Mediation And Private Speech

Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each play a role in language development. However, I believe that in acquiring a language, one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners learn differently and so a variety of resources will need to be used based on the ability of each student. There are many theories that have been developed by highly qualified experts in the field on linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

There are both positive and negative aspects of learning a language, but people are likely to equalize two sides and try not to lose the relationships with their family and the society. Amy Tan, in “Mother Tongue” and Richard Rodriguez in “Aria: A Memoir of a Bilingual Childhood” explain how they viewed their private and public languages through their experiences and how they managed these two languages and established themselves in the society. Tan initially felt ashamed of her private language and favored the public language; however, in the end she showed that she could manage the balance between the languages and finally utilized both in public. On the other hand, Rodriguez preferred his private language which made him feel comfortable;

1.2 Social helps support Speech, Language and Communication skills (SLC) by the children sharing toys with each other and this helps support children’s development in SLC skills because a child might not be able to speak properly so

Mitigated speech is a communication that is indirect. Malcolm Gladwell in the book Outliers defines mitigated speech as “any attempt to downplay or sugarcoat the meaning of what is being said” (194). People who come across as too harsh or forceful communicate more directly to people who prefer communicating through a mitigated speech. One mitigates when they feel ashamed or embarrassed or when they are speaking to a higher authority. Even though mitigation is a good way to show respect and courtesy for others, it can be an obstacle in one’s life. Three obstacles that prevent an individual from becoming successful when having a mitigating speech are not being able to be direct, not being able to express ones opinion, and not being able to

When I was five years old my parents decided to move to the United States from South Korea. My parents wanted my sister Sunny and me to learn English because they knew how important it is today to know the global universal language. When I first arrived in America, I had no problem in communicating with others because I was able to communicate through my parents in Korean instead of speaking for myself to English speakers. But that soon changed when I first entered the discourse community of my kindergarten class. I needed to adapt to the community by learning English in order for me to communicate with my peers and teachers. Syntax learning this new language was difficult for me because the teachers could only teach me and communicate

The Interactionist perspective focuses on the importance of sociocultural interaction on children’s development of language. It states that children acquire language through their attempts to communicate with the world around them. In addition, the interactionist perspective has a strong focus on the actual language development process itself. Adult’s communication with children plays an important role in the language development process. Through conversations with adults, children are exposed to higher levels of functioning (i.e., vocabulary or linguistic structures) that is beyond their developmental level.

1.Check in questions specifically ask the parties involved to make a decision and feel in control to move forward. Questions that can be asked that are not check-ins include questions that are likely to lead into other conversations.

Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at the time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Kirsten Hummel states, “The one most effective way to increase L2 competence was by exposure to ‘comprehensible input’.” (Hummel, 2014, p. 73) Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each plays a role in language development. However, I believe that to acquire language one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners acquire language differently and so using a variety of resources that are based on the ability of each student is neccesary. There are many theories that have been developed by highly qualified experts in the field of linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

Social interaction is linked to communication, as communicating makes up a large part of human

These interactions will be effected by practices implicit in the social context in which the learning is taking place (Wood, 1986)

I have had the privilege of facilitating people in a variety of situations. As a result, I have learned and practiced many of the skills that are used for mediation. Some of these skills are empathy, intuition, active listening, helping a person to expand their viewpoints by challenging them and offering alternative ideas I am also strong with coming up with creative solutions (Howden. 2015). Many people have told me that I am very good at facilitating. I do not ever receive any growth feedback and I do not find this helpful because I believe there is always room to grow. I am a novice and I know that there is a lot to learn in order to be more effective in helping people. For instance, tenacity is a weakness (Howden. 2015). I know I have a lot to offer by way of helping people in their lives, but am also very aware that there is so much more to learn.

The two processes that are involved in every interaction are assimilation and accommodation. Assimilation means gaining some knowledge and making it fit in with what you already know. This is a necessity in order to develop our cognitive structures. This is a process that everyone encounters even though they may not be aware of when it is happening. Our perceptions of things are enhanced when something of the outside world is assimilated or added into our internal world. Accommodation is the changing of one’s structure of thought. During this process, the gaining of new knowledge fails to co-exist with what we already know. Therefore, we must accommodate or adjust our

The nature of the mediation will be relevant to states, including enforcement, confidentiality, and who should serve as a mediator. Parties can enforce mediation through a couple different methods. First, parties currently in litigation can enforce mediation with a stipulated settlement approved by the Supreme Court. For example, in the Republican River mediation, the Supreme Court approved the mediated settlement between the parties, making it binding law. Second, mediation can lead to a memorandum of understanding between the parties. In the Lake Michigan mediation, the states agreed to a memorandum and agreed to seek enforcement by the Supreme Court if needed. Finally, states can agree to a new

The industrious classroom was bustling with children laughing, pretending, communicating and a plethora of other activities. At this age they are engaging in private speech and still in the process of developing their speech habits. Private speech is the act of children verbalizing their thoughts in a sense as to guide their actions (Santrock, 2010). A child sitting by himself is trying to mimic a pattern of colorful shapes on a piece of string. “Red, blue, green,..” he says out loud as he places the respective shapes on the string. Private speech in this case would be him saying each color aloud in order to guide the placement of each shape. Upon completion he smiles at his creation then rushes to show it to the nearest adult. “Good job, Max!”, the teacher exclaims to him and asks him if can do another one for her. He says “Thank you.”, and eagerly rushes back to the shapes and empties his string ready to start anew. Finishing another pattern he rushes back to the adult where he cheers because he is feeling happy that he did a great job on his pattern, the instructor thought so as well. The young boy was very receptive in terms of the instructor’s comments. He knew that he had done a great job on his pattern when the teacher told him great job. His reaction shows that he was able to understand that the teacher’s statement was congratulatory and a positive interaction, to which he responded with similar energy.

Any speech event, or for that matter, any communicative event includes interlocutors of various types like speaker-listener, addresser-addressee or sender-receiver. These two roles may be reversible or irreversible. Further, the hearers may be one or many as in the case of a public lecture, or the hearer/hearers may not even be in front of each other, as in the case of a telephone conversation. The sender and the receiver may not see each other. But underlying all these communicative events, there is a mutual expectation and awareness on the part of the roles about the presence or existence of the other role. For instance, when a devotee prays to God, he expects that there is God and obviously the unseen God is the other participant. Similarly, when a poet writes a poem, he does not know who the readers are, but he expects them to be present somewhere. When someone with authority rebukes another person who is in a subordinate position, there will be no change of roles.