Language Is A Key Aspect Of The Learning Process

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

Language is an object that is central to human lives as it is perhaps the most significant cultural tool that separates humans from any other species (Evans, 2014). As language is multimodal, it is often described as a combination of words, sounds, gestures and images created by the mind, used in context with the assistance of objects, actions and interactions (Gee & Hayes, p. 7, 2011). The topics discussed in this essay will demonstrate the importance of language as both an object and as a social process, as a teacher’s approach to diversity in the classroom can be either damaging to a student’s educational experience or uplifting and positive.

1) 1.1 Effective communication is important in developing positive relationships with children, young people and adults in all walks of life and at any age whether it be with relatives, friends, neighbours, colleagues, associates or even total strangers. Also, effective language skills are essential for children to access the curriculum. In the classroom, spoken language is the main way that teachers teach and children learn. Therefore if the skill of communicating in an effective manner isn’t learned or grasped at an early age then it could lead to various complications in terms of interacting with other people, be it in the home or

Throughout the span of the past few weeks I have traversed the globe, visiting several countries and regions, only to realize that although new methods develop, language as a way of expressing ones self has remained the most effective. Despite this fact, language still has its pitfalls. Neil Postman, in his essay “Defending Against the Indefensible,” outlines seven concepts that can be used to aid a student in better understanding the language as a means of communication. He describes how modern teaching methods leave a student vulnerable to the “prejudices of their elders”, further stating that a good teacher must always be skeptical. He urges teachers of all subjects to break free from traditional teachings as

To summarize Dr. Bloom’s article, language and emotion are related in complex ways in the process of development. A child’s language is created by the conditions and circumstances going on in that child’s world at that moment. A child’s feelings and emotions are centered on the personal and physical world and determine the significance of language for learning. Children use words that have different feelings. Though, children typically don’t use emotional descriptive words until language development is underway, around two years of age. Dr. Bloom’s study of children nine months to two and half years of age showed the development in emotion and language from a child’s first word to speaking in sentences. While children achieved simple sentence structure at the age of two, still the children of the study differed in their ages of emotional achievement. When time

Throughout the span of the past few weeks I have traversed the globe, visiting several countries and regions, only to realize that although new methods develop, language as a way of expressing ones self has remained the most effective. Despite this fact, language still has its pitfalls. Neil Postman, in his essay “Defending Against the Indefensible,'; outlines seven concepts that can be used to aid a student in better understanding the language as a means of communication. He describes how modern teaching methods leave a student vulnerable to the “prejudices of their elders';, further stating that a good teacher must always be skeptical. He urges teachers of all subjects to break free from traditional teachings as

Young children began to understand how to engage in social interactions and what language expressions should be used for different social situations. I believe that young children are able to understand the relationship between language and social emotional development through the experiences of how adults communicate their emotions and thoughts to others. But I also have seen in my work as a lead teacher at a childcare center and as a substitute at elementary schools, that children who seem to have some emotional and anti-social problems have difficulty with language and social-emotional development. For example, I have seen children that are shy have problems with language and social development and they have a problem with interacting with others. They have a hard time using their language in social context and this is important for them to be able to grow in their language and social-emotional development. As educators and adults we have to encourage young children with these kinds of issues so that they can continue to grow in these areas. One way we can encourage this is by making sure that they participate in group activities using language appropriately in social

Even as newborns, babies have the beginnings of expressive and responsive language; they have the ability to hear and respond to sounds, including language, and they cry to express discomfort (Fellowes et al., 2010, p. 54). As they grow, children need to not just see, hear or read language, but make meaning of it and be able to analyse it (Green, p. 7). Michael Halliday (as cited in Fellowes et al., 2014, p. 29) identifies seven functions of language in these early years: instrumental, to satisfy wants or needs; regulatory, to control the behaviour of others; interactional, to collaborate; personal, to express oneself; heuristic, to discover and learn; imaginative, to pretend and create; informative, to share information. Children use these language functions within their family, in child care and school settings and in the community in ways that are relevant to their lives (Fellowes et al., 2014, p. 29). In order to develop their individual language capacities successfully children must have expressive and receptive language modelled for them as well be given the opportunities to participate in language experiences, (Fellowes et al., 2014, p. 17). Children who frequently see expressive language modelled competently are able to communicate their needs in a socially acceptable way, as well as regulate their needs effectively (Cole et al., as cited in

Many people research the difference between males and females, especially in the context of education. In the “Teachers’ Classroom Strategies Should Recognize That Men and Women Use Language Differently”, the author explains the difference between the two genders when discussing the subject of language. The way both genders act solely with their gender correlates with their behavior when with both genders. This transcends past the adolescent years and holds truth into adulthood. Many couples have issues because of the miscommunication. They fail to comprehend the opposite sex’s perspective because they view from their own. Understanding the background of each gender’s communication skills and language environment provides the opportunity for one to know the individual deeply.

Language plays many roles in our lives as “language is both a social tool and an information tool” (Hayes & Gee, 2011, p.24). Language is a powerful means of communication, learning and self expression; and contributes substantially to our sense of identity, wellbeing and belonging. Children predominantly learn language from observing and interacting with adults. The manner in which adults use language and interact with children, determines how children learn to use language

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.

Language is a means of Verbal Communication whereby we express our feelings, ideas, experiences & realizations. It can be compared to a Prism which reflects the innumerable shades of human life. Humans stand apart from animals in their capability to use language as a means to express themselves. Language & life are inter-related. In the current scenario we cannot imagine ourselves living or surviving without being able to communicate. Thus Language becomes a distinct entity- a living phenomena wherein thoughts & feelings are shaped.

In this globalized world, learning an extra language other than their native languages is almost essential for every individual. Although the United States is one of the most diverse countries in the world, the need to promote a national language is widely held in the country as requisite for the promotion of a national identity, a President and Chief Executive Officer of the Center for Applied Linguistics in Washington, D.C, Terrence Wiley states (Wiley, 2014). However, English is not considered as an official language, which creates an opportunity for the citizens and immigrants to not only study English, but also inherit their mother tongues and learn other foreign languages as well, particularly during the secondary education. Additionally, “globalization in the economy and politics have profound consequences for language policies in education” (Wiley, 2014). High schools in the United States value diversity in language classes and support students learning more than one language to foster better communication with people around the world.

Language acquisition is one of the main characteristics of human development; it is an essential tool for humans to communicate with one another. First Language (L1) acquisition refers to person’s natural acquisition of their mother tongue. Second language (L2) acquisition is learning another language after a first language is already been learnt. Through research it has been found that children acquiring their first language will initially listen to language they are exposed to, further develop the skills through discovery then implement it in their daily interaction with others.

* In the educational field, the teaching learning cycle is a model used in contemporary teaching in both school and adult educational settings. Rothery (1996 in Derewianka & Jones 2012, pg 43) who originally developed the model used this to aim at disadvantaged children for teaching literacy and writing in the KLA (Key learning areas) who were from socially disadvantaged areas. Over time the model has been phased across other areas of the English language such as listening, speaking, reading as well as writing. The key involvement of the teacher also known as ‘expert other’ in the teaching learning cycle is guiding the learner to understand key concepts in academic literacy through use of scaffolding strategies to transform students