Similarities And Differences Between English And Kihaavu Language

This paper will be revisiting the article PreK-3rd; Challenging common myths about young English language learners written by Linda Espinosa. In this article Espinosa provides us with some common myths that people believe about dual language programs and the effects that it has on children. Therefore, in my previous reflection paper two myths were chosen which were myths one and six. Thus the two myths are “myth 1: Learning Two Languages During the Early Childhood Years Will Overwhelm, Confuse, and/ or Delay Acquisition of English (Espinosa pg. 5).” The second myth is “myth 6: Native English Speakers May Experience Academic and Language Delays in Dual Language Programs (Espinosa pg. 15).” In the previous reflection paper, I discussed the two myths based off of my prior knowledge. Thus since the course is coming to an end, I will be stating if my opinion has changed or remained the same towards these two myths. Therefore, this paper will be providing more evidences that was been provided for us throughout the quarter.

Purpose: To highlight the difficulties students have at school and at home when it comes down to learning a language which they aren’t acquainted to and the consequences of such, depending on their social background.

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;

Colonialism brings drastic changes in the Political, Economical and Social conditions of the colonized countries. It also sows the seed of English education among the colonies which attempts to transform the indigenous people into ‘human’. The emergence of English language education and colonial rule dominates the native tongue in various spheres and in due course surpasses it. Initially, the purpose of English education is to assimilate indigenous people into the dominant mainstream English speaking society and its culture. Indirectly, the aim is to lose their Native culture and language. Besides, those attempts, later in the twentieth century English language revitalizes the strength of Native people to voice out their experiences, to register their oral tradition, folklore and history which are accessible globally now. Moreover new strategies have been evolved to improve the foreign tongue (English) as a second language like TPR-S. Such techniques not only help them to master over the language English and

We believe that everything in our life is usually fine with no problems but that are times that we tend to realize the difference in our life, “But, I do think that 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” (Tan P.199). The family plays a major language modeling role onto the child. The author contradicts sociologists and linguists on the influenced by peers of developing language skills. She believes it is through family that affects how the child interprets language. In addition, the quality of speech is at home. Steele’s quote conveys to readers that life observations are based on a particular person’s perspective. Tan provides ample evidence on sociologists and linguists research on developing language skills, their research points out that children’s language skills are influenced by classmates. Yet Tan’s belief is that immigrant families have greater impact on the child due to their grasp of the english language. Ultimately, it is Tan’s personal experience that lead to her idea on with developing language skills compare to the sociologist and linguist whether than by family. Tan indicates that her life experiences with language developing skills are influenced by

Learning a second language necessarily involves comparison with the learners’ first language, but the latter is generally perceived as causing ‘interference’ in the learning of the target language. So, students are taught to imitate, practice drills, and create speaking habits without addressing the larger complexities of language learning. In the language classroom, learners do not only learn about a culture but they try to understand themselves in relation to that culture. This process entails the transformational engagement of the learner in the act of learning. Students bring with them their own conceptions, misconceptions, experiences, feelings and understanding to the classroom, and as they interact with another culture, their views will continue to change and shape their learning as well as their identity. The diverse cultural understandings and experiences of the students are highly influential and therefore need to be taken into account.

Guidelines to teaching a foreign language highlight all of these elements. Listening, reading, writing, and speaking are all taught and tested at beginner, intermediate, advanced, and superior levels so that these different learning methods are highlighted and executed at varying levels. Children also learn and are shown new ways of looking at the world through the varying strategies. In fact, correlation studies have shown that “students who have had several years of foreign language do better on SATs, particularly the verbal part” (WALKER). As root words, prefixes, suffixes, conjugation, and noun agreements are taught in new languages, it is easier to see connections to the structure of one’s first language. The knowledge of a language one is raised speaking and understanding is simply obtained through experience. However, learning a second language emphasizes the parts of language that come naturally in the first. It takes self-motivated work and dedication to learn a second language later in life, so the outcome of attaining a comprehensive grasp on a foreign language early on pays off in multiple ways.

Those structures that are similar will be easy to learn because they will be transferred and may function satisfactorily in the foreign language. Those structures that are different will be difficult because when transferred they will not function satisfactorily in the foreign language and will therefore have to be changed. We can say that the degree of control of these structures that are different is an index to how much of the language a person has learned.”

The term Contrastive linguistics was suggested by Whorf (1941) for a comparative study which is giving emphasis on linguistic differences. The aim of the comparison is established by the very purpose of the comparison operation. Viewed theoretically and practically, comparing languages has drawn the attention of a number of scholars and researchers as an interesting sub-field of applied linguistics. One of the merits of such kind of comparison is that contrastive analysis demonstrates the universal aspects of the languages under consideration what is language specific. Hence, the process is significant for understanding languages in general and for shedding more light that helps explore the languages compared (Johansson and Hofland,

According to Houmanfar, Hayes, and Herbst (2005), the first and second languages are interrelated and the history of the first language is a participatory factor in the acquisition of the second language (L2) and its maintenance. The Contrastive Analysis Hypothesis indicates that the structure and shape of the L1 of an individual are different from those the L2 that could create errors in speaking, reading and writing (Dulay et al., 1982). Similarities and differences between L1 and L2 acquisition will be outlined in terms of various theories.

The development of language and how these changes have impacted on learners’ literacy will be discussed throughout this essay, conveying factors such as the relationship between language and social processes, how language and literacy is influenced by personal, social and cultural factors also relating to the effects that barriers to learning have as well as shared contextual knowledge of language that learners’ have. Various other reasons for language change and development such as accents and dialect, differences between spoken and written English and the influences the internet has from social networking sites, the use of text messaging as a form of communication and the effect it has on literacy will be discussed and argued.

[Will discuss the main differences between Nepali and English and the peculiarities of Nepali related to universal tendencies. Will use the theories of cross linguistic influence in second language acquisition to determine the likely interlanguage forms of native Nepali speakers learning English.

Bacalu (2011) continues to discuss culture stating that “Children coming from a different cultural background should be treated with much care. Schools should give children chance to learn their heritage language and be encouraged to understand their roots.” In some best-case scenario children would learn their native language in a bilingual classroom where the native culture could also be studied. Fer (2016) addresses the need for multiculturalism “Multiculturalism does not mean assimilation or minorities or their tolerance, but openness to otherness, toward the other and taking into consideration differences and diversity as richness.” Wang (2015) states that “the study of second language acquisition has much to do with philosophy, linguistics, phycology, pedagogy, sociology, cognitive psychology” These literature sources stress the need for learners of a new language not to lose their own language and culture during the acquisition of 2015) the new language.

The usage of the many forms of English dialects have often led to miscommunication. The knowledge gained beforehand can help to limit that, and to provide those visiting with an idea of what the local culture is like. There are specific words and phrases that may prove useful, words and phrases to avoid, and many key differences between American English and British English.

I am here to present on the topic ‘Language in Indian Writing in English’. Basically I will be talking about the usage of language, the writing style, of blending language and culture and my analysis of it in the text - The God of Small Things by Arundhati Roy.