Lowering the Barriers

2008 ◽  
Author(s):  
Harm De Blij
Keyword(s):  
Language Learning ◽  
Mother Tongue ◽  
Early Years ◽  
Learning Ability ◽  
Religious Leaders ◽  
Cultural Traditions ◽  
Physical Environments ◽  
The World ◽  
Bilingualism And Multilingualism ◽  
Changes Over Time

Becoming conscious of one’s cultural and physical environments early in life involves fast-developing recognition of circumstances malleable and immutable. By the time we are about six years old, our brain is about as big as it will be for the duration, but its maturation goes on for many years more. The language-learning ability of young children, the subject of numerous studies and much speculation, undoubtedly connects this process; youngsters are able to recollect facts and vocabularies but cannot match adults or even adolescents in conceptualizing context or relationships. While we quickly learn to use words to gain immediate objectives such as nourishment or affection, it takes much longer to begin forming an understanding of our place and its (apparently) fixed attributes. Thus our perception of place changes over time, as do the opportunities to counter its formative impress. Bilingualism and multilingualism already are a key to upward mobility and will be more so in the future; exposing children in their earliest years of learning to a language other than the mother tongue will endow them with potentially immense advantages. Religious fanaticism is intensifying in many parts of the world; protecting children against it in their early years gives them the chance to develop their contextual abilities before being exposed to it. Religious leaders of all faiths would do well to consider the divine potential of pronouncements that assert the superiority of their particular beliefs and rituals over others. Pope Benedict in the spring of 2007 declared that Roman Catholicism afforded the only true route to salvation and that all other (Christian) approaches are “defective,” a proclamation Christianity and the world could have done without. Drilling into children that “there is no god but Allah” closes young minds to the religious convergence that should be the hope of all believers. It may not be absolutely true that “religion poisons everything,” the subtitle of an angry book on the topic, but religious males in medieval outfits do misuse their powers to erect barriers that last lifetimes. The power of place defines an aggregate of circumstances and conditions ranging from cultural traditions to natural phenomena, into which we are born, with which we cope, and from which we derive our own multiple identities.

scholarly journals Gamifying Content and Language Integrated Learning with Serious Videogames

2017 ◽  
Vol 3 (3) ◽  
pp. 107-114
Author(s):  
Ricardo Casañ Pitarch
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mother Tongue ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Educational Levels ◽  
New Methods ◽  
Teaching Support ◽  
The World

New methods and approaches focusing on foreign language teaching are continuously being developed and applied in the classroom at different educational levels. The interest in raising learners’ competences in foreign languages has been a fact in the last few decades. In this sense, approaches integrating the learning of non-linguistic content through a vehicular language that is not the learners’ mother tongue have been widely used around the world. However, it seems that some benefits of those approaches integrating language and content could be further strengthened if the time of exposure to content and language was higher and if students were highly motivated to learn. To this purpose, this article suggests that serious videogames could be a suitable tool to provide learners with further teaching support and increase their motivation in a playful context and introduces a model that aims at gamifying and integrating content and language learning through serious videogames.

Interactive Story Reading and Language Development in Early Years

2020 ◽  
pp. 345-367
Author(s):  
Sühendan Er ◽  
Müdriye Yildiz Biçakçi
Keyword(s):  
Early Childhood ◽  
Language Development ◽  
Language Learning ◽  
Literacy Development ◽  
Mother Tongue ◽  
Early Years ◽  
Problem Solving Skills ◽  
Story Reading ◽  
Analytical Thinking ◽  
Children's Literacy

Early childhood is a precious period when children get their most rapid performance in terms of emotional, physical, cognitive, and language development. During this period, one of the major indications is how children use their mother tongue. In respect of environmental effects, stories have a crucial role. Interactive story reading is one of the most studied formats for increasing language learning in children. Many research studies have shown that children make significant gains in various areas of development through interactive story reading experiences. Parents can support their children's language development and thereby their children's literacy development by interactive story reading. Interactive story reading is developed by Whitehurst and others and it is a process that leads the children improve their analytical thinking, expressing themselves, problem solving skills and inquiring. Moving from this, in this chapter, the effects of interactive story reading on language development of children is discussed through research done in the area.

scholarly journals PELESTARIAN BAHASA MELAYU SEBAGAI BAHASA IBUNDA DI SINGAPURA

2021 ◽  
Vol 32 (2) ◽  
pp. 39-56
Author(s):  
Aishah Mohamad Kassim
Keyword(s):  
Language Learning ◽  
Education System ◽  
Mother Tongue ◽  
Language Shift ◽  
Early Years ◽  
National Language ◽  
Learning And Teaching ◽  
Vernacular Language ◽  
The Status ◽  
The Government

The latest statistics from the Department of Statistics in Singapore (2020) shows that more Malay families speak English at home. However, this trend is common across all ethnic groups in Singapore. Over the five decades of independence and enforcement of the bilingualism policy, the Malay language, which is the National Language and language commonly spoken in Malay households, is gradually being replaced with English. Other statistics reveal that the Malay language, which is the mother tongue of the majority of the Malays, is used less frequently, even from the early years of socialisation in a Malay household and the exposure of Malay only begins at the preschool level (Maliki, 2020). There is an assumption that, as long as the government maintains the Malay language in the education system through language learning in Singaporean schools, the bilingual policy will continue to maintain the usage of vernacular language. This development is likely to create more issues towards learning and teaching the Malay language as a mother tongue. Hence, this study utilises the approach of the sociology of language to discuss the reasons and impact of the language shift in efforts to preserve the status of the Malay language among the Singapore Malays.

scholarly journals Creative Translation Tasks for ELT (English Language Teaching)

2013 ◽  
Vol 1 (2) ◽  
Author(s):  
Sonu Gohil
Keyword(s):  
Classroom Management ◽  
Language Learning ◽  
English Language ◽  
Communicative Competence ◽  
Mother Tongue ◽  
First Language ◽  
English Language Teaching ◽  
Language Competence ◽  
The World ◽  
Different Cultures

This article looks at the function of creative translation tasks for learners in the ELT classroom. It does not advocate the use of L1 (Language 1, first language, mother tongue) as a teaching tool, for classroom management, setting up activities, or for explaining new vocabulary but encourages the use of innovative translation tasks for developing language competence. The article starts by looking at benefits of creative translation as an aid to language learning. It then briefly reviews the current education system. It concludes with some creative translation tasks and observations on how to utilize them in the best possible ways. This paper advocates the effectiveness of using creative translation to develop the communicative competence of a language among the students at tertiary level. English dominates the world as no other language ever has in the world. There is a need to emphasize the conscious acquisition of English as a meaningful system and a creative process. When there is a need there is an urge of finding various mediums to satisfy that need, now this medium should be such as it not only helps in learning a language but also develops competency of the learner. Thus, one of the effective and fairly possible fundamentals of learning a new language is translation. Translation is desirable as it does not undermine the adult learners’ confidence. This paper thus, aims at the development of communicative competence, enabling the learners to discuss the cultures they encounter while translating and eventually helps the learners in deepening their sensitivity to language through heightening their critical ability and creative power. The tasks on translation helps learners make use of the English language while communicating with each other in more realistic situations than what generally happens in the classrooms. They get aware of different cultures while discussing different languages. Thus, translation becomes an intellectually challenging process.

scholarly journals PEMEROLEHAN BAHASA PADA MASYARAKAT

2020 ◽  
Author(s):  
Rahayu Prasetyowati
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Language Learning ◽  
Mother Tongue ◽  
First Language ◽  
Social Resources ◽  
Descriptive Research ◽  
The Social ◽  
The World ◽  
Language Environment

Language as a means of communication with interactions between people has an important role in everyday life. In this case language can be in the form of written, spoken or certain symbols which are taken to convey ideas, communication, information so that others can understand and understand. Humans are social resources, who cannot live alone and need others. With human language that can be accessed and continuously connected with each other. Universal languages, therefore, languages throughout the world are basically the same, which is determined by the variety of languages that is only understood by a group of languages. Learned from humans begins with children learning to compile talking. The language that was first obtained was referred to as mother tongue. The method used is 1) see method and 2) descriptive research method. The results showed that the first language was related to language acquisition, while the second language was related to language learning. Good acquisition of language learning, interrelated where the social environment can not be associated with the success of language acquisition in society.Keywords: language; language acquisition; first language; second language; environment

scholarly journals THE ANALYSIS OF SUNDANESE LANGUAGE TO STUDENTS' ENGLISH CONSONANT PRONUNCIATION CONDUCTED IN SMA MUTIARA PALABUHAN RATU

2020 ◽  
Vol 5 (1) ◽  
pp. 13-21
Author(s):  
Anisa Alawiyyah ◽  
Handi Pabriana
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mother Tongue ◽  
English As Foreign Language ◽  
Spoken English ◽  
International Language ◽  
New Variant ◽  
The World ◽  
S 100 ◽  
Modern Era

In this modern era, we are forced to be able to communicate with people around the world.  Communication related with language that every country has their language. English as most spoken English in the world made it become an international language. Learning English as foreign language has many problem especially with their mother tongue. The connection of both language is influence each other especially English. For sure Sundanese as the second most spoken language in Indonesia. Many Sundanese native learnt English especially students.  The different structure both of language was influenced especially the consonant differences The relation between English and Sundanese is in their different structure of consonants sound especially in the pronunciation both of languages. This research has aims to know the main appearances of Sundanese language to student English consonant pronunciation, fricative English sounds pronounced by Sundanese student, and new variant that appear in student English consonant pronunciation. This research used descriptive qualitative research as the method of the research. The instruments of this research are questionnaire, test and interview which are conducted to 42 samples of SMA Mutiara Terpadu Palabuhanratu.  This research found that 100% sample transformed the sound ð to d or t,  100% sample transformed the sound ‘ʒ’ to ‘s’, 100% sample transformed ‘ʧ’  to ‘c’, 96% sample transformed the sound ʤ to d or g, 98% sample transformed ʃ to ‘s’, 94% samples transformed ‘f’ to ‘p’, 100% samples transformed sound ‘v’ to ‘f’ or ‘p’, 100% samples transformed sound ‘ɵ’ to ‘t’, and 100% samples transformed ‘z’ to ‘s’ to ‘j’. Beside that, the double consonant in a word was banned, such as: ‘around’ to ‘aroun’, and ‘almost’ to ‘almos’. The conclusion of this research is the unknown consonant of Sundanese in English transformed to Sundanese similar sound, and the rule of English pronunciation was equalized with Sundanese rules.  

FIRST AND SECOND LANGUAGE LEARNING THROUGH TEXTBOOKS IN ALBANIAN SCHOOLS (COMPARATIVE OVERVIEW OF ALBANIAN AND ENGLISH LANGUAGE TEXTBOOKS)

2018 ◽  
Vol 28 (7) ◽  
pp. 2319-2324
Author(s):  
Rina Muka ◽  
Irida Hoti
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Grammatical Knowledge ◽  
Level Of Education ◽  
The Third

The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.

Comparative Study of Muslim Minorities

1991 ◽  
Vol 8 (2) ◽  
pp. 307-316
Author(s):  
R. Hrair Dekmejian
Keyword(s):  
Native Americans ◽  
Comparative Study ◽  
Social Forces ◽  
Communal Identity ◽  
French Canadians ◽  
Cultural Traditions ◽  
The World ◽  
Muslim Communities ◽  
Muslim Minorities ◽  
Cultural Regeneration

Most of the world’s Muslims reside in countries where they are numericallypredominant. As such, these Muslims possess a majoritarian outlook in sharpcontrast to the perspective of minority Muslims living in India, China, theUSSR, and some Western countries. In recent years, Muslim minorities havefound themselves at the confluence of diverse social forces and politicaldevelopments which have heightened their sense of communal identity andapprehension vish-vis non-Muslim majorities. This has been particularlytrue of the crisis besetting the Indian Muslims in 1990-91 as well as the newlyformed Muslim communities in Western Europe.The foregoing circumstances have highlighted the need for serious researchon Muslim minorities within a comparative framework. What follows is apreliminary outline of a research framework for a comparative study of Muslimminorities using the Indian Muslims as an illustrative case.The Salience of TraditionOne of the most significant transnational phenomena in the four decadessince mid-century has been the revival of communal consciousness amongminorities in a large number of countries throughout the world. This tendencytoward cultural regeneration has been noted among such diverse ethnic groupsas Afro-Americans, French Canadians, Palestinian Arabs, the Scots of GreatBritain, Soviet minorities, and native Americans. A common tendency amongthese groups is to reach back to their cultural traditions and to explore thoseroots which have served as the historical anchors of their present communalexistence. Significantly, this quest for tradition has had a salutary impactupon the lives of these communities, for it has reinforced their collectiveand individual identities and has enabled them to confront the multipledifficulties of modem life more effectively. By according its members a sense ...

THE ONTOLOGICAL ROOTEDNESS OF COGNITIVE PRACTICES LINGUISTIC FORMS IN RELIGIOUS SOCIO-CULTURAL TRADITIONS: A COMPARATIVE APPROACH

Communicology ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 138-148
Author(s):  
NATALIA MALSHINA ◽  
Keyword(s):  
Traditional Approach ◽  
Philosophical Tradition ◽  
Psychological State ◽  
Comparative Approach ◽  
Cultural Traditions ◽  
Fundamental Ontology ◽  
Ontology Language ◽  
The World ◽  
True Knowledge ◽  
The Relationship

This study examines the ontological problems in the aspect of the ratio of different cognitive practices and their mutual conditionality in the context of communication and their socio-cultural prerequisites, which is possible only if the traditional approach to the distinction between epistemology and faith is revised. Based on the idea of identity of common grounds of cognitive practices “belief” is included in the understanding of interpretation in the communicative situation for true knowledge in each of the modes of being. Belief in the philosophical tradition reveals the ontological foundations of hermeneutics. Three reflections are synthesised: the hermeneutic concept of understanding, the structuralist concept of language, and the psychoanalytic concept of personality. It is necessary to apply the method of phenomenological reduction to the ontological substantiation of hermeneutics in the Christian Orthodox tradition. Hence, the very natural seems the meeting of semantics, linguistics, and onomatodoxy, with the ontology language of Heidegger, the origins of which resides in in Husserl phenomenology. Fundamental ontology and linguistics, cult philosophy - both in different ways open the horizons of substantiation of hermeneutics. The beginning of this justification is the hermeneutic problem in Christianity, which has appeared as a sequence of the question of the relationship between the two Covenants, or two Unions. In the paper, the author attempts to identify the stages of constructing the philosophical concept of Pavel Florensky. As a result, the substantiation of the birth of the world in consciousness by the cult is revealed. Ontological tradenote words can be seen in Florensky through symbols. The symbol makes the transition from a small energy to a larger one, from a small information saturation to a greater one, acting as a lumen of being - when by the name we hear the reality. The word comes into contact with the world that is on the other side of our own psychological state. The word, the symbol shifts all the time from subjective to objective. The communicative model acts as a common point uniting these traditions. The religious approach as part of semiotic approach reveals the horizons of ontological conditionality of language and words, and among the words - the name, as the name plays a central role in the accumulation and transmission of information, understanding of the commonality of this conditionality in the concepts of phenomenology and Christian, Orthodox tradition.

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