As they grow, they learn the language around them. Children then learn about their world through language by talking, playing and reading; parents and teachers use various forms of language to help children learn. Later, children learn about language as they grow older. Language develops in a generally predictable manner. The brain is believed to be "prewired" for learning language. As infants, children learn by listening. As they hear strings of sounds being used by others, they begin to decipher the meaningful units.
They gradually understand more and more of what others say. Children usually produce their first true words around 12 months of age. This is often referred to as " expressive language. They may recognize words but not verbalize them. The teacher should include the student in activities and games. The student may respond best with peers. As they move through this stage the student will begin to respond with one word answers.
In the Early Production Stage a student will continue to develop listening skills and build vocabulary. The teacher can continue to introduce new vocabulary while practicing previously taught vocabulary. Teachers could start a sentence with one or two words and have the child complete it. Speech Emergence Stage-LEP3 The student will begin to respond with simple sentences when comfortable in their environment. This is the time of the shift from language reception to language production.
Students may mispronounce words -- this is OK. Everyone around the student should listen and praise any attempts at speech. This is directly related to the growing ability to use many more words and short sentences. Delays in language can have a variety of sources. When parents suspect such delays it is always prudent to check with a professional. Repeated ear infections in the first few years delay expressive language.
Hearing two languages spoken at home is a real advantage to the child. If a child hears two languages from birth, he or she will maintain the ability to hear the sounds of both and be able to speak each language with the accent of a native speaker. If parents each speak a different language, it is helpful if the child hears the same language consistently from the parent who is its native speaker.
If, for example, the mother is a native English speaker and the father a native Spanish speaker, it will be less confusing for the child to hear each parent speak in his or her native language. The child may mix the languages in his or her own speech initially, but will typically sort it out by approximately two and one-half years of age.
Then he or she will separate the words belonging to each language and know which language to use with which parent. By seven years of age, the child is likely to be able to cope with the two language systems without a problem, using both vocabulary and grammar appropriate for his age.
If a child enters a pre-school and is first exposed to a second language after the age of three, she will still be able to acquire the second language easily because she knows the rules of communication.
In three to seven months the child will begin to understand the second language. After about two years she will be able to carry-on a fluent conversation. Young children learn a second language more easily than adults because the window of opportunity for learning language is still open for them. Helping the child build her self-confidence during the time she is learning a second language is very important.
Music is a great way to help the child learn words and phrases in the new language. Talking slowly, clearly, and simply is also helpful. It is also important for parents to continue speaking to the child at home in her native language because it continues to lay the foundation for the second language by providing the basic rules of communication.
Also, the parent-child interaction might suffer if the parents speak less to the child in an attempt to use the second language. Parents play a key role in helping their child learn language. They offer research-based suggestions for parents at each stage of development.
Barnet, A. New York, N. Gopnik, A. Meltzoff, P. William Morrow and Co. Johnson, G. Eliot, L. Shonkoff, J. Elaine Shiver, M. Comments and questions may be directed to IDRA via e-mail at feedback idra.
0コメント