Role Of Environment In Language Development Essay Example for Free

Role Of Environment In Language Development Essay Language development refers to the process of acquiring a language during a person’s early stages of development. The process involves language acquisition through learning or by mimicry. As a child continues to develop, the language development in turn moves from simple to complex (Barrett, p 13). For instance, infants do not use a language to communicate after they are born. However, by four months of age, babies are able to use speech sounds and can read lips. This language is referred to as â€Å"gibberish†. As the child continues to develop, he or she learns language by recalling simple words which is then followed by the acquiring of words together with their meaning. Much later a child can be able to join words to form sentences that form a logical meaning. As the child continues to grow older, new associations and meanings are created and language acquisition is characterized by more vocabularies. The environment that surrounds a child during development affects his or her language learning process. The environment may impact negatively or positively on a child’s language development. In both children and adults, an individual’s environmental experiences therefore play a very important role in language skills acquisition (Polinsky, p 15). In this paper, the role of environment on language development in children will be discussed. The paper will focus on the different environments an individual interacts with and how they influence language development. The different environments that will be looked at include; home environment, social, school environment, and child care environment. Discussion Research findings indicate that an individual’s environmental experiences have a great impact on language development. Researchers in the field of language acquisition argue that language learning results from the interactions that the learners have with their surrounding communities. In addition, the cognitive abilities of an individual is important in language learning (Berk, p 24). This hypothesis has been supported by researchers such as Michael Tomasello, Catherine Snow, Elizabeth Bates, and Brian MacWhinney. One of the most important environments in language development is the home environment. Within the family unit, every child interacts with the parents and the other family members. An individual during the early stages of development is able to interact with his or her members of the family at home. According to the Nativist theories, a child is born with an innate propensity for language acquisition. This ability plays a very important role in language acquisition because it makes the task of first language learning in a child to be much easier. Because language is a fundamental part of a human being, then language acquisition becomes a natural part of maturation. The environment that a child experiences at home aims at ensuring that a child through language acquisition reaches maturity (Brian, p 18). Infants begin learning language at home. In addition, adults also continue to learn a language within the family environment. Infants communicate their dispositions, wants, and needs by using their vocal cries, bodies, and preverbal vocalizations. Children learn their first language from the caretakers and the parents they interact with at home. This means that parents, caretakers and other family members through interaction can assist a child to acquire a language. A comfortable and safe environment becomes very important for proper language development. When there are caring and warm relationships at home, then a healthy environment for a child to acquire language is present because a good home environment provides a child with proper environment for learning. On the other hand, a family that experiences conflicts and disagreements deny a child a good learning environment and this undermines the process of language development in the child. For example, the phonological and semantic developmental stages during a child’s language development relies on the environment at home (Ingram, p 75). A healthy home environment ensures that a child’s phonological and semantic developmental periods of language acquisition are not hindered. During the phonological development, a child is able to make speech sounds which are characterized by cooing, babbling, and repetitive constant-vowel combinations. A child depends on a good home environment to make the speech words and to get response from the family members. As the child develops, he or she can pronounce words and can master syllable stress patterns. The semantic development in language acquisition also requires a good home environment. For example, this stage makes a child listen to the mother’s voice, recognize familiar words, and show the use of preverbal gestures. Learning of vocabulary follows and by the time a child reaches between 6 to 10 years of age, they can use words precisely. A good home environment promotes adequate parent participation in language development. Language learning apart from the phonological and semantic stages also includes the grammatical and pragmatics development. In order for a child to undergo these developmental periods appropriately, parents or guardians and other family members should ensure that they provide a good learning environment for the child and to assist a child in language development. Providing support and engaging a child in activities that enhance language acquisition becomes possible in a good home environment. Children who lack a good home environment may experience poor language learning because the home environment affects the normal patterns of language acquisition. Furthermore, a child who fails to receive support from his or her family members may take longer to learn a language. Parent’s responsibility in child language development is well practiced in a good home environment, whereby the baby talk or â€Å"motherese† as a tool of early communication in children is strengthened in a healthy home environment (Pinker, p 52). Apart from the home environment, the school environment influences language development in an individual. A child spends most of his or her time in school when parents or caretakers are engaged in other activities. This makes it very important for the school environment to be favorable for a child during language development. Much of a child’s language development and learning occurs at school. When the school environment is favorable for learning in a child, then it impacts positively to language development. To begin with, a good school environment ensures that a child gets a good learning environment. At school, a child interacts with both the teacher and other classmates and just like parents, teachers are very important in language development. For example, research findings indicate that when parents and teachers speak to children using complex sentences, the children’s ability to comprehend complex sentences increases. Apart from comprehending complexity of language, individuals are able to learn language comprehension. A good school environment encourages a child to learn more about a language and apply the acquired knowledge to communicate. The phonological, semantic, grammatical and pragmatics developmental periods in language learning are influenced by the school environment. All these stages are witnessed in children between 6 and 10 years of age, and this makes it necessary for schools to assist the children to undergo the language learning process successfully. When the school environment is good for language learning, language development in a child becomes possible. Poor learning environment at school on the other hand impacts negatively on . language acquisition. For adults, learning institutions such as universities and colleges allows one to acquire more knowledge and skills in about a certain language. A positive language learning environment at school or other education institutions is due to a teacher’s great experience and knowledge. When the school environment cannot provide children or the learners with the necessary skills in language use, then language learning becomes poor in a child. In this case, interactions that enable children to acquire a language are not provided. At school, interactions and communication between children or students promotes language acquisition since it enables them to apply what they learn in class. Teachers offer assistance to the children as they learn how to pronounce and use words in a given language, and they are able to identify difficult areas in language acquisition. The teachers can then concentrate on teaching in these areas. An unfavorable learning environment at school may result from poor interactions, poor communication and lack of assistance from teachers or tutors. These impacts negatively on the process of language acquisition in individuals (Santrock, p 37). The social environment refers to the environment in the society in which an individual lives in. A social environment can either promote language development or impact negatively on the language acquisition process. A society allows a person to interact with other people whom they share with similar values and culture. Due to the common beliefs, values and traditions that the members of a society may share, interacting with each other promotes socialization which is a very important process in development. Language is used in this process. The social environment affects the cognitive ability of a child as well as the language learning process. The cognitive ability of an individual determines his or her reasoning capacity and intelligence level. An environment in the society that increases the cognitive ability of a person impacts positively on language development. For example, a good social environment increases the intellectual and verbal ability of a person. This makes it easy for one to learn the various aspects of language use (Pan and Snow, p 236). When other members of the society interact with a learner, they are able to enhance the language speaking skills. In addition, new vocabularies and words can be learned through the socialization process and language use is well learned when a person or learner is able to converse with other members of the society. An environment that encourages socialization and sharing of ideas promotes language development. On the other hand, a social environment where members of the society show a minimum level of interaction slows down the process of language acquisition. For instance, children learn different definitions of words by interacting with the members of a community and when an environment prevents this interaction, lack of knowledge and skills about a language undermines language acquisition. Many working parents are unable to spend most of their time with their children since they take their children to child care facilities. These facilities are meant to take care of the child while the parent is absent; hence the child ends up spending a lot of time in such facilities. There is need for parents therefore to realize that a child care facility can either hinder or promote language development in a child. When the child care environment is positive, then a child has the opportunity to develop a language appropriately (Kail, p 43). An environment that undermines language acquisition in a child acts as a setback to language development. Some of the factors that determine whether a child care environment is positive for a child’s language development include; the physical environment, the teacher’s experience and educational background, involvement of children in plays or games, and the presence of warm and caring relationships in the facility. Teachers who are able to listen, talk, and read to the children more often encourage language acquisition in a child. Good relationship in the child care facility prevents quarrels and conflicts that result to a poor learning environment, and a child care facility that introduces a child to real life experiences and to new words contributes positively to language development. For instance, a child care facility that offers learning, exciting and fun activities offers children a great opportunity to learn a language since it encourages a child to listen and speak about their experiences at the facility. Playing is very important for language development and a child care environment that support creative games and fun for the children promotes a child’s language development. Playtime of a child with other children benefits a child’s language environment and it emphasizes on the importance of friendship and sharing. Playing time promotes listening and talking in children, hence skills that are acquired can be used to promote language development. Conclusion Language development is very important for proper child development since it enables an individual to acquire skills and knowledge to communicate with the others. In child development, the first three years of development are very critical in language acquisition and the environment that surrounds an individual during the process of language learning affects language development. The home environment, school environment, social environment, and child care environment all affect language development in a child. It is therefore very important that parents participate in language development by ensuring that these environments impact positively on the language learning process of a child. Works Cited Barrett, Martyn. The Development of Language, London: Psychology Press, pp. 229–50, 1999 Berk, Laura. Child Development. 8th ed. United States of America: Pearson Education, Inc,2009 Brian, MacWhinney. The Emergence of Language. Lawrence Erlbaum Associates, 1999 Ingram, David. 1999. Phonological acquisition, in Barrett M, The Development of Language, London: Psychology Press, p. 73–97 Kail, Robert. Children and Their Development (4 ed. ). Prentice Hall, 2006 Pan, Barbara and Snow, Catherine. The development of conversational and discourse skills, in Barrett M, The Development of Language, London: Psychology Press, pp. 229–50 Pinker, Steven. The Language Instinct; How the Mind Creates Language. London: Allen Lane, 1994 Polinsky, Maria et al. The atlas of languages: the origin and development of languages throughout the world. New York, 2003 Santrock, John. A Topical Approach to Life-Span Development. New York, NY: McGraw- Hill, 2008

Free Essays - Achieving Understanding in Amy Tans Joy Luck Club :: Joy Luck Club Essays

Achieving Understanding in Amy Tan's Joy Luck Club In Amy Tan's The Joy Luck Club the daughters are too young and naive to understand their mothers and the hardship they faced. But by the end on the novel the daughters are able to understand where their mothers came from through stories and experiences the mothers tell the daughters their background. This shows that the daughters overall understood the mothers better because through time they were able to experience some of the same conflicts giving them a better understanding. While Jing-Mei Woo is only one of four young women whose stories integrate the novel, her story makes her seem to be the initial character, especially since her tale not only begins and ends the novel, but also strongly develops the theme and plot of the entire book. Her mother, Suyuan Woo was very concerned with people and things they lacked, "Something was always missing...always needed improvements...not in balance" (19). This reveals that Suyuan is lacking something herself and feels not good enough for her family. We later discover her past and the twin girls she left behind in China. This past life draws readers and makes the story more interesting but a little confusing at the same time. This past comes back to Jing-Mei when her mother dies and Jing-Mei begins to understand how hard it is to let go of the people you love, which makes her become more open, understanding and mature. She lost a mother she got to share her life with, but like her half sisters, they did n't understand their mother until she was gone to share the experience of being reunited. In a sense, her spirit was there to capture their happiness of finally meeting one another. Although Waverly Jong is perceived in being an intelligent, ambitious, proud, and arrogant, she is constantly struggling with everything that happens in her life. Her unwillingness to adapt to change becomes a major conflict. "Bite back your tongue"(89) her mother's harshness on her while growing up may have caused her lack of self-confidence foiled but assurance. Not only that caused her to resent her mother but the way she introduced her to perfect strangers, "This is my daughter Waver-ly Jong"(101) just to tell people or make reference to the TIME article on Waverly cause her to become upset.

Accused: Eye Color and Man

The small figure bent over a table place intentionally sideways in the center of a small, dirt-floored room. The only light source that allowed him to see was the little light that trickled In through the filth stained window. As his hands worked, sewing the soft, bristled fur, a chorus of childish voices found Its way Into the house from outside. â€Å"Ring around the rosy,† they sang. The figure couldn't help but to cringe at the intricate lyrics, knowing their horrible meaning. â€Å"Pocket full of posies. † The man stood up to straighten his back, plucking his new work up as he did so.Pinched gently between his thumb and forefinger was the inert body of a rat, its fur hardened with dirt. The rat, though no longer alive, was positioned with its back arched up into the air and its paws held up as if ready to leap, whether to strike or flee. â€Å"Ashes, ashes. † A small drizzle started to fall from the gray clouds outside. Fat rain drops thumped gently against the wooden door. The man placed the rat on the window sill, the heavy stains of dirt working as a sufficient background of his new masterpiece. The rain started to fall harder from the miserable sky, and then even harder still.The fat drops pounded harshly now against the door and with a distinct flash of lightning that illuminated the rat's eyes, lighting up its dead gaze, followed by the crack of raging thunder, it was almost as if death itself rapped upon his door. And as the small children fled back to their homes, their last chorus echoed through the wind, raising the hair on the man's neck and sending a cold shiver down his spine. â€Å"We all fall down. † Jonathan Merger, a tall, thin man with dark hair and hazel eyes, stood behind a small woman and her three children as he waited to meet the sorceress.It had started to rain an hour ago, and if he hadn't of had to come outside, he wouldn't have. HIS clothes were already soaked with rain water. The offer of protection I s what drove him to come. Protection Is what drove everything now, standing alone against misery and fear. Jonathan watched as two of the children played around their mother, splashing in the muddy puddles that now line the cobblestone streets, still bustling with activity despite the weather. A third child, the smaller one of the three, grasped the dress his mother wore with small hands and buried his face into its cough fabric.As if sensing someone watching him, the small boy looked up from his mother's dress. Jonathan felt a pang in his heart. The boy, who couldn't be older than five, had a small blister just visible on the side of his cheek. His face was flushed with fever and he looked out of breath, as if he had been running for quite a long while. The boy put his face back into his mother's dress. The woman looked down and gently ran her fingers through his hair with motherly affection. As she left the small vendor, her children followed. Jonathan walked up to the small, simp le stand.Various stones and bracelets were laid out before him In small wooden boxes. Small woven designs and triangular cards tied to simple string hung from a wooden stick down past her shoulders and shockingly green eyes set into a wrinkled face splashed with freckles. Jonathan exchanged a few words with the older woman, and then placed a few silver pennies into her palm. She smiled, revealing chipped and missing teeth, then turned and reached up for one of the small triangular cards. She plucked it down from off the small stick and stretched out her arm towards him, her hand hiking with old age.Jonathan took the intricate charm with a kind nod of his head, then turned away from the woman and walked down the flooded streets seeking shelter. A small figure caught his eye as he approached the local pub. He was cloaked in a black robe that hung heavily around his body from the rain. A hood was drawn up over his face, but it didn't do well to hide him from the crowd. People began to whisper in the ancient language of gossip to one another, telling rumors and profound stories that they had heard about the man.They told each other about owe he hardly ever left his home to appear out in public, much rather sticking to the loneliest parts of town. They murmured of his shady figure, how he never really talked of his past or personal life, or they whispered about the way he presented himself in the strangest of ways, nothing like a normal man would. The strangest part about this man, however, was the fact that he never seemed to approach any of the vendors that sold magical charms and trinkets of protection, seeming to ignore them all together.Everyone tried to get protection from this horrible plague, but the an seemed to Just carry on as if it were none of his concern. Still, Jonathan couldn't help but notice that today he had seemed even odder than usually. His fingers danced and interlocked in a nervous habit, and his feet seemed to shuffle around underneath him with small, almost unnoticeable movements. Usually Jonathan preferred to stay clear of the man, but his curiosity was taking over. Without actually realizing, he had begun to follow the man as he walked back to his home.Carl Oakley walked into his small home and eased the door shut behind him. He drew his hood back from his face, now heavy and drenched with water. He sighed quietly and looked around at all the small projects he had recently completed. Black rats stood in various positions all around the room. His most recent one was placed on his window sill. He thought it would have been a good idea to put it there as a way for him to distinguish it from the rest, but now he felt as if he had made a very unfortunate mistake.One of the people in town had stopped him as he was passing through, which was unusual due to the fact that many people preferred to avoid him, and asked him about the black rats in his house. He had been so shocked that he ad nearly remained speechless, but aft er a few moments found his courage to answer. To his relief, she had thought that it had simply been a normal rat that had found its way into his humble abode. Carl quickly moved over to the window and removed the rat, wondering how the child had been able to see it through the thick layer of filth covering the lower half of his window.When he looked closer, he could see tiny streaks where the rain had run down the window, looking as if a toddler had taken its finger and swiped the dirt away. It wasn't completely clean, but it was clean enough to where the small shape of the rat could be visible from up close. He gave At that moment, Oakley heard his door open, allowing the cold outside air to flood into the dark room. A man hurried inside, looking completely unabashed at the fact that he had Just entered another man's home without any permission. Oakley threw him a confused look, but the man wasn't focused on him. He was focused on the rats.His face had gone a pale color and his ey es were wide in horror as he looked around at all of them, all in different poses, as if their death had been frozen and prolonged o that they may suffer the pain of living. His mouth moved as he tried to form words. Finally he managed, â€Å"What†¦ What is this†¦ This†¦ † â€Å"What is your reason of entering? I do not remember allowing you in,† Oakley said, his own face going pale. â€Å"Sorcerer,† the other man said, barely above a whisper, and then he spoke louder. â€Å"Sorcerer! What black magic is this? † â€Å"l am not a sorcerer neither do I practice in the skill of Black Magic.There is no such thing,† Oakley said, trying to keep his voice level at the situation. The man looked around, his eyes showing a mixture of fear and anger, and rasped a knife that had been lain down on the center table. It was the knife that Oakley had used to remove the skin from the rats. Dried blood now covered its metallic surface. Muff†¦ L s hould have known†¦ It's you isn't it? † Oakley was taken off guard by the question. â€Å"It's me what? † â€Å"The reason this plague has fallen upon our heads, shadowing the entire continent in fear and death. I knew it†¦ Ever since you arrived on that ship.You were hiding something, I knew it, I knew it†¦. But no, I won't let this go on any longer,† he said, raising the knife so that the tip faced Oakley. Have you succumbed to the rancid plague as well, or are you Just as mad as you sound! † Carl said, his anger rising up. â€Å"My son was taken by this plague,† the man continued, as if Carl had said nothing. â€Å"But no more, no more death, no more fear. † â€Å"Stop making foolish accusations against me! † Oakley shouted at realizing the reason for the accusation. The man was seeking revenge for his son, and he wanted it any way he could. Carl spoke again, this time his voice was softer. Do you not see what I have d one? Look around you. † The man glanced warily around him. L can see very well what you have done. † â€Å"l have preserved these small creatures,† Oakley said, with a sense of excitement and awe in his own voice. â€Å"Don't you see? I have made them everlasting. Now they shall be preserved for all future generations. Everyone may know of this plague, but not in the way we must suffer it. What I have done is great. † Oakley spoke like an artist would speak of one of his new masterpieces. â€Å"What you have done is evil and unholy! And I will send you back to the deepest parts of†¦ Jonathan had begun, his eyes gleaming bright with fear. Off still don't see! I have done nothing to cause this plague! † Oakley replied in anger. â€Å"l have done something marvelous that will help us too†¦ † â€Å"No more! † the man cried in a shaky voice. Muff think you're innocent, let God decide. Let us abide to the laws of the church! † Oakley froze, his hands up in gestures that he had made while he had been Jonathan had heard enough. The insanity of anger had overcome him, and now he only wanted one thing. â€Å"God will let the guilty fall against the good, and now let us judge,† the man said, raising the knife over his head.Oakley looked at the gleaming metal, feeling fear wash over him like waves of the ocean. His hands fell to his side. In a soft voice, â€Å"Please, you don't†¦ ,† he began to say, but then looked at Jonathan. His Jaw was set in determination, and his eyes shone with something so pronounced, it scared Oakley. As soon as the fear came, though, it vanished. He raised his arms out, leaving a clear strike for the man. â€Å"It doesn't matter. I have already left my mark upon this world. My work will be remembered, and later on copied. I will not be forgotten. † There was a flash of metal, and then blood sprayed the walls.

The Is A Cure For Deafness - 1090 Words

Imagine a life without hearing, waking up everyday in silence. Would you embrace your deafness, have a hearing aid, or have a cochlear implant? Surely, all of these options are personal preferences; however, one is better than the others: the cochlear implant operation, in a way, is a cure for deafness. Having an opportunity to fully hear in both of your ears can open many gateways into your life; the troubles of finding a school, a job, and doing basic things such as listening to music or driving a car would be made easier. The cochlea is the auditory portion in your inner ear, usually identified as a spiral like a snail shell. The cochlear implant contains two parts: the inner and outer. The inner part, also known as the receiver, is where the surgery comes into play. The receiver is placed under the skin above your ear where the surgeon carves a little part of the skull out for the magnet to lay in. 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