While An Apple A Day Keeps The Doctor Away,
Talking Forever Makes Your Child Clever!

When and How Language is Learned
Young children who are learning to speak a new language (or their native language) are often referred to as ‘sponges’ due to the extent of their ability to learn through play and the world around. Almost all children learn the rules of their language at an early age through use, and over time, without formal instruction. Studies indicate that children who learn their Native language well experience an increase in there ability to learn other languages as well. Thus the process of learning the first language positively impacts the capacity of children to communicate better in other languages. Furthermore, biological makeup also plays an important role in developing language learning capacity; in fact a well developed language organ also increases the general learning capacity in children. Human beings are born to speak; they have an innate gift for figuring out the rules of the language used in their environment. The environment itself is also a significant factor which supports language development in children. Children learn specific variety of language (dialect) that important people around them speak. Children do not, however, learn only by imitating those around them. We know that children work through linguistic rules on their own because they use forms that adults never use, such as "I goed there before" or "I see your feets." Children eventually learn the conventional forms, "went" and "feet", as they sort out for themselves the exceptions to the rules of English grammar. As with learning to walk, learning to talk requires time for development and practice in everyday situations. Constant correction of a child's speech is usually unproductive.

Children are born not just to speak, but also to interact socially. Even before they use words, they use cries and gestures to convey meaning; they often understand the meanings that others convey. The point of learning language and interacting socially, then, is not to master rules, but to make connections with other people and to make sense of experiences (Wells, 1986).

When do children develop language abilities is always a difficult question to answer. In general, children say their first words between 12 and 18 months of age. They begin to use complex sentences by the age of 4 to 4 1/2 years. By pre-primary, children know most of the fundamentals of their language, and they are able to converse easily with someone who speaks as they do (that is, in their dialect). As with other aspects of development, language acquisition is not predictable. One child may say his/her first word at 10 months, another at 20 months. One child may use complex sentences at 5 1/2 years while another as early as 3 years.

Nurturing Language Development
Parents and caregivers need to remember that language in the great majority of children develops very efficiently. They should try NOT to focus on "problems," such as the inability to pronounce words as adults do.

Most children naturally outgrow such things, which are a tiny segment of the child's total repertoire of language. However, if a child appears not to hear what others say, if family members and those closest to the child find it difficult to understand what the child utters, or if the child is noticeably different in communicative abilities from those in the same age range, adults may want to seek advice from specialists in children's speech, language and hearing.

GUIDELINES FOR NURTURING LANGUAGE DEVELOPMENT:

Teachers can help sustain natural language development by providing environments full of language development opportunities. Following are some general guidelines for teachers, parents, and other caregivers.

Teachers, parents and caregivers should:

Understand that every child's language or dialect is worthy of respect as a valid system for communication. It reflects the identities, values, and experiences of the child's family and community.

Treat children as if they are conversationalists, even if they are not yet talking. Children learn very early about how conversations work (taking turns, looking attentively, using facial expressions, etc.) as long as they have experiences with conversing adults.

Encourage interaction among children. Peer learning is an important part of language development, especially in mixed-age groups. Creating a balance between individual activities and those that nurture collaboration and discussion, such as dramatic play, block-building, book-sharing.

Remember that parents, caregivers, teachers, and guardians are the chief resources in language development. Children learn alot from each other, but adults are the main conversationalists, questioners, listeners, responders, and sustainers of language development and growth at home or in the classroom.

Continue to encourage interaction as children come to understand written language. Children in the primary grades can keep developing oral abilities and skills by consulting each other, raising questions, and providing information in varied situations. Every area of the curriculum is enhanced through language, so that classrooms full of active learners are hardly ever silent.

The Secret of Reading to your Child
Adults should read to children as often as possible. The secret, however, which will lead to optimal language development, is to read the SAME stories over and over and over.

In the "good old days" there was not the abundance of storybooks that there is today. It was also part of the child-rearing traditions - to narrate again and again to their children few stories that they knew. Parents also spent a lot of time teaching their children traditional rhymes and songs.

This action not only supports in sustaining oral literature but also as research shows today, it helps increase the learning level.

Source:
http://www.community.com

ABOUT THE AUTHOR:
Maryam has a vast experience in teaching children and traing teachers. She does freelance writing for Sindh Education Foundation.