Therefore, when a parent changes jobs and it involves moving to a different part of the world, there is linguistic demand on them and their children (Romaine, 1995).
During the first week, I observed the children in the role play area and offered guidance and assistance when needed. In the second week I joined the children in the role play area, initiating and supporting. Finally I introduced an old word processor in order to improve and extend the children's writing skills. Children could use this to type things such as prescriptions, appointment sheets and health advice and print them off. By adding props which support early writing, it allows the children to make early attempts at writing through play. By adding this word processor to the role play area it will "help set the scene" for the topic area. This allows the children to get involved and makes the role play area more "meaningful" to the activity (Cooke, 1997, p. 122).
On the first day, the teacher read a book called "A Day in the Life of a Doctor" to the whole class. The teaching assistant translated it to Urdu, a member of the EAL (English as Additional Language) department translated it to Tamil, and this in turn started a discussion about being ill and going to the doctor. A child in my group who is normally shy and timid started to participate in the conversation. When this child is home, her first language is Tamil and her English is very limited, however, listening to the lady translate it she started responding by telling how her sister had a cough and that her mum had to take her to the doctor. She was also listening to her peers explaining in English and she tried to start a simple sentence in English by saying "my mum", then she stopped as she got embarrassed. This is a prime example of how this role play area is great way for learning and improving communication in English.
A research experiment was conducted by York University researchers on four groups of students, where three were fluent in English and the fourth comprised of bilingual children (Spanish, Hebrew and Chinese) and one monolingual English speaker. The result shows that the bilingual children, using both languages to learn to read, show significant improvements in their capacity for non-word decoding and their ability to apply the techniques of reading to a new set of materials. The only disadvantage is that they start with a smaller vocabulary in each language.
All the children have been given their own doctor and nurse identification cards with their photos. The children were asked to write their names on the cards before