Children's Language and Experiences: Some Considerations for Linguists. Linguistic Communications: Working Papers of the Linguistic Society of Australia, No. 16.

Autor/in	Koppe, Julia
Institution	Monash Univ., Clayton, Victoria (Australia).; Linguistic Society of Australia.
Titel	Children's Language and Experiences: Some Considerations for Linguists. Linguistic Communications: Working Papers of the Linguistic Society of Australia, No. 16.
Quelle	(1976), (43 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Aboriginal Australians; Child Development; Child Language; Early Childhood Education; English (Second Language); Ethnocentrism; Individual Instruction; Language Acquisition; Language Instruction; Models; Psycholinguistics; Reading Skills; Second Language Learning; Student Characteristics; Student Teacher Relationship; Teacher Attitudes; Teaching Methods; Test Results; Writing Skills + Suchen Sie Ihr Suchwort? Aborigines; Australia; Australien; Kindesentwicklung; 'Children''s language'; Kindersprache; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; English as second language; English; Second Language; Englisch als Zweitsprache; Ethnozentrismus; Individuelles Lernen; Sprachaneignung; Spracherwerb; Analogiemodell; Psycholinguistik; Reading skill; Lesefertigkeit; Zweitsprachenerwerb; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Writing skill; Schreibfertigkeit
Abstract	This paper examines a didactic model of teaching-learning which underlies the approach of many teachers and linguists, and proposes an organic interaction model, which recognizes children's individual needs and characteristics, instead. Problems in interpreting test results in areas of primary or oral language and in the secondary language skills of reading and writing are examined, with particular reference to aboriginal children learning English as a second language. Ethnocentric attitudes on the part of the teacher are opposed to the need for increased understanding of the characteristics of learners, children in general, particular cultural groups, and individual children. Consideration is given to recognition of developmental patterns observed among children and accomodation of such sequences in planning programs by teachers and linguists. Finally, some examples of an organic interaction model of teaching-learning in operation are provided. (Author/AM)
Anmerkungen	Linguistic Communications, c/o Department of Japanese, Monash University, Wellington Road, Clayton, Victoria, 3168 Australia ($8.00 Australian per issue)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01