Introduction of Language by JD

7/29/2019 Introduction of Language by JD

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Introduction of language

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Definition

Language is derived from a Latin word liggua which means tongue. Language can

be defined as, ‘A system of communication consisting of sounds, words and grammar,

or the system of communication used by the people of a particular country or

profession. The mean of language is auditory vocal sound and graphic by which

members of social group can communicate, cooperate and interact with each other.

Language has two components, vocabulary and syntax

Vocabulary – words become linked to their meanings by associations in the

brain

Syntax – gives the relationship between words to create meaningful phrases

and sentences

Spoken language connects a limited number of sounds, there are around 44

phonemes in English Language, and the exact number depends on the speaker’s

accent, in a systematic order to create infinite meanings.

Importance of language by D r M aria M ontessori

Maria Montessori defined: "language is the expression of agreement among a

group of men, and can be understood only by those who have agreed that special

sounds shall represent special ideas.... It is the instrument of thinking together, and

has become ever more complicated as man's thought grew in complexity... There is

nothing more mysterious than the truth that for any achievement men must come




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together and agree, and for this agreement they must use language, the mostabstract of things, and a sort of super-intelligence."

Language is the essence of the development of the child, because it enables

him to communicate with others and to understand when others communicate, and

because it is an expression of the spirit of man. Maria Montessori emphasized that

Education is an aid to life, her method of teaching language is designed on this basis

too. When the child can speak, listen, write and read, he is ready to hold the key of

knowledge and explores the human's civilization by himself! Yet, before he can do it

independently, he needs a guide to explore language first.

As Montessori has observed the critical period for language is from 7 months

in utero until 6 years of age. Dr Maria Montessori believed that the first three years

of life form a foundation for the rest of our lives. Montessori refers to the child atthis period as the spiritual embryo. A second embryonic period occurs after birth

during the first three years of life when the child's intelligence is formed, when the

child acquires the culture and language into which he or she is born. It is a period

when the core of personality, social being and the essence of spiritual life are

developed. An understanding of the child's development and the development of the

human mind allows environments to be prepared to meet the needs of the infant and

foster (advance) independence, psychomotor development and language acquisition

(gaining)

1. Birth - age 1: the child is sensitive to sounds; listening and watching.

2. Age 1 - age 2: the child is sensitive to words; begins using simple words.




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3. Age 2 - 3 and up: the child's vocabulary increases tremendously (fromapproximately 300 to 1000 words).

4. Age 4- this is the sensitive time for writing.

5. Age 4 and a half to 5 - the child starts to classify words and reading.

6. Age 5 to 6 - sensitive to the study of parts of speech and word usage.

The Mechanism of Language Development in the Child

The child’s ability to acquire language allows her to pick up those languages to

which she is exposed. To acquire them involves the sense organ, the Central Nervous

System, the larynx, the diaphragm and intercostal muscles (for breathing), the

pharynx (throat) and the muscles of the mouth and face, each of which have their

own role in speech production. The child takes in a great deal of language passively

through the Unconscious Absorbent Mind and strives to imitate the behavior she

sees because of her ‘Link of Love’.

Steps of language development

Hearing

Speaking

Reading

Writing




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Spoken language (from 0-3) Language is one way to express ideas and to communicate with each other.

Language is not natural but it is created by man and it is developing the advancement

of civilization. In animals the language is in born.

R easons for developing language

Language is developed for four reasons.

To communicate with each other for mutual understanding.

To preserve culture, history, literature and religion.

Man need language for continuity of progress like science, philosophy,

discovery etc.

It is a binding force. It is something that unites man even more closely then

nationality religion.

H earing and speaking

Both hearing and speaking are different systems. They develop two different

system motor hearing and auditory.

To speak perfectly it is important to hear perfectly.

Important Factors in language development




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Absorbent mind and sensitive period are two factors working for every childin the development of language.

Steps of language development Language development step by step.

Exposure As soon as child is born .child start absorbing the sounds around him by the work

of absorbent mind. During first two months child start responding towards the

source of sound by turning his head.

Imitation

Mouth is the source of sound. They start moving mouth without sound they make

shape of lips at a time to make sounds.

Encouragement

At nearly 6 month of age child start producing mono syllabic sounds like the

words papa, mama etc. Encourage the child in production of sounds that through that

vocal organ can be exercised.




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Repetition At around 7 to 8 month they start some sounds of which are close to

meaningful words. They keep on saying for longer time.

Addition

At around 1 years the child explodes in words, which is the magical secret of

absorbent mind.

Fusion(unite)

They start expressing themselves by fussing themself , mostly these words

are understand by mother, so mother should be care full, patient, and clear in every

use of the words.

Improvement

After 1 years they start improving their treasure of words and they become

aware of fact that everything has its own name.




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Refinement

At the age between 2 to 3 children learn to speak correctly. They learn the

sentences and usage, from 0to 3 onwards they speak language fluently.

Responsibilities of adults Following are some important responsibility of adults in the development of

language of a child.

The child should expose to soft and gentle words.

The child needs love talk and lullabies (bed time poem).

When the adults talk to children they should come to child’s level so they can

observe the movement of lips.

Adults must speak exact and meaning full words.

Accuracy and fluency of language is must.

When child start repeating words adults must give them correct word for

everything.

Adults must to talk in complete sentences. Start reading stories at this time so that the child learn more new words.

Child try to express himself but he is not able at this stage adults patients is

extremely necessary.




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Spoken language (from 3-6) Spoken language in prepared environment

In the traditional school sequence of language start from

Writing

Reading

Speaking

Hearing

There are two basic exercises in development of language. All the oral exercise

come under two headings.

Enrichment of vocabulary.

Pre-reading games or exercises.

Symbols of sound

Before we discuss the specific phonemes of languages, we need to decide

how to represent the sounds. Let's briefly consider English. Like other spoken

languages, English has a set of vowel and consonant phonemes that its speakers use

to make the words of their language. Like other written languages, English also has

a way of graphically representing spoken word forms. The English writing system is

an example of an alphabetic writing system in which phonemes are represented by

characters or combinations of characters. But, for various historical reasons, the




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English writing system does this very imperfectly. Consider the words way , weigh ,wait , and wake . These words share the same vowel phoneme, but it is spelled in

four different ways. That is, a single phoneme may be represented using different

letters or combinations of letters. Now consider the words bother , brother ,

border , and voter . These words share the letter o , but it represents four

different vowels, each a different phoneme. That is, a single letter may represent

multiple phonemes. We can conclude two things from this.

We must be careful not to confuse sounds with letters; the letter o is not a

vowel, though it is used to represent vowels.

We cannot rely on English spelling when we are concerned with the

pronunciation of English words.

Because we will need a way to represent the phonemes of English and other languagesunambiguously, we must rely on a set of symbols for this that are not used quite like

the alphabets of any alphabetic writing systems. Symbols representing the basic

sounds, or phones, of spoken languages, are called phonetic symbols

Vowel features

A complete account of the sounds of a spoken language (or of spoken language

in general) would have to make reference both to the way sounds are produced,

articulation, and the way they are perceived, their auditory properties. Notice

what you do with your mouth when you pronounce the names of the letters "a", "e",




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"i", and "o". What features of your mouth seem to distinguish these vowels from oneanother? Consonants are classified primarily according to place of articulation,

manner of articulation, and voicing. The best way to hear exactly what a consonant

sounds like is to hear it pronounced between two vowels, so in these recordings most

consonants are pronounced in between two [u] vowels. So if you try the symbol [p],

for example, you will actually hear [p] , with an [u] sound both before and after the

[p] consonant. Listen too to what happens automatically to these surrounding vowel

sounds when they are next to the [q] consonant. The words with a vowel sound after

them, so those are pronounced here with an [u] before them only. The 44 Sounds

of the English Language are

Vowels (10) Consonants (18)

/ă/ /ā/

/ĕ/ /ē/

/ ĭ/ /ī/

/ŏ/ /ō/

/ŭ/ /ū/

/b/ /j/ /s/

/k/ /l/ /t/

/d/ /m/ /v/

/f/ /n/ /w/

/g/ /p/ /y/

/h/ /r/ /z/




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P honological A wareness

• “Funnel – ogical” awareness

Vowel Diphthongs(2)

Consonant Digraphs(7)

/sh/ /ch/ /wh/

/th/ /th/ /zh/ /ng//ou/ /oi/

VowelVariants (3)

/au/

/oo/ (moon)

/oo/ (book)

Schwa (1)

/ə/

r-controlled (3)

/ar/ /or/ /er/




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• Sensitivity to the sounds of language

– words, syllables, and sounds

• Includes phonemic awareness

• Necessary for understanding the alphabetic principle and how sounds match

print

• Word awareness

• Rhyming words

• Syllable awareness

• Alliteration

• Onset-rime

• Phonemic segmentation and blending

• Phonemic manipulation

P honological Activities

• Clapping, standing, using body motions

• Manipulative, e.g., linking blocks, puzzles, objects, chips or tokens

• Pictures, books, posters

• Music and rhyme

• “Feel it in your mouth!”




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• sound boxes

Pre-Phonics

• Phonological Awareness

• Oral

• Sounds

• Print Awareness

• Visual

• Symbols

Phonics

“Refers to instructional practices that emphasize how spellings are related to

speech sounds in systematic ways.”

Vowel Patterns

Closed:

A word or syllable that contains only one vowel followed by one or more

consonants;

The vowel is short. “One lonely vowel squished in the middle, Says its special sound

just a little.”




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Sat bed fin top gum

Sand best print shop lunch

At Ed in on up

Open:

A word or syllable that ends with one vowel; the vowel is long. “If one vowel at

the end is free, it pops way up and says its name to me.”

Me she hi go flu fly

Silent e [Magic e]:

A word or syllable that ends in e, containing one consonant before the final e

and one vowel before that consonant; the vowel is long. “The magic e is quiet, but it

has a claim to fame; it makes the vowel before it say its real name.”

The magic e is so powerful, it gives all its strength to the other vowel so that it can

say its real name.

Make Steve ride hope cube

Bossy r [r-controlled]:

A word or syllable containing a vowel followed by r; the vowel sound is altered

by the r.The letter r is so bossy, it tells the vowel that it can’t say its real name

(long vowel) or its special sound (short vowel), but must say the r sound (as in car,

for, her).

Car her girl for curl




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Double Vowel Talkers: [vowel digraphs]

A word or syllable containing two adjacent vowels; the first one is long.

“When two vowels go walking, the first one does the talking and says its name.”

Rain day see meat pie

Boat toe slow suit blue

Double Vowel Whiners: [diphthongs and variants]

A word or syllable that contains two adjacent vowels; the vowels say neither

a long or short vowel sound, but rather a very different sound. Sometimes when two

vowels are next to each other, they make a funny whining sound, like when you fall

down and say “ow,” “aw,” “oy,” and get a “boo-boo.”

Fault saw foil boy loud cow moon new book

C+le: [consonant + le]

This syllable ends with “le” preceded by a consonant, and occurs in two-syllable

words. When a word ends with a consonant and “le,” the “le” grabs the consonant

before it, and the word breaks into two parts right before that consonant.

Bub–ble ca–ble ea–gle poo–dle pur-ple

Sand paper letters

When children have had plenty of opportunities to practice phoneme

isolation, they are likely ready to begin learning the sounds in connection with the




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letters that make them. In Montessori, the material used for this purpose is theSandpaper Letters. Guides typically introduce only two or three letters at a time.

Unless a child has had a great deal of exposure to sounds and letters already. In

order to make the first lessons as meaningful as possible for the child, teachers

often choose which letters to present based on what is important to the individual

child. For children who are just becoming familiar with letters for the first time, it

also helps to choose some which are contrasting. Introduce letters/sounds in

order that emphasizes the different in their physical construction, as well as

sound. For example “b” should not follow “d” because of their physical similarity

and “a” should not follow “e” because of their sound similarity. Below is a possible

order which works well:

a s m e t c o p u d f j g l b I n w r

h y q z k v x

The sandpaper letters are truly one of the most innovative Montessori materials.

They are the key to unlocking the wonderful world of words. Sandpaper letters put

the skill of reading and writing at the child’s fingertips – literally!

Why Cursive First?

The advantages of teaching cursive first include:

It is easier for the young child to learn!

Does not have to be ‘unlearned’ at a later time.




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Cursive writing involves a flowing, uninterrupted movement which reinforcesthe left to right directionality of our written language.

Teaches words as a cohesive unit.

Cursive or connected writing allows for the continuous flow of thought and

thinking ahead while writing.

Cursive reinforces the beginning and ending of words, with proper spacing of

letters.

Since all lower case letters start from the same beginning point, the confusion

resulting in reversals or inversions is eliminated.

By joining letters, cursive writing reinforces the blending of sounds within

words.

Research indicates that the challenge offered by the motor learning activities

actually helps the brain learn how to get its various structures to work

together more efficiently as it processes symbolic language. Cursive offers

the kind of motor-learning activity that stimulates the brain to build pathways

for better reading, writing and yes, later on, keyboarding.

It is easier for the young child to learn!

Reading

Name, quality, expression, picture recognition, associating of picture with sound,

associating of picture with words. The Montessori approach has a deep, profound

relationship with reading. The Montessori environment offers children experiences

that will lead to “total reading.” Total reading means reading with deep engagement




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and deep understanding. It is the goal of the environment. Children are offeredmaterials that will allow them to eventually absorb what they are reading. They are

helped to understand what the words mean and to notice phrase and sentence

construction. Children are made aware of style and context and that there is a

person behind the words. They are made conscious that reading is a form of

communication and the cultural and historical implications of such. Not all children

will reach this level of total reading in the primary level but will eventually get there

if they are given the proper keys in their primary levels.

Phonetic Reading - Children must know certain facts in order to be able to

pronounce and decode a word. They must understand that there are phonetic

sounds attached to letters. This awareness comes through the Phonetic

Object Box. In this first, formal experience, children are introduced to the

concept of reading. Through the presentation, it is clear to the children that

reading is a transmission or being able to understand someone else’s thoughts.

Phonograms - A phonogram is a combination of two letters to make a new

sound. This is introduced to children soon after they know the phonetic

sounds. The Montessori environment has various reading and writing exercises

that use phonograms so that children can be familiar with all of them. It is

with the phonogram work that the idea of spelling comes up for the first time

in a direct way.

Puzzle Words - The rest of the English words do not follow the rules of

phonetic sounds or phonograms. These words must be memorized. The puzzle

words are taught by sight-reading.




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Keys to Total Reading

Reading Classification - These are a series of materials that are mostly

involved in labeling. Children label objects, pictures, and at the end of this,

they will be reading short sentences. All these experiences are based on what

they already know. In a sense, children are just revisiting their oral language

experience but this time, they are reading these words instead of saying them.

Grammar and Syntax - These activities help children look at individual words

and explore what their functions are. These activities are done through

games. This is almost a sensorial experience of what each kind of word is. It

is not a formal introduction to the parts of speech.

Word Study - The last area looks at the different categories of a word like

synonyms, homonyms and the like. Children can attach a deeper meaning to

these words. In a way, it is like vocabulary enrichment but it is looking more

deeply at the words that they already know.

By the time the children get through with all these materials, a total reader

usually emerges. Children picking up a book and reading it aloud with

expression, often indicates that they are total readers. They know that

something is going on beyond these words.

Writing Writing and reading can go parallel to each other .writing is define as visual recording

of sounds of language with the help of graphic symbols.

Preparation of writing




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Indirect preparation.

Direct preparation.

Indirect preparation

Motor skills

Intellectual development

Motor skills To develop motor skills practical life exercises helps a lot. All the indirect writing

skills develop through practical life exercises.

Intellectual development

To know exact name.

Sounds of the words.

Enrichment of vocabulary.

Direct p reparation

Holding of pencil and working on paper.

Exercises

First basic exercise is metal insets.

Sand paper letter.




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Moveable alphabet.

Green boards




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Documents

Introduction of Language by JD