This will lay the structure for us to consider the nuances of shared reading in the linguistic context. (Mercer et al, 1996)
The first model is called affective filter hypothesis. We will study this model from the perspective of bilingualism. It has been assumed that every child has a first language before he or she knows it. But we must remember, there are also many homes in various parts of the world where children are brought up with a more or less equitable exposure to two and sometimes, even three languages - both in the written and spoken forms. For example, an average curriculum in India for any school includes English as well as a second language, which is more often than not Hindi (the national language), and finally a third language until the age of 13 (this is generally the regional or local language). Therefore, to study this hypothesis we must keep in mind that there are individuals who grow up with equally strong holds over two or even more languages. (Mercer et al, 1996)
To begin with this hypothesis works on the assumption that there is a filter in every individual's mind that impedes the process of the second (or third) language or L2 entering into one's awareness. The elements that are required to cross this phase include relaxing techniques and the creation of a congenial learning environment. A congenial environment more often than not signifies cooperation and a certain comfort level in carrying out various reading and writing exercises. This further sets the platform for shared reading. It is therefore, an accepted fact that shared reading must be initiated among children when they are very small as this is the time when they are the least intimidated by interaction with other people their age, or a teach they are comfortable with, where these teachers may even include parents. This is owing to the fact that shared reading exercises take place both in school and at home, where children have let their guard down. (Johnson, 1996. p 82 to 137)
If we delve further into the hypothesis, we will find that this filter is sensitive to risks and other factors that create insecurity or discomfort. Therefore, according to this model, language should be taught through the transmission of explicit messages and not just instructive methods - this promotes a better medium for conscious awareness. This calls for some amount of creativity which is best practiced when the child is at his most comfortable best.
In this context, the underlying element that is being made use of is motivation. This provides a strong theoretical basis for convincing someone to create a desire to reach for something. This is special importance in language learning through the use of multimedia because attractiveness in instruction helps deviate from the regular and this creates an atmosphere of motivation for the learner. This atmosphere in turn promotes the relaxation scope to learn at one's own pace and level of interest or create the required levels of the same at a sub conscious level. (Mercer et al, 1996)
This person friendly theory supports the psychological aspects of intrinsic