Appropriate timing is also a factor for when bilinguals use a language. A bilingual could use one language when at home to speak with family, but use the other language when he/she goes to school and speaks with friends. Psychologists have always tried to solve the question on whether bilinguals have cognitive development benefits that advance from childhood to adulthood more than monolinguals. In fact, being bilingual may give children an advantage at school. Bilingual preschoolers have been found to be better able than their monolingual peers at focusing on a task while tuning out distractions.
B. Parents who home school, are able to properly identify their child’s style of learning and incorporate particular teaching methods to accommodate each style individually. 1. Some children are visual learners; others learn best by hearing the information, which makes them auditory learners.
I think the aim of literacy is to teach children/young people the ability to understand the English language both verbally and non-verbally. Children/young people should be encouraged to explore the way the English language works for example through phonics for vocabulary, reading, writing and spelling, this will help children and young people to have the knowledge to be able to read, write and spell with confidence. Children and young people will be able to expand their vocabulary through holding literacy skills. Being a secondary school the school has an English department that teaches literacy to student from year 7 (key stage 3) through to year 13 (A level), students have 3 hours of English a week up to the end of their GSCS’s, A level English students would have 5 hours a week. We also have core studies, which are run by HLTA in the learning support department.
If students would start to learn a foreign language in elementary school they will be so little that they will not realize that they actually have to do work, and it is also easier for children at a low age to learn to speak different languages. I believe that students should be required to take a second language all throughout elementary school, junior high school, and high school because their job opportunity will be greater, it exposes young people to new cultures, and it enhances the academic skills of students. Pursuing this further, I believe that if one is fluent in more than just one language, one has a greater opportunity to be chosen as an employer of a successful company. It is definitely a plus if one knows a foreign language. Companies do not just look at the grades one had, graduating from college, they also look at other skills like their ability to communicate with others and if one is fluent in more than one language.
How I learned to read or write… Trying to remember how I learned to read or write is hard for me. I don’t know why either. To get some help to refresh my memory I started to go through my elementary school papers. I’m so happy my mom saved my early education moments. Without those papers I would be lost trying to recall what happened.
Although some children will develop normal speech and language skills without treatment by the time they enter school, it is important to identify those who will not. Many people falsely believe that speech-language treatment cannot and should not begin until a child begins to talk. Yet, research has shown that children know a great deal about their language even before the first word is said. For example, children can distinguish between their native language and a foreign language, use different nonverbal utterances to express different needs, and imitate different patterns of speech through
Identify procedures in the early years setting that support children to settle and enjoy play and learning The first few weeks when a child is settling into an early years setting is a time of crucial importance to their later happiness in the setting. All children are individuals and while some children will adjust easily, others will take longer to feel comfortable and secure. Children who have a positive start to their new environment are more likely to feel comfortable, relaxed and valued, feel good about themselves as learners and have a sense of belonging to the pre-school community. All early years settings will have a 'Settling In Policy' describing procedures for supporting children through the settling in stage. Policies should be written with the child's emotional well-being at the centre.
The purpose of this paper is to explain the different effects that bilingualism affects cognitive processes, specifically language development. When talking about how bilingualism affects language development, we are speaking of cognitive implications. Bialystock and Hakuta (as cited in Seifert, Hoffnung, & Hoffnung, 1997) found that when children learn two languages equally well, and both languages are treated with respect among parents, teachers, and friends alike, the child's cognitive development is improved. Apparently, if the child is able to use both languages interchangeably, then they are considerably
Nowadays, many people on the world learn at least one foreign language because they want to improve themselves. The problem is how to learn a foreign language effectively. I think the best way to learn a foreign language is combination of the two ways: going to class and learning by yourself. When you study the foreign language in class, you have some benefits. You will receive the good materials that provide by school.
2 BILINGUALISM’S EFFECT ON COGNITIVE DEVELOPMENT Little research has been conducted on bilingualism’s effect on cognitive development advantages bilingual children’s exhibit in certain cognition processes. The acquisition of a new language and its continuous practice, while switching back and forth from one language to the other, increases inhibitory control (e.g., the ability to direct attention firmly and maintain it), metalinguistic awareness (e.g., the ability to think of language as a process as well as a thing itself), and socio-economic problem solving (de Abreu et al., 2012). Bilingual children learn to direct their attention to their speech and train of thought so that their peers effectively understand them. For example, de Abreu’s research study tested monolingual and bilingual children on their selective attention and interference suppression. While Goetz’s study tested 3 and 4-year-old bilingual children with false-belief tasks.