in relation to grammar and

Nowadays, knowing more than one language is important not only just with communication in a multi-culture society like Australia but it also contribute in individual career. Therefore, children are born ready to become bilingual and language learner. Bilingual, according to Kessler (1997) is defined as “the alternate use or more language within the same individual” (p.17). Young children who are acquiring two languages simultaneously from birth appear to mix language at the word level, utterance level and across in small conversation level. Children often put together or combine two or more separate language in their utterances. Therefore, language mixing is a phenomenon of bilingual and happens in young children. The aim of this paper is

There are many different variations of language, language that is seen, such as sign language, body language and written language, then there is the language that is heard, such as people speaking. There are over 7,000 spoken languages in the world alone without taking into consideration nonverbal languages. For adults and children alike, this can be overwhelming because in each language there are different behaviour patterns, different registers, different age groups and what is acceptable in one language may not be considered acceptable in another such as how close is too close to stand to someone else. For children who come from families whose first language is not English, this is even more difficult when trying to live somewhere that doesn’t predominately speak their first language, which is just one of the many differences people have to be aware of when considering diversity. This essay will examine the different environmental and circumstantial factors that may influence the development of children and the role that language can play in their lives as they grow, such as what and who children are exposed to, positive and negative influences such as adults and other children and the lifelong impact these surroundings have on the child.

From a baby 's first word to their first complete sentence, there 's a lot to debate with their language development. The average child has a vocabulary of up to six-thousand words by the time they turn five years old (Brighthubcom, 2016). Language development is one of the most critical roles for an educator in both early childhood and primary settings. It is this ability of language development that is particularly interesting in the nature vs nurture debate. In order for educators to provide effective communication, it is important that they have the knowledge and understanding of the four key concepts of language, such as phonological, syntactic, semantic and pragmatic development and the underlying theoretical perspectives that explain the processes of language acquisition and development.

A common conundrum for many psycholinguistics over the past number of years has been the way in which children acquire their first language. Linguists cannot come to an agreement as to whether a child has an innate ability within them from which the language develops or whether the language acquired is a result of adults helping to guide and correct their child. In this essay I will attempt to present both arguments, discussing the different stages of language development that a child goes through.

The development of a child is considered on the basis of his social cultural contexts which include family background, cultural values and educational settings (Rosa & Tudge, 2013; Ministry of Education [MoE], 1996). Hence, language learnt from family is called as mother tongue/home language which is vital for child’s unique identity, self esteem, self belongings and well beings (Kaur, 2010; Rosa & Tudge, 2013).