LANGUAGE RELATED ISSUES.pdf

It discuss about Bilingualism, Multilingualism, CHALLENGES OF A MULTILINGUAL CLASSROOM, The Challenges of Teaching in the Multicultural Classroom, Some characteristics of language disorders include, Operations of Three-Language Formula, Remedies to Language Problem, The Problem of Teachers, Content area comprehension skills, Analyzing Children's writing to understand their conception

1. LANGUAGE RELATED ISSUES
DR. C. BEULAH JAYARANI
M.Sc., M.A, M.Ed, M.Phil(Edn), M.Phil(ZOO), NET, Ph.D
ASST. PROFESSOR,
LOYOLA COLLEGE OF EDUCATION, CHENNAI -34

2. INTRODUCTION
•Language is the power of the human
race through which able to communicate,
express himself well and understand the
expressions of others.
•Vehicle of human expression
•Language development is a sign of social
and national development
•to express his feelings, to ask for help
and to apologize
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3. BI-LINGUALISM
“The ability to speak two
languages”
“the ability to speak, read and
write fluently in two language-
bi-literates”
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4. BILINGUALISM
•Bilingualism is commonly defined
as the use of at least two
languages by an individual
(ASHA, 2004). It is a fluctuating
system in children and adults
whereby use of and proficiency
in two languages may change
depending on the opportunities
to use the languages and
exposure to other users of the
languages
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5. MULTILINGUALISM
“The ability of having or expressing
in several languages especially with
equal fluency”
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6. MULTILINGUALISM
•Multilingualism is the use of two or more
languages, either by an individual speaker or
by a community of speakers.
•Multilingual speakers outnumber
monolingual speakers in the world's
population.
•Multilingualism is becoming a social
phenomenongoverned by the needs of
globalization and cultural openness.
•Owing to the ease of access to information
facilitated by the Internet, individuals'
exposure to multiple languages is becoming
increasingly frequent, thereby promoting a
need to acquire additional languages.
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Dr. C. Beulah Jayarani

7. CONTD.,
•widely known world languages such
as English as lingua franca, or the
shared common language of
professional and commercial
communities. In lingua franca
situations, most speakers of the
common language are functionally
multilingual.
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8. CHALLENGES OF A
MULTILINGUAL CLASSROOM
•Mother tongue interference
•Students attitude towards English
•Lack of usefulness of English
•Resource constraints
•Diverse students background
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9. The Challenges of Teaching in the
Multicultural Classroom
•When addressing the academic and
emotional concerns of international
students, it is important to consider
that these two areas work in
conjunction with each other as the
international student struggles with
emotional adjustment and
academic achievementin a new and
different environment.
1. emotional
adjustment 2. academic
achievement
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10. CONTD.,
•1. International students frequently need more
help understanding Carleton's specialized
academic vocabulary. In particular, concepts
such as distribution requirements, major
requirements, and liberal artsare new to
many international students.
•2. Advisors may wish to double-check to make
sure international students grasp fully the
options they have in:
dropping, adding, and withdrawing
from courses
selecting the S/CR/NC option
distribution requirements
extensions
independent study
Off Campus Study
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11. CONTD.,
•3. Non-immigrant studentsmust take a
full course load each semester in order
to comply with Immigration and
Naturalization Service regulations
governing their student status; it might
be helpful to remind students of this.
•4. International students need to be
encouraged to plan a balanced program
for themselves at Carleton:
A
balanced
work load
Readings
Writing
lab work
with particular consideration of the
student's English language skills
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12. •A balance among courses in
the student's major,
distribution requirements,
and electives within keeping
of a liberal arts education.
•Nature of Reading
comprehension in the content
areas
CONTD.,
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13. Some characteristics of language
disorders include
•Improper use of words and their
meanings
•Inability to express ideas
•Inappropriate grammatical patterns
•Reduced vocabulary, and
•Inability to follow directions
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14. common language disorders in children
•Speech disordersprevent people from
forming correct speech sounds, while
language disorders affect a person's
ability to learn words or understand what
others say to them. However, both
speech and language disorderscan
make it more difficult for a person to
express their thoughts and feelings to
others.
Speech
Language
disorders
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15. She sells seashells on the seashore
the shells she sells are seashells, if she sells
seashells on the seashore
then I'm sure she sells seashore shells.

16. Operations of Three-Language Formula
•Classes I to IV:
• One language –Mother tongue
• Classes V to VII:
• Two languages –Mother tongue and official language of the
Union –Hindior associate official language of the Union –
English
• Classes VIII to X:
• Three languages –compulsory –one of these three
languages –official language of the Union or the associate
official language–which was not taken up in the class V to VII
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17. CONTD.,
•Classes XI to XII:
Two languages Compulsory
students given option
any two of the three languages studied
earlier or
any two languages from
• Modern Indian Languages
• Modern Foreign languages
• Classical Languages –Foreign and Indian
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18. RECOMMENDATIONS
•Recommendations of Ishwar Bhai Patel
Committee
•The recommendations of the Kothari
Commissionshould be given due
consideration
•The recommendations of National
curriculum Frame work
•Used as guidelines in formulating or
reformulating any policies on the
teaching of the languages
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19. Remedies to Language Problem
•Teaching of Foreign Language
•English Medium at Higher Stage
•English Starting at Class VI
•No Burden of English
•Teaching of Indian Languages
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20. Classical Languages
Sanskrit
• Compulsory language –symbol of
ancient glory of India
• Origin of almost all the Indian
Languages
• Maintain our contact with our
ancient culture
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21. Contd.,
•In present, teaching of Sanskrit has been
included in the syllabus of Hindi
•Similarly included in the syllabus of other
languages
•At the higher education level some
difficulty of previous knowledge may arise
while selecting the classical subjects
•Courses may simplified to make them
suitable for the existing situation
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22. •Study of these subjects at primary and
secondary level–enable them to select
these subjects as independent (optional)
subjects at higher education stage
•When the present difficulties regarding
the language problem are overcome the
teaching of these subjects may be
possible as optional at the secondary
stage
Contd.,
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23. •All ancient classical subjects should be
taught independently at the higher level.
•Only interested students may study them
•As optional or compulsory subjects does
not appear feasible at the primary or
secondary level –“curriculum burden”
•Cannot be included in the three-language
formula
Contd.,
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24. The Problem of Teachers
•People speaking other languages –Union
and State Governments can train them for
teaching
•Teachers of other languages –have
sufficientknowledge of the language of the
region
•Solution –teachers of other languages
should be trained in the regional languages
for a fixed period
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25. •Union Government –select teachers for
different languages–after training –
appointed as a language directors–in turn
they will train local language teachers and give
necessary guidance
• Union or State Governments –select language
teachers from different regions –giving them
training -regional languages -Giving
additional salary
The Problem of Teachers
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26. Content area comprehension skills
•Compare and contrast
•Cause and effect relationship
•Visual organizers
•Summarize
•Identify text clues
•Reading aloud
•Note taking
•K-W-L Charts
•Reciprocal teaching
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Dr. C. Beulah Jayarani

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28. Developing writing skill in content area
Differentiating
assessment in
writing
Differentiating
Performance tasks
Differentiating
Instructional
strategies
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29. Strategies for developing oral
language
•Show and tell
•Daily oral language
•Dramatic vocabulary
•Word wall
•Debates and take a stand activities
•Listening activities
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30. Reading in content areas
Improving state test performance with questions
Co-ordinate your reading program with content
classrooms
Build comprehension strategies
Focus on non-fiction reading in content area
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31. EXPOSITORY TEXT
•Non-fiction
•No Narrator
•Purpose is to inform
•Defined structure
•Standard Language
•Non-biased
NARRATIVE TEXT
•Fiction or non-fiction
•Narrator
•Purpose is to entertain
•Various structure
•Figurative language
•Biased
Expository Vs Narrative text
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32. Transactional Vs. Reflective text
Transactional
•Transactional texts are either a
response or an initiation of
response
Reflective text
•In reflective text, the writer
contemplates an idea and gives
his/her thoughts.
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33. Schema theory ( very act of comprehension involves
one’s knowledge of the world )
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34. Text structure
•Common text structure
•Compare-contrast structure
•Cause-effect structure
•Sequence structure
•Problem-solution structure
•Descriptive structure
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Dr. C. Beulah Jayarani

35. Summarizing
PURPOSE
•It captures all points and expresses in shorter space
•It tests how far students understand
•Useful when doing research
HOW TO
•Make a marginal note
•Identify it's main sections
•Use diagrams
•One or two sentences to summarize
•Starting point for other points
•Summary always capture the central meaning
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36. NOTE MAKING FROM WRITTEN TEXT
•Headings
•Sub-headings
•points
•Indenting
•Do not write in full sentences
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37. Reading comprehension for note making
•Survey
•Question
•Read
•Recite
•Review
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38. Making reading-writing connections
•Read wide and regularly to
develop writing ability
•Increasing reading frequency
improves writing
•Read good writers for children
•Developmental writers analyze
multiple text
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39. Process writing
“An approach to incorporate writing skill
from the very beginning of English learning
process”
STAGES
•Pre-writing
•Focusing idea
•Evaluating, structuring and editing
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40. Analyzing Children's writing to
understand their conception
•Text structure
•Sentence structure and grammatic
feature
•vocabulary
•spelling
•Punctuation
•Handwriting
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41. Writing with sense of purpose
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42. Writing to learn and understand
•Do a warm up
writing exercise
•Engage students in
active listening
•Write about
reflections
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43. Some Signs of Receptive Language
Problems
•Having trouble following oral directions
•Needing oral directions repeated or rephrased
•Problems understanding questions
•Difficulty concentrating in verbal settings, but not in
other settings
•Delayed in acquiring decoding skills
•Poor reading comprehension past the 4th grade in
spite of having a good sight vocabulary
•Trouble learning a foreign language
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44. Signs of Expressive Language Problems
•Being non-verbal (doesn’t talk much)
•Excessive use of simple, declarative sentences or incomplete sentences
•Hesitant or slow speech
•Excessive use of pause words such asummm, you know, like, etc.
•Poor use of words that tie things together such as first, next, then, but, and finally
•Lack of verbal participation in conversations and classroom discussions
•Poor written expression
•Brief answers and failure to elaborate
•Redundancy (using same words over and over)of vocabulary or ideas
•Avoiding pronouns
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Dr. C. Beulah Jayarani

45. Problems with Phonics and Phonemic
Awareness
•When the teacher says, “Just sound it out”, a student
who has problems with phonics and/or phoneme
awareness may find that hard to do.
•The student who has problems with phonics has
trouble associating a particular sound with a
particular letter or letters.
•A student who has trouble with phoneme awareness
has difficulty understandinghow speech can be
segmented, or broken into small sounds,and also
how these sounds can be put together.
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46. Problems with Auditory Discrimination
•A student may not be able to easily
hear the difference between
similar sounds. A person may have
a hard time, for example, hearing the
difference between words such as
bill and bell.
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47. mispronounce
•A person may frequently mispronounce
words because she mishears them. Her
pronunciations may be “close but no
cigar.” For example, she may say “morpid”
instead of “morbid”and “siduation”
instead of “situation.”She may miss the
meaning of a sentence because she
mishears a word. For example, she hears
“crab” instead of “cram,” which changes
the meaning of the sentence —“I need to
cram” is different from “I need to crab!’
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48. Problems with Morphology and Syntax
•Apersonmayhavealotoftrouble
withprefixesandsuffixes.For
example,hehavedifficulty
understandingwhatpreamble,
preview,andpreparehavein
common.Hemayhavenotrouble
understandingthemeaningof
thewordwork,buthestruggles
withthewordunworkable,which
ismadeupofthreemorphemes
(un/work/able).
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49. Problems with Semantics
•A person may have trouble with the flood of technical
words that he has to use inmath, science, or
English, like isosceles, cilia, precipitation, or
nominative.Sometimes it is hard for him to
remember what all these words mean and even
harder to know how to use them correctly. He
might do well with memorizing the definition of
the word, but he cannot use them correctly in a
sentence. It may also be difficult for him to
conjugate verbs in English class frompresent to
past to future tense, much less from present
perfect, to past perfect and to future perfect.
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50. Problems with Discourse
•In developing discourse, a student will be asked to take his
language skills beyond sentence building and put his
sentences together to form paragraphs and then
stories or essays. Of course, it is not enough to put them
together; to be able to get the ideas in the right order in a
paragraph, story or essay. Sometimes teachers can
ask the students to read a long passage and then
summarize what theyhas read. This is also a problem
for them.
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51. •Pragmatics includes the art of social
language. How a person says things can
indicate whether he is angry, sympathetic,
or friendly.
•A person with weak language pragmatics
misses these clues and sometimes
responds in inappropriate ways.He can
also miss the times when his friends are
trying to be funny, but he thinks that they
are being serious.
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52. •Metalinguistic awareness refers to a
person’s knowledge of theintricacies of
language and how it works.
•If a person is weak in this area, he may
not know what is Good English and is not
good English.
•He may also miss out on puns, metaphors,
multiple meaning words, and analogies.
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References
“Language across the
curriculum”
•TNTEU –Study Material
•Ram Publications
•Sri Krishna Publications
•Google Images