first and second language development comparison
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Brandman University *
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526
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Linguistics
Date
Jan 9, 2024
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docx
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Uploaded by BailiffBaboon3367
The six stages of first and second language acquisition were the three things I found most
fascinating. Pre-production, early production, speech emergence, basic fluency, intermediate
fluency, and advanced fluency are these stages. The learner only hears the language during the
pre-production stage. The following stage is called early production, and during this time the
infant might use telegraphic language to pronounce one or two words simultaneously. Two-word
statements, such as "cat hungry" or "I hungry," are considered telegraph language. Speech
emergence is the stage at which a person starts to meaningfully produce words. i.e., the speaker
is speaking in lengthier sentences and using longer words. At the first fluency step, the relative
fluency starts to show in the language use. The next level of fluency is intermediate, where
students have a larger vocabulary and make fewer mistakes. At this point, kids start to feel at
ease expressing an opinion, doing situational analysis, or speaking on more complicated subjects.
We now come to advanced fluency. When learners have advanced fluency, they are at ease
discussing novel and unfamiliar topics. It was also intriguing to me how many of these activities
may benefit non-native speakers in the classroom. I've discovered that some of the best methods
to assist in these circumstances are to watch how I speak, provide visual aids, and encourage
students to use tools like ASL, speech binders, or speech tablets. Making a worksheet with
questions such, "What is your favorite animal," along with a picture so they can see that we are
talking about animals, was one activity I thought of. If the student is still confused, I will ask
them to try answering the question aloud and explain what they believe we are discussing before
telling them whether they were correct. If they were mistaken, we would take use of the situation
to practice more vocabulary, which would be the focus of my second activity. A weekly
vocabulary list with the term in their language, the word in whatever language they are learning,
a meaning, and a visual would be my second exercise. The learners would complete a spelling
exam in a manner like English speaking classes, and at the conclusion, I would assess the class to
utter each word so I could determine who was performing well and who was not. I would
perform my final task as a "ticket out the door" type of activity. For the class to see them, I
would have chosen three vocabulary words and wrote them down in English on the board for this
assignment. The pupils would then be asked to write what they believed each term to mean in
their own language. Finally, I would go through it with the class by selecting students to respond.
If they gave an incorrect response, I would let them know and assist them in resolving the issue
before going on to the next word. Because the cognitive advantages of learning a language have
a direct bearing on academic accomplishment, I believe it is crucial to assist first and second
language acquisition and development in children. Bilingual kids can and will become better
readers, writers, and mathematicians than monolingual kids, and they might even perform better
on standardized examinations.
References
Byrnes, J. P. (2019). Language and literacy development, second edition: What educators need to
know. Guilford Publications.
Take online courses. earn college credit. Research Schools, Degrees & Careers. Study.com |
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