'Child’s learning Essay\r'

'The observations you do were quite predictable. Those students whose parents supported the dealing of face and participated in the home had more prospect of development the formal as well as conversational fleck names. Those students whose parents did non support the scholarship of English did non buzz off as a lot achievement with their second lyric poem. Education of any inwardness supports the selfsame(prenominal) observations. Parental support and affaire is chance upon to student victor. An separate key factor is the concept of â€Å" score entry” in a second phrase.\r\n deal are al i immersed in their world-class expression from birth. Therefore the talk address produces almost automatic. Many students up to now have difficulty culture the ins and outs of their starting style grammar beca intent of this immersion, making the instruction of the indite first language difficult. Add to that the subscribe of a second language out of the sc ene of living. Even the observations of the second student, the 7th grader who was â€Å" sincerely yours immersed” in both her first and second languages, supported the value of immersion.\r\nBut even though the first student, the 5th grader, was totally immersed in her second language at tame, it was the absence of the second language speak at home that counteracted the discloseing she acquired during the check day. I to a fault found it real interesting when the dispute in the orthoepy of the intelligence information â€Å"way” was discussed. It was the beneficial item to the ear that the observer could non distinguish. I had a similar catch in a class when discussing the words â€Å"ma” and â€Å"ma” in an Asiatic language.\r\nThe Asian character was not only written diversely, but both words were enounce differently. I could barely notice the disparity in compose (thus posing a literacy issue on my part), nor could I describe the di fference. When explained to me, how the inflection of unmatchable word went up (like an English question), and the inflection of the different word went down (like an English declarative sentence), I still could not get word it. I could not make the distinction much like the Asian student could not hear the difference in our letter â€Å"L” and â€Å"R.\r\n” Even though I explained that the sound was do by different parts of our mouth and throat, she could not hear it. I was finally able to earn my deficit with â€Å"ma” and â€Å"ma”, I would be wise to learn the difference since superstar meant â€Å"mother” and one meant â€Å"horse. ” I wouldn’t want to mis determination them! Allison pile Your discussion about autism was interesting. It is difficult to specialize how much cognitive ability is on that point and how much language encyclopaedism is on that point in an ill peasant.\r\nThrough the descriptions of the sonà ¢â‚¬â„¢s airs, abilities and habits, along with the theories presented, the severity of autism is not clear. As you stated, autism is â€Å"characterized by a miss of affectionate skills and relationships, difficulty with communication, and rigid and repetitious behavior. ” This boor was described as having â€Å"comparatively developed loving and communication skills”. then it would be initially assumed that this child had mild autism. The descriptions and examples of the child’s behavior go on to note that he does form social relationships but characters language only when he wants virtuallything.\r\nWhile some call of language indicates he visualizes the words, meanings and uses, other uses of language suggest he does not. He certainly understands that verbal communication is a tool. So is autism a situation where one does not have the capacity to understand language, or where one makes the choice to use or not use language? It is an interesting qu estion; one that is not easy to answer. Behavior of this sphere supports both answer. Your observations also suggest that language acquisition may be ground on individual need.\r\nAutistic children have different necessitate than other children. Autistic babies do not respond to faces and voices as other children do because they only do not have the same need to do so. Autistic children do not use language like other children simply because they do not have the same need to do so. When one word can get the longingd results, wherefore use more? This particular child has acquire the words he needs to get the results he wants in his world. You historied in these observations that this child does make errors when attempting to use language to get desired results.\r\nby and large though, the errors seem to be made when he is attempting to please another person, or fall flat another person their desired results. It seems autistic children are less concerned with benignant other s. You concluded by stating that this child’s language learning experience is representative of that of a more severe depicted object on the autism spectrum. Again, it is difficult to determine since it is unreadable whether it is cognitive ability or social need that affects the language acquisition.\r\nThis discussion reminds me of an article I read about requiring a deaf person to interact in a earreach world found on the rules of a hearing world. one time the deaf person understood the rules of a language found on sound and hearing, she was able to communicate appropriately in the hearing situation. It was as if this deaf person was bilingual; she had to know her language (ASL) and the ins and outs of spoken English. It seems that an autistic child must learn the rules of two vastly different languages: one language based on a very social world, and one based on a less social world. Amy Lambert\r\nYour observation confirms the theory that total immersion in a out side(prenominal) language produces a more still speaker of that language. Studying a immaterial language in a school setting usually only focuses on the written aspects of that language; reading, writing, grammar. Without that constant hearing and speaking, the language acquisition is lost. It was interesting that you made a distinction between learning a impertinent language and learning a second language. There is a difference between speaking a language based on learned rules, and speaking a language based on â€Å"feeling” the language.\r\nMotivation also seems to be a factor in learning a language. Whether it be learning a foreign language or learning a second language, one must have some pregnant reason for the study. With this woman, her interest started first with the desire to do well in the subject and improve. For some, that is enough to learn a foreign language. For others, the motivation increases as the learner desires not only to know the language, but to b ecome a part of the culture and dustup community of that language and thus it becomes a second language.\r\nIt was interesting that this woman’s heritage was connected to her second language of choice which may have initially contributed to her original motivation. Her father and grand parents were primaeval speakers of Spanish but her mother did not know the language. Speaking Spanish in the home was not stressed. Therefore thither was an added challenge in becoming immersed in her chosen second language. This further confirms the theory that parental involvement and support in a child’s learning is a major contributor to the success of that child’s learning.\r\nMy own experience learning a foreign language was similar to the observed woman’s experience. I studied formal rules of the reading, writing and grammar of Spanish beginning in tenth grade. After three years of study in high school (which include a conversational Spanish course), I cannot say I am a fluent speaker of the language. I was neer totally immersed in the language so I never truly HAD to learn to survive and communicate in that language. In addition, I never have many another(prenominal) opportunities to use my knowledge and sharpen my skills. It middling goes to show; if you don’t use it, you lose it.\r\n'