Language Beliefs Paper - Essay Example

Language Beliefs Research on language acquisition/use can be divided into first and second language learning settings. The literature on first language learning is most relevant to child development while second language learning pertains primarily to adult learning, although most general theories of language learning apply to both. While it is not clear whether different psychological processes are involved in first and second language learning, there are however a number of differences in the way children and adults learn and this has important implications.

Theories of adult learning and literacy are more expected to be providing an appropriate framework for second language learning compared to those concerned with child development. Linguistic-oriented theories of language learning tend to highlight genetic mechanisms, which are the so-called "universal grammars" in explaining language acquisition. Behavioral theories dispute that association, reinforcement, and imitation are the primary factors in the acquisition of language. Cognitive theories put forward that schema, rule structures, and meaning are the distinctive characteristic of language learning.

Memory processes have been singled out as the basis for language intellectual capacity. There are a number of principles, which are related, with second language acquisition of children but in the following paragraphs, only the most imperative ones are stated. The first principle states that bilingualism is an asset hence it must be promoted at all levels. The topic of the use of language for bilingual children has now been a debate for the last so many years and there are no simple and definite answer.

At times, parents as well as members of a community start feeling pretty strongly about their children who could not speak English in school. At other points of time, it has been witnessed that there is a robust attitude attached with the strengthening of the home language, while at the same time teaching English. The decision as to how to introduce English to children who come to school with limited proficiency in English should be left to local discretion of the parents as well as at times, to the children themselves, the latter being the case when they have serious problems understanding the second language or have trouble speaking and/or writing or both.

If we talk about acquiring English, the child might come into sight as having some degree of know-how and adeptness in both the languages, thus signifying it as a transitional chapter for the duration of which requirement of use of the native language pretty much consequences in a demur in proficiency of the language. In the fullness of time, quite a few children accomplish age-appropriate levels in this new acquired language, despite the fact that they may keep hold of an inflection and keep on making grammatical errors and mistakes which outline them as nonnative speakers.

However, this is vital on the teachers’ part to become conscious that it is an impermanent period in the language development of the child. Rationally speaking, a language can be preserved only if there is an exposure to the speakers of that very language as well as the opportunities that are used with it. Children must definitely be buoyant enough to speak their native language and opportunities for use should also be sufficient to uphold the language. During all this debate, teachers must do the needful that they can to foster the childs language development process as far as the home language is concerned.

If the language is not being used in the child’s school, the teachers should give confidence to the parents to use the native language at home with their children no matter how much resistance they face from their young ones. This goes a long way in the future when many of the students long for the time they lost in gaining proficiency of their native language. Nonetheless, the price for the family can be literally endless if grown-up children as well as adolescents cannot communicate well with their parents.

It is an absolute must that teachers of children who have limited and sufficient proficiency in English should create language-rich environments. It is imperative that the teachers must be good models of the language the children are into learning. This can be done through speaking clearly as well as logically with comprehension at its very best level. They must get bigger and enlarge the overall picture as regards to the childs speech and not only when the language is actually being taught to him or her in the language classes, but also throughout, i.e., in all the subjects.

Teachers of children with limited proficiency in English should be ready to lend a hand at explaining the intricacies of vocabulary which is new and untried to most of the young ones as well as keep a constant check at developing their vocabulary. There are a number of guidelines for the second language learners, which are stated as follows:Be proactive Take advantage of everything that happens for language acquisition Use selective attention to help your accuracy Combine formal and informal learning Put yourself in situations where you have to use the language you are learning Establish that you want to speak the language you are learning Be creative in finding ways to practice the language Expand the areas of language you can operate in Use a variety of strategies to help yourself learn Take opportunities to use the language Set yourself achievable goals Find ways to generate comprehensible input Help yourself understand BIBLIOGRAPHYFavreau, M.

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