< DIPLOMA IN EARLY CHILDHOOD EDUCATION >

< SEMESTER MAY / YEAR 2021 >

< HDPS 2603 >

< ENGLISH FOR YOUNG CHILDREN >

MATRICULATION NO : <991023085538001>
IDENTITY CARD NO. : <991023-08-5538>
TELEPHONE NO. : <018-8740231>
E-MAIL : <kathirtaarshini@gmail.com>
LEARNING CENTRE : <JOHOR LEARNING CENTRE>
INSTRUCTIONS
 Do not copy the assignment question and instructions to your answer.
 Prepare your assignment answer following the layout of the ASSESSMENT
CRITERIA shown in the RUBRICS provided for the course. Where RUBRICS are
not provided, follow the instructions/guidelines specified by the Open University
Malaysia (OUM) for the assignment concerned.
 Your assignment should be written according to the number of words outlined
in the assignment instruction EXCLUDING references.
 Type your answer using 12 point Times New Roman font and 1.5 line spacing.
 Show the number of words at the end of your assignment.
 Tables and figures where provided, should be appropriately titled.
 List your references separately in the APPENDIX page.

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 ATTACHMENT

REFERENCES

https://courses.lumenlearning.com/wmopen-psychology/chapter/language/

https://sites.google.com/site/specialedueffect/educ-6737-strategies-for-teaching-english-

as-a-second-language/language-development-theories-and-implications

https://www.google.com/search?

q=introduction+language+development&oq=&aqs=chrome.0.69i59i450l8.797559434j0

j15&sourceid=chrome&ie=UTF-8

https://www.google.com/search?

q=principles+of+interactionist+theory&oq=&aqs=chrome.2.69i59i450l8.797730822j0j

15&sourceid=chrome&ie=UTF-8

2
PART 1
1.0 INTRODUCTION
Language development is the process by which children come to understand and
communicate language during early childhood. Psychological theories of language
learning differ in terms of the importance they place on nature and nurture. Remember
that we are a product of both nature and nurture. Researchers now believe that language
acquisition is partially inborn and partially learned through our interactions with our
linguistic environment. Perhaps the most straightforward explanation of language
development is that it occurs through the principles of learning, including association and
reinforcement. Additionally, described the importance of observation and imitation of
others in learning language. There must be at least some truth to the idea that language is
learned through environmental interactions or nurture. Children learn the language that
they hear spoken around them rather than some other language. Also supporting this idea
is the gradual improvement of language skills with time. It seems that children modify
their language through imitation and reinforcement, such as parental praise and being
understood. For example, when a two-year-old child asks for juice, he might say, “me
juice,” to which his mother might respond by giving him a cup of apple juice. There are
various language development theories that have been propagated by various proponents.
This section briefly examines four main theories. These include Behavioral Theory,
Nativist linguistic theories, social interactionist theory and cognitive theory.

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 Figure 1
Brain Areas for Language: For the 90% of people who are right-handed, language is
stored and controlled by the left cerebral cortex, although for some left-handers this
pattern is reversed. These differences can easily be seen in the results of neuroimaging
studies that show that listening to and producing language creates greater activity in the
left hemisphere than in the right. This area was first localized in the 1860s by the French
physician Paul Broca, who studied patients with lesions to various parts of the brain.
Wernicke’s area, an area of the brain next to the auditory cortex, is responsible for
language comprehension. Language is a communication system that involves using
words and systematic rules to organize those words to transmit information from one
individual to another. While language is a form of communication, not all communication
is language. Many species communicate with one another through their postures,
movements, odors, or vocalizations. This communication is crucial for species that need
to interact and develop social relationships with their conspecifics. However, many
people have asserted that it is language that makes humans unique among all of the
animal .This section will focus on what distinguishes language as a special form of
communication, how the use of language develops, and how language affects the way we
think.

1.1OBJECTIVE
The aims of language development are to: enable students to understand and use the
language they have studied in context. encourage an awareness and appreciation of the
different perspectives of people from other cultures.
- Develop their intellectual, personal and professional abilities.
- Acquire basic language skills (listening, speaking, reading and writing) in order to
communication with speakers of English language.
- Acquire the linguistic competence necessarily required in various life situations.

2.0 PRINCIPAL OF INTERACTIONIST THEORY

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The main principles of symbolic interactionism are: Human beings act toward things on
the basis of the meanings that things have for them. These meanings arise out of social
interaction. Social action results from a fitting together of individual lines of action.
Interactionist theory "is based on the idea that human beings, as they interact with one
another, give meanings to themselves, others, and the world around them, and use those
meanings as a basis for making decisions and taking action in their everyday lives" The
central principle of the interactionist perspective is that the meaning we derive from and
attribute to the world around us is a social construction produced by everyday social
interaction. This perspective is focused on how we use and interpret things as symbols to
communicate with each other, how we create and maintain a self that we present to the
world and a sense of self within us, and how we create and maintain the reality that we
believe to be true. Herbert Blumer developed a clear definition of symbolic
interactionism while studying under, and later collaborating with, Mead at the University
of Chicago. Drawing from Mead's theory, Blumer coined the term "symbolic interaction"
in 1937. He later published, quite literally, the book on this theoretical perspective, titled
Symbolic Interactionism. In this work, he laid out three basic principles of this theory.

1. We act toward people and things based on the meaning we interpret from them.
For example, when we sit at a table at a restaurant, we expect that those who
approach us will be employees of the establishment, and because of this, they will
be willing to answer questions about the menu, take our order, and bring us food
and drink.
2. Those meanings are the product of social interaction between people—they are
social and cultural constructs. Continuing with the same example, we have come
to have expectations of what it means to be a customer in a restaurant based on
prior social interactions in which the meaning of restaurant employees has been
established.
3. Meaning-making and understanding is an ongoing interpretive process, during
which the initial meaning might remain the same, evolve slightly, or change
radically. In concert with a waitress who approaches us, asks if she can help us,
and then takes our order, the meaning of the waitress is re-established through that

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 interaction. If however, she informs us that food is served buffet-style, then her
meaning shifts from someone who will take our order and bring us food to
someone who simply directs us toward food.

Following these core tenets, the symbolic interactionist perspective reveals that reality as
we perceive it is a social construct produced through ongoing social interaction, and only
exists within a given social context.

3.0 IMPLICATIONS OF THEORY TO TEACHING LANGUAGE

There are many theories from research that we have accepted and allowed to guide our
instruction and instructional activities such as the influence of Constructivism to provide
opportunities to allow learners to be active creators of knowledge. In the same way, there
are theories that influence the strategies and activities that educators use to teach
language in classroom. One of such theories is the Krashen’s Monitor Model. it
contradicts many of my observations, in learning as a student in my English language
classroom .The popular understanding of learning in the first half of the 20th century
characterizes a system of behavioral responses to physical stimuli by behaviourist
linguists such as Thorndike (1921), Watson (1925), and Skinner (1957). They believed
the essence of learning was developed in terms of stimulus-response association through
habit formation, operant conditioning, and reinforcement withan emphasis on successful
error-free learning in small and prepared steps and stages. Teachers with a behaviorist
mindset take classroom as a teacher-centered environment, with teachers, textbooks, and
other enrichment materials as the major source of knowledge. They regard curricula as
the intensified teaching guideline, in which text-based exercises are designed and
developed with intentional guidance,regular repetition and review, and increasing
difficulty levels. According to Bloom(1956) and Gagné(1965), constant repetition and
consideration are necessary forthe effective reinforcement of responses and able to
reproduce the whole.
i. Language learning is habit formation;
ii. Mistakes are bad and should be avoided, as they make bad habits;

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 iii. Language skills are learned more effectively if they are presented orally
first,then in written form;
iv. Analogy is a better foundation for language learning than analysis; and
v. The meaning of words can be learned only in a linguistic and cultural context.

Accordingly, learning English has become a tool of success and contacting with the
people in this era. Learning a language, however, does not mean that a learner
memorizes vocabulary and grammatical rules only, but it also requires knowing about
the language’s culture and using this language in various communicative situations.
Learning language requires learners not only knowing about language, but it also
requires them using language in communicative situations .

A) Behaviorism Theory
As we have seen in the previous part, behaviorism theory is a psychological theory of
learning, basing mainly on mimicking, practice, positive reinforcement, and habit
formation. In this theory, teachers use testable, measured, and observable behaviors,
such as examinations, to assess children and give grades as positive reinforcement
to enhance positive behaviors. In teaching, teachers focus on sound drill and
tangible performance to enhance students learning. So, it is required that teachers use
well-structured curricula in order to find appropriate ways to assess students
pedagogically in a way to motivate them to learn. Behaviorism in the class room can be
applied quite easily..Reward those behaviors that are positive through incentives and
encouragement..Eliminate those behavior that are negative through punishment and
consequences such as taking something away. Our charge was to build with a synthesis
of research on learning from birth through adulthood, in both formal and informal
settings. This body of work has implications for the work of educators in schools,
particularly those who teach at the kindergarten . All of these insights have implications
for the way schools and classrooms are organized. In this chapter, we draw on findings
from previous chapters to consider four implications . First, we consider why attention to
the cultural nature of learning is critical to the quality of every students educational
experience and examine research that illustrates specific impli cations for instruction.

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Second, we briefly describe current thinking about how learning in different academic
content areas requires approaches that take into account both general findings about
learning and subject-specific differences. Third, we discuss instructional approaches that
both engage and empower learners. Finally, we consider how understanding of the
processes of learning has been brought to bear on the design of educational assessment.

B) Cognitivism Theory
As shown in the previous part, Chomsky believes that children are born with innate
knowledge, which is called competence, that forms the deep structures of their first
language. So, they acquire and learn other languages fast and effortlessly because the
knowledge has been existed in their brain. All children have the universals of all
languages, so they need just to find ways of how to practice and use language in
the classroom to communicative situations with native speakers, which is called
performance.

C) Constructivism Theory
This theory, in fact, functions as a model for the higher cognitive growth and
explains the importance of integration a learner’s cognitive activity in brain to a
learner’s experience in the real world. As learning starts from brain, where
knowledge is stored previously, teachers seek to transfer this knowledge into utterances
in reality to be used with other people in the community. This theory has a great
effect on the field of second language learning as it confirms that knowledge is
constructed and developed by learning through interacting with others in the real world.
So, interaction with people in the real world is core and basic in learning. Hence, it is a
must that a teacher studies the social and educational factors that form the learners’
competence.

D) Structuralism Theory
As we have seen previously, this theory was first influenced by Bloomfield’s behaviorist
theory, which identifies language structure with its kernel patterns and grammatical
structures. Based on this theory, language is a system of structures that include elements

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starting from phonemes and ending with context. Hence, the language learning, based on
Dai and Chen (2007), should be the task of “mastering the elements or building blocks of
the language and learning the rules by which these elements are combined, from
phoneme to morpheme to word to phrase to sentence”

E) Functionalism Theory
This theory considers language and culture interrelated, and language is a semiotic
meaning captured and constituted within a context in a specific culture. In this
regard, Halliday (1975) indicates that “the social semiotic is the system of meanings
that defines or constitutes the culture; and the linguistic system is one mode of realization
of these meanings” (p. 139). Hence, language is learned and captured within a cultural
context interpreted in terms of semiotic signs. It requires a learner then, based on
Halliday (1975), to “construct the system of meanings that represents his own model
of social reality. This process takes place inside his head; it is a cognitive process. But it
takes place in contexts of social interaction, and there is no way it can take place except
in these contexts”

4.0 CONCLUSION
Language development is a complex and a unique human quality that no theory is as yet
able to completely explain. Newer theories will probably develop from what has already
been explored. This could be taken from cognitive to interactionist approach where the
relationship of psychology and the environment needs to be explored in greater depth.
The construction of democracy requires implement education democracy and democratic
education first. One of the most effective forms of democratic educzation is classroom
interaction, which is the key of democratic education and the cultivation of innovative
talents. In this paper, from intersubjectivity perspective, we discusses the principles and
ways of classroom interaction. We feel that the research is not deep enough. We hope we
can do more to explore in it.

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PART 2
LESSON PLAN
Title : Recognize phonics sounds communication English Language
Learning objective : At the end of the lesson people are able to:-
Understand the simple phonic sounds and the letters:-
 Learn the language o English with the phonic sounds ‘words’ and ‘object’.
 Improve the reading skills while learning the phonics sounds.
 Recognize phonic sounds the ( apple, basket, cat, door, elephant, flag, girl,
hammer) with the correct pronounce.
 Read the phonics words sounds ( apple, basket, cat, door, elephant, flag, girl,
hammer).
Learning outcome : At the end of the lesson student should be able to:-
 Listening the phonics song with words and sing again the song to and recognise
the sounds.
 Identify the sounds a, b, c, d, e, f, g, h found on the flash card correctly.
 Matching phonic word scan cards with the phonic sounds that the teacher showed
correctly example sound of and ( sand ) they have to combined the letter flash
card with correct sounds.
 Tells words that have sounds the and found on the flash card correctly.

Age : 6 years old

Time : 9.00 am – 9.45 am
Minutes : 45 Minutes
Module : Basic Module
Focus : BI 4.0 Reading skills
Contents Standard : BI 4.2 Apply sounds of letters to recognize words
Learning Standard : BI 4.3 Write recognizable phonics sounds
Integrated Standard : PSE 2.2 Build a positive spirit and nature
Prior Knowledge : Pupils already know the alphabets

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Moral Value : Obey, Confident
MI Focus : Verbal-lingnistic, intrapersonal, interpersonal
Thinking Skills : Elaborate ideas
Teaching Materials : Laptop, Worksheets, Flash card, Power Point, Slide,
Speaker.

Time / Steps Method Learning activities Resources

Induction -Listen to the song 1. Teachers make LM :
( 10 minutes ) together. the phonic sound Speaker
words track to the
-Read the phonics students. MI :
sound with word. 2. The teacher asks Music
the students to sing
-Play phonic song the song together
with phonic sounds. with phonic sounds.

-Then play songs for

children with
picture and phonics
word .
Step 1 -Pronounce the 1. Teacher show the MI :
( 10 minutes ) letters. flash cards for the Verbal-lingnistic
students.
-Prepare flash cards LM :
with phonic sounds. 2.Teacher provide Flash cards
flash cards with
-Seperated the letters a, b, c, d, e, f, TS :
beginning letters of g, h . Analyze
word ( example : g
in one card then 3.The teacher V:
GIRL another card. mentions the letters Hardworking

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 in the scan card one
at a time.

4.The teacher asks

the student to
mention the words
are one by one.
Step 2 -Show random scan 1. Teacher provide TS :
( 10 minutes ) cards and ask ‘Hammer’ screen Flash card
students to show a with letters a, b, c,
scan card that has d, e, f, g, h to MI :
the same letter with children. Verbal-lingnistic
the card the teacher
shows. 2.The teacher TS :
arranged the scan Apply
card in front of the
students.
V:
3. Teacher shows Hardworking
random scan cards
and ask to the
students in which
scan card that has
the same letter with
the card that teacher
shows.
Step 3 -Name the object 1. The teacher tells LM :
( 10 minutes ) and recognize the the student about Flash cards
wors. object and letters a,
b, c, d, e, f, g, h. TS :
Apply

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 2. Teachers show
the flash card which MI :
have object picture. Verbal-lingnistic

3. The teacher asks

the students to tell if
the image of the
object is seen on the
flash cards together.
Conclusion Tell what letter has 1.The teacher asks MI :
( 5 minutes ) been learned the students to Verbal-lingnistic
recheck the letter
has been they
learned.

Advantage : The use of sight-seeing scan cards can attract the students to see the letters a,
b, c, d, e, f, g, h as well as picture on the flash cards. This can attract students to read the
letters and students reading skills.
Weakness : The situation became uncontrolled as the use of the ‘ hammer’ scan card was
not enough for students to hold the scan card.

Improvement : Teachers need to provide adequate learning tools so that students can
experience to learning as well .

( 2923 Words )

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