Cognitive: Mental processes and skills are analyzed with this perspective. Problem solving, creativity and memory are some of the key elements of Cognitive. Neuroscientific/Biopsychological: The study of the biological reactions the brain makes towards being psychoanalyzed in any perspective. What makes a brain happy or sad and correcting it. Sociocultural: Studying how people act, react and are influenced by social stigmas.
Chicano English-Language Defining a Culture There is no concrete definition when describing Chicano English. “Linguists are still continuing to investigate the features of Chicano English in order to establish one that is more inclusive than those of the past” (Duchnowski). Carmen Fought defines it as an imprecise term for a nonstandard variety of the English language influenced by the Spanish language and spoken as a native dialect by both bilingual and monolingual speakers. It is very often misunderstood; many people mistake Chicano English as “broken English” or refer to it as “Spanglish.” And the distinct and special phonology, syntax, stress patterns, and vowel and consonant variations that make up the Chicano English dialect. Speaking Chicano English does not mean or identify as limited proficiency in English.
Language is defined to be a communication of thoughts and feelings through a system of random signals. These random signals could be voice sounds, gestures, or written symbols. Language does not only consist of voice sounds, but also encompasses body language and kinesics. Language consists of verbal language, body language, facial expressions, and sign language. Language and cognitive psychology phenomenon is that the new levels of cognitive psychology are reached and understood so should the levels of the different languages.
Factors to consider to promote affective communications: Verbal communication * Volume of speech * Choice of words * Tone of voice * Speed Non Verbal * Eye contact * Body language * Body positioning * Touch * Facial expression It is important to be aware of how individuals communicate, if they have any special needs or preferences. This information can be found in the individuals care plan. Q4. Individuals from other cultures may interpret our communications differently as they use different methods or have another understanding for words we might use for example slangs terms. Eye contact and physical closeness could also be misinterpreted causing offence or an intrusion.
A deaf person would need us to look at them and speak slower so they could lip read or they would need us to perform sign language to them to communicate. Also if a person’s language wasn't English perhaps pictures and visual communication would be more effective. Sometimes without talking we can communicate by using our body language or facial expressions to show if we are confused or just shy. We communicate to be able to express a need or to listen to another person’s concerns and opinions, as we may be able to help. We also communicate to give and receive instructions and information, this enables us all to understand what we are expected to do, Communication is also needed to assess learning development in adults, children and young people so we understand how the person is learning, how they are feeling and if they have understood, so if there is any problems or they need help at all these problems can be discussed and resolved and everyone is happy.
A111 observing others is important as 1) It gives you an idea of what they may or may not be thinking and if they are interested in the subject matter 2) The person you are talking to may not be able to express themselves or communicate with you due to deafness or other physical problems A1V a) communication and language needs It is important to find out about other peoples needs as they may have difficulty understanding your language or they might be deaf. b) wishes and preferences. Everyone is an individual with different needs, by knowing their wishes and preferences you are then able to give them a more personalised care and a person centred approach to their care. Av a) Colleges Good communication allows the information about residents to be transferred without mistakes or information being lost in translation therefore allowing the care to be given correctly and appropriately b) Individuals using the services and carers Good communication allows the residents to get to know the cares therefore allowing care to be given and their care needs are met, also the residents feel
Communication 2.1 Compare ways to establish the communication and language needs,wishes and preferences of an individual. You need to be clear of there needs, ask them personally, ask the family members or the key workers, read their files, you will benefit from any information, there may be drawbacks if you come across any barriers, and you may need to find other means, i.e translators e.t.c. 2.2 Describe the factors to consider when promoting effective communication. Make sure you speak clearly and pronounce your words, and check the tone and pitch of your voice , you don’t always need to shout. Use the correct language, take time to say things, speaking quickly can cause confusion.
As for values, there are many that could be closely similar to that of hearing people, while some could be completely different. There are a few of the aspects of a deaf person’s way of life are aspects that would never normally be used by hearing people, such as the importance of deaf schools over mainstreaming schools, cochlear implants, ASL being the dominant language, learning more than one language rather than solely English, and deaf clubs over mainstreaming social activities, interpreters and sign language, although some hearing people choose to learn sign language, and occasionally even become interpreters. Relying on body language are examples of values of the deaf culture that can also be used by hearing people, but are not used as much by them. Some of these values are used almost as much by hearing people as they are by the deaf, sometimes just as much, and sometimes even more. These include vibration alerting systems, video chatting, captioning for movies or television shows, and texting.
First of all, we start to explain it from the relationship of Semantics and Phonology. Phonology is the study of how sounds are organized and used in natural languages. Every word in language has different meaning. But, some of the word in language, especially in English has the same sounds, so we as the speakers should be careful
I have chosen to write a critical evaluation of Forman’s (2008) article because the pedagogic focus is on lessons where English is being taught as a subject and being used as the medium of instruction and as well as the significance of using the students’ mother language (L1) in English as a foreign language lessons (Foreman, 2008: 320). The Forman (2008) article is positive about the use of L1 in teaching about the L2 language and the author notes that the ‘exclusive use of L2 may not be the most effective way of rendering meaning’ (Forman, 2008:324). Furthermore, he acknowledges that teachers’ feedback benefit from ‘drawing on knowledge of the broader Thai context’ (Forman, 2008:325). In addition, this research explores how scaffolding combined