Communication Developmental Theory

It is equally critical to choose a language strategy and then stick to it throughout your children 's language journey. There are several strategies to choose from. The most common are: OPOL "one-person-one-language", LC "language by context" or ML@H "majority language at home". Success Factor # 2: Timing You have probably heard the ground rule before: the earlier you start exposing your children to languages the better. Do you also know why?

The parents are their first teachers, they teach the kids and make them more discipline. They should come to school with the structure already built up from their parents. Secondly, Colin stated, “when does the learning process begin.” “It begins the first time a child in a mother’s arms”. When the child is born they should be that is my mother, she will teach me about everything. The child will learn from their mother because they think of their mother as a guardian.

(2012). A Comparison of Developmental Social--Pragmatic and Naturalistic Behavioral Interventions on Language Use and Social Engagement in Children With Autism. Journal Of Speech, Language & Hearing Research, 55(5), 1301-1313. Ingersoll, B., & Schreibman, L. (2006). Teaching Reciprocal Imitation Skills to Young Children with Autism Using a Naturalistic Behavioral Approach: Effects on Language, Pretend Play, and Joint Attention.

Search Engine: PsycInfo 9. Retz, W., & Rösler, M. (2009). The relation of ADHD and violent aggression: What can we learn from epidemiological and genetic studies? This research explains the relationship of genes and the environment that children with ADHD are living in. Learning more about the connection of genes that make up attitude is a major key in this research.

Language skills Language skill is one of the milestone achievements of the first two years of life. Children are born with innate schema of communication, such as body language or facial expression to communicate with parents or caregiver. The acquisition of language starts from phonology, which is an important skill for a child to master where he or she is to absorb the sound and identify the sounds form one language to another. This was nurtured both at home and in school where Alexander has to absorb sounds from native (Cantonese) and foreign languages (English). Semantics is the understanding and the usage of words.

“Communication is the purposeful, continually changing, complex process of sharing one’s opinions, thoughts, ideas, observations, personal experiences, stories, and self-concept, and the ability to receive, understand, and react to the input of others, while taking into consideration the message, the communicators and their relationship, and the other properties of communication such as ambiguity, irreversibility, and unrepeatability. In a simpler sense, it is how we humans continue to exist and make sense of our world without the endless frustration of not being able to say what we want to say and hear what we need to hear.” Purposeful. Communication, no matter how it is exhibited, always has a purpose to be served. Depending on the way it is delivered, communication sets out to fulfill a certain aim: to inform, to entertain, to persuade, or simply to affect or influence. Every form of communication, whether written or oral, verbal or non-verbal, needs to satisfy a function.

When it is taken into account in the field of language teaching, it shows how languages are learned. Behaviorist psychology had a significant effect on the teaching and learning principles of audio-lingual method. In Audiolingualism, the underlying theory of learning is behaviorist. Stimulus, response, and reinforcement are the main components of Behaviorism. When we adjust it to language learning; the stimulus is the information about foreign language, the response is student’s reaction on the presented material, and the reinforcement is natural “self-satisfaction of target language use (Richards & Rodgers, 1987).

A number of sources have supported the relevance of the chunking theory in mastering language. For instance, Gupta and MacWhinney (2001) discuss chunking helps understand the development of fluency in the context of second language acquisition. Green (2012) further suggested that the chunking theory is also applicable to learning phonological shapes of worlds in first and second language acquisitions. Chunks are results of neuromotor routines. Learners nurture them through practice, and then process them as single units.

Various research work in this field yield a bilingual advantage hypothesis which proposes a relationship between bilingualism and cognitive development. According to this, early awareness of different words and that different words can label the same concept, may drive early development of semantic relations in the lexicon of the bilingual child (Cummins, 2001; Vygotsky, 1962). Thereby, bilingual children possess a more developed semantic network than monolingual

At the end of the week the student could take the chart results home to share with the parent/guardians. Giving the student self-monitoring charts will encourage the student to be more aware of taking responsibility for their future while establishing goals and creating progression charts. It is important for the teacher to reach out to his peers to find solutions to helping his/her student(s) learn in their own way to be more