English_and_learning-1689874720.710626 (1)
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Nairobi Institute Of Business Studies *
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204
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Linguistics
Date
Nov 24, 2024
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docx
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Uploaded by kenayugi30
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1.
There are numerous English dialects in the United States, and various authorities classify
them in various ways. There are fourteen major regional dialects in America, according to
numerous sources. Subdialect estimations within those major groups can differ. The
major dialects are divided into three major geographic areas: Southern, Northern, and
Western American English. Since I am an American, we share a common language;
however, in other nations, people do not speak the same way. In America, our dialect was
established because we have lived longer within a set of geographical or social
boundaries. I feel good about the American English dialect because it has a very limited
external influence, and we have managed to develop a vocabulary of defining words,
syntax, and grammar, as well as expressions.
2.
Parts of language (phonology, morphology, syntax, semantics, and pragmatics).
Phonology:
Phonology is an exploration of the structure of speech within the context of a
language, encompassing both the patterns of fundamental units of speech and the
generally recognized principles of pronunciation. Phonemes are the smallest sound
components that make up a language.
Morphology:
Morphology is the examination of words, their construction, and how they
relate to various other words in a given language.
Syntax:
Syntax is an examination of how syllables and their most fundamentally
meaningful elements are put together to form sentences. People must adhere to every
language's syntax, or the laws of grammar, since words are arranged together during the
process of communicating. The ability to understand that the following two statements,
despite having distinct word order and degree of complexity, have the same meaning is
due to our understanding of syntax.
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Semantics:
Semantics is the study of how meaning is expressed through language. It is
our grasp of semantics that enables us to comprehend the fact that a person who is "green
with envy" does not have a different color or that "having cold feet" has little to do with
the end of our own legs and more to do with our apprehension about a novel experience.
Pragmatics:
Pragmatics pertains to how members of the speech community use language
to accomplish their goals. 4 For instance, the way you communicate with a sibling differs
from the way you communicate with your parents. A formal discourse may utilize
terminology that is very different from what we would hear during a lunch with five
friends.
3.
A short or quick intervention to assist a secondary-level student with an expressive
language fluency disorder In addition to classroom lectures, I would employ small group
training and individual conferencing. Keeping expectations outlined so that the student is
aware of what is expected of them. Keep an eye out for linguistic cues for incorrect
behavior. On more extensive assignments, I would also use collaborative exercises where
the student might take on different roles according to their strengths. Last, I would advise
teachers to assign performance and grading priorities to students who struggle to assess
the relative relevance of what they hear or read. When task demands are modest, many
students may learn to produce well, but many struggle when presented with several
concurrent demands on their linguistic abilities.
4.
To encourage the development of vocabulary in my grade and in my areas of study as a
teacher, I would have to allow learners time to read extensively, deliberately choose
words that are deserving of instruction, model my own word-solving techniques, and
offer learners the chance to participate in collaborative conversations.
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4
Emotional and behavioral disorders (EBD)
5.
Males and adolescent girls, particularly those who are African-American or Hispanic
American, are overrepresented in the number of students classified as having EBD.
Why?
This is because these youth have shown a pattern of disconnectedness from
learning, reduced social adjustment, academic failure, and involvement with the state
criminal justice system. Offering incentives for various types of academic success will
help identify and care for students with EBD. Their instructor should be ready to
acknowledge and reward their efforts on a regular basis. This can significantly increase
these kids' incentive to perform well in your class.
6.
In my classroom environment, I have seen students with depressive disorders due to
family issues. Some have displayed personality disorders and trauma. In the management
of this kind of mental problem, I have involved the school administration to assist in the
management of the disorder. Occasionally, if the problem occurs for more than a few
days, the students are normally taken to a mental psychiatrist for mental assessment in
cases of excess worry and anxiety.
7.
In the DSM-5, there are behavioral characteristics that I normally identify as a teacher.
Some of the characteristics that are easy to spot include conduct disorders, anxiety
disorders, and mental retardation. These are some of the internalizing disorders that
present higher levels of negative affectivity, which some students mostly experience.
8.
The causes of EBD are either biological or environmental; however, there are ways in
which learning institutions can help students by offering an environment that supports
them. The support environment for these students includes keeping manageable class
rules and activities that are simpler, precise, and clear. Teachers can also provide a school
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environment that rewards students’ positive behaviors, fair treatment, mini-breaks in
between work times, and good motivation for students.
9.
SAED-2 is a structure that helps teachers to spot students with emotional disturbance
(ED). The information obtained may be employed to choose IEP objectives, support
functional behavior assessments, track development, and aid in research. Any
combination of the three SAED-2 components can be used. In the Second Edition
(BERS-2), children aged 5-0 through 18-11 can use the Second Edition (BERS-2) to
gauge their own particular abilities and skills.
10.
Family, individual, substance addiction, and mental health are the four key indicators that
young people are more likely to engage in delinquent behaviors. A young person is
typically exposed to risk factors in more than one of the categories mentioned above. Due
to social categorizations like class, color, and gender, intersectionality can play a role in
this.
11.
Teachers need to be aware of exercises that help students with EBD. As a teacher, I would
support a student with EBD in the classroom by establishing an emotionally safe space
and recognizing when the student needed mental health help from other outside sources. I
would assume responsibility for the student's emotional wellbeing and be the first to get
in touch with them if I ever noticed any warning indications of mental health problems.
12.
In Teaching Social Competence and Emotional Problem Solving, I would use three main
strategies to promote their social and emotional competence. I would teach the students to
recognize and deal with their emotions. Second, I would give them an opportunity to flex
their SEL muscles to help me figure out exact partner pairings, such as a shy one with an
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outgoing student. Last, I would incorporate a ‘calm down corner, where they would
reground before going back into a group setting.
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References
Alzahrani, M., Alharbi, M., & Alodwani, A. (2019). The Effect of Social-Emotional
Competence on Children Academic Achievement and Behavioral
Development.
International Education Studies
,
12
(12), 141-149.
Hum approaches to child MGT-CRN#30375-202330 conference. (n.d.).
https://recordings.rna1.blindsidenetworks.com/gram/aac71f65324deeb62c505559
2898fb61e33aa12b-1688665066191/capture/
YouTube. (2013, January 24).
American English is Changing Fast
. YouTube.
https://youtube.com/watch?v=aL0--f89Qds
Number story
. American SPCC. (2022, September 30). https://americanspcc.org/number-
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