SYLLABUS Paper-lll : Language Across the Curriculum Marks: 50(40+10) Unit - 1 (Language and Society) 0 Meaning, Nature and scope of Language, Role of Language in Life: Intellectual, Emotional, Social, Literary and Cultural Development. O Characteristics of Language Development O Factors Affecting Language Learning: Physical, Psychological and Social Q Theories of Language Learning: Divine Gift Theory, The Pooh or The Interjectional Theory, The Ding-Dong Theory, The Yo- He-Ho Theory, The Sing-Song Theory, The Ta-Ta Theory, The Babble -Luck Theory, The Tongue-Tie Theory, The contact Theory UNIT-II (Curricular Provisions, Policies for Language Education and Development of Language Skills) Q Position of Languages in India; Article 343-351,350A; of Constitution of India Q Kothari Commission (1964-66); NPE-1986; POA-1992; National Curriculum Framework-2005(Language Education); : NCFT-2009(Language Education) Meaning, Importance and Need for development of Language ~ Skills a Approaches to Language Learning: Traditional Method, Textbook Method, Communicative Method, Grammar-Cum- 4 Translation Method, Principles and Maxims of Language arning5.4.3. Merits of NCF,2005 5.4.4. Demerits of NCF,2005 5.5. National Curriculum Framework for Teacher Education (NCFTE,2009) EXERCISE Chapter-6. Language Skill: Concept, Meaning, Importance and Need 6.1. Development of Language skill 6.1.1. Concept of Listing Skill 6.1.2. Concept of Reading Skill 6.1.3. Concept of Speaking Skill 6.1.4. Concept of Writing Skill EXERCISE 102- Chapter-7. Approaches, Principles and Maxims of Language Learning 12 7.1. Approaches of Language Learning 7.1.1. Traditional Method 7.1.2. Text-Book Method 7.1.3. Communicative Method 7.1.4, Grammar Cum Translation Method 7.2. Principle of Language Learning 7.3. Maxims of Language Learning EXERCISECHAPTER - 1 Language: Meaning, Nature, Scope and Role of Language in Life : Intellectual, Emotional, Social, Literary and Cultural Development 1.1 Concept of Language Language is a structured system of communication. The structure of a language is its grammar and the free components are its vocabulary. Languages are the primary means of communication of humans, and can be conveyed through spoken, sign, or written language. Many languages, including the most widely-spoken ones, have writing systems that enable sounds or signs to be recorded for later reactivation. Human language isnot dependent on a single mode of transmission (sight, sound, ete) and is highly variable between cultures and across time. Human languages have the properties of productivity and displacement, and rely on social convention and learning. Language, a system of conventional spoken, manual (signed), of written symbols by means of which human beings, as members Of/a social group and participants in its culture, express themselves. The functions of language include communication, oe expression of identity, play, imaginative expression, and ‘motional release. 4 1.1.1. Meaning and Definition of Language ‘ meets is complex concept, to give any perfect definition Only difficult but almost impossible task. The ‘Language a Seems to have been derived from the ‘Latin’ word ‘Lingua’ nimple ‘tongue’, In Hindi the word of ‘Bhasha! is originated a Sanskrit root ‘Bhash’ which means sound or speech. 910 language is taken in wider-sense. And along with speaking , i written speech, any-other medium of expression is embeddey the wider language of the language concept. Certainly language has been spoken first and then written. While vari, formal means of communication have played on important i in the development-of the language. Language is a system of symbols and rules that is used meaningful communicati A system of communication has meet certain criteria in order to be considered a language language-uses symbals, which are sounds, gestures, or writ characters that represent objects, actions, events, and id: symbols enable people to refer to objects that are in anot place or events that occurred at a different time. A languaz generative, which means that the symbols of a langua! jf combined to produce an infinite number f messages. A langu has rules that govern how symbols can be arranged. These allow people to understand messages in that language eve they have never encountered those messages before. Langu is a powerful tool to clarify thinking, for social communica! and to influence people. Language is a articular kind of syst for encoding and decoding information. ‘And communica” happens when the decoder receives, decodes and understé the message of encoder. We must realize that languag primarily something that is spoken not written and languai evolut onan, not static which keeps on changing. confuntaton wh a 1A language is a system ee ists of a set of sounds and wri € used by the people of a particular count! . Iki ti age s rn f languag egion for talking or writing, Some definitio is of lang! Language Across the Curiy lynguage AcrOss i = ¥ manguage exists only when it is listened to as well as spoken. The hearer is indispensable partner”. - John i it Dewey , x “Language is the expression of thought by speech sound”. - Sweet 3, “Manis man through language alone”. — Humboldt 4, “Language is an articulated system of signs, primarily in the medium of speech.” —B.M.H. Strang 5, “Language is a natural object, a component of the human mind, physically represented in the brain and part of the biological endowment of the species” - Chomsky 6. “An English phonetician and language scholar, stated: “Language is the expression of ideas by means of speech-sounds combined into words. Words are ‘combined into sentences, this combination answering Panto that of ideas into thoughts.” — Henry Sweet 8. Oxford English Dictionary defines tanguage as “Words and the methods of combining them for the expression of thoughts” 3° According to Allen, “Language is a mean of communicative thoughts.” 10- According to Bolinger, “Language is species specific.” a According to H.A. Gleason, “Language is one of the Most important and characteristic forms of human behaviour,” 22, According to Ben Jonson, “Language most shows a a as speak that | may see thee.” " Leonard Bloomfield says, “Each community Is formed by the activity of language.”oS BS 12 Language Across the Cutticy 1.1.2. Characteristics of Language Language Language is one of the vital ractets that differentiate hun concepts from other creatures. As a ae being we need, languag, words : express our emotions, ideas, feeling and thoughts to People he using sounds, gestures and signals et a Pattern, The, cca of language allows one to rhe relationship with other peg “rece: in and interaction. So, language is a communication device uy oS sounds, signs and symbols which have meaning. Language at many characteristics that are given oe : _ symboli 1. Language is Arbitrary + Language is undoubtedly arbit languag as there is no inherent connection between the nature of thi isan arr or concepts the speech deals with. However, those things; phonolc ideas are expressed, and there is no reason why diffet are als: communities pronounce a ‘single term’ differently. A word “morpho chosen to mean a specific thing or idea is arbitrary. It migh Inside t! noticed that if a language had not been arbitrary, there w of mind have been just a single language that remained throughout 5. L world. That is why we can consider language as an arbit ay vocal symbol. compri: 2. Language is a Social Phenomenon : should be considered a social phenomeno. in our human society; articul: In a sense, langy®'cula! te Shows u n. Language is st itis a means of Nourishing and develo" = culture and establishing human relations, As a member he Particular social group, we human beings interact with “as an in other, allowing us to identify with one another and connectthe grap Coordinate with one another, This is how language is part k Parcel of our Society, Language exists in the public arena,was mar method for feeding and Creating a society, and sets up hua gathe relations, Asa member of the community, we acquire a langtand tra, Permanently, followin 3. Language is a Symbolic System : Language signifithange symbolic system, and it consists of different sound symbol!13 words 25 their symbols. These symbols are picked and routinely acknowledged and utilized. The words in a language are not just patterns or images but symbols that denote meaning. The language uses words as symbols and not as signs for the concept represented by them. The core value of a language sometimes relies on the proper explanation of these symbols. 4, Language is Systematic : Although the language is symbolic, its symbols are arranged in specific systems. All languages have their arrangement of plans, and each language is an arrangement of systems. Furthermore, all languages have phonological and syntactic systems, and within a system, there are also several sub-systems. For instance, we have the _zmorphological and syntactic systems inside the linguistic system. Inside these two sub-systems, we have systems, such as plural, of mindset, or perspective, of tense, etc. -s Language is Vocal, Verbal and Sound : Language is a system of vocal and verbal symbolism, and it is essentially omprised of vocal sounds just created by a physiological ; le story) component in the human body. First and foremost, it Shows up as vocal sounds only. Language takes verbal elements as sounds, words, and phrases fixed up in specific ways to mare several sentences. Language is vocal and sound, which is _ Plloduced by different speech organs. Writing can be considered intelligent platform to represent vocal sounds, and it is aphic representation of the speech sounds of the language. language is Non-Instinctive, Conventional : No language Made in multi-day out of acommonly settled upon recipe by hering of people, Language isthe result of aivancement tadition, and every age transmits this tradition onto the _ Uke every human organization, languages may also on, develop and extend. Each language NaS 2 >) esa SG wig) Language Across the Curriculum owing, >) use =~ AS OERcirculation i er ommuniv around eg itis acquired by us, or \ ~7, Language is Productive and Creative : Lan Wage has j efficiency and arefanessi The auxiliary components. human language are joined to creai ions that Neth the speaker nor their ji ay har ard Previous, can be changed as indicated b the iti an society Ae al guage hat the pee ua ag power otoredttpaniees 8! Language is a System of C nguage is ion for no ‘Ommunication : La strong, convenient, and the best form of communicat! emotions, and feelings. Fu the welfare of language. After all, the best communication —®. Language is Human and Structurally Complex : language is open-minded, extendable, and modifiable, cont to animal language. Language should be Modifiable fromLanguage Across the Curriculum 15 constructions are unlimited. This creative or reproductive potential of the language enable its user to manipulate and make an indefinite variety of constructions to express himself or herself. 72. Duality of structure : human language has two levels of structure. Distinct sounds — consonant and vowel organized in multiple ways to produce infinite meaning combinations. Consonant and vowel alone have no meaning in themselves. This meaning comes from a combination to produce word. 43. Displacement : Human language can be used to refer dimension of space and time we can use language or refer to the past, the present and the future. It can also be used to refer to any place here or elsewhere. In both the cases, the language user does not have to move from his/her place to refer to time or place. % | Cat Transmission : Human being May be born with te predisposition to acquire language, but they are not born with the ability to produce utterance in a specific language. guage is not genetically transmitted. It is culturally smitted and has to be consciously learned. 1.1.3. Nature of Language A language consists cf words, idioms and syntax. Itis through Euage that we think, feel, judge, and express. We use Ibols to encode what is in our heads, the thoughts, emotions, Mntepts, etc, so we can share them. Following is the nature of age : Language is learnt : Learning of language is not an Eomatic process, Of course, it isa behaviour but itis not ype Behaviour like walking and crawling that comes to child in ral way, Language by imitation and practice. Language 'S ROthossible without effort, 2. Language is related to the cultu' age is related to culture of society to W re of society : Every hich it belongs. Thegf SIOTUAS AUBIBHIq + e900 ase g ash Sule (os! 34) pue Jayeads ayy 0} yiog Uma A iene SMe puny [WM eBensue] ay, ‘sBuytp ujepa9 Joy pueys hay baie a 228 asensue] & ul pasn spiom JUaJajjiq ‘sjoquAs YSnouyy jo aBensue] yey : sjoquiAs yo wWayshs e s| eSengueyq ‘7 4 : “Am o1eWAISAs & U] YONDUNY spunos sno}ien ayy se yass UMO S$}! SW} aBenBue] e Jo AZojouoYd ayy ‘adengue] e gM SWAysAs Qs [eJaAas Je a1aU! ‘seBenZue| jJe Ul swayshs ppewwels pue jeo1gojouoyd ase asay{ ‘suayshs Jo wayshs 75] #3eNBue] yey : stuaysAs yo wayshs e si asensueq -g i “oJeWazsAS S} senBue] yoea ‘snyy “Alejnqeooa jo waysAs UMo Sz! sey adensue] pei “sBuojaq asengue] e ys14m 0} ainyjnd ay; Uodn Suipuedep senSue] 0 adenSue] Wo4j suayjip aFenguej jo wayshs punos ay] ‘uejnge30n Meu pue sainjondjs Meu ‘spuNos Mau Wed] 0} BAeY pw asen3ue] mau e Usea| 0} s}UEM O4M uossad y “Alejnqeaon we saunyonays ‘spunos jo sysjsuoo adenBue| Jo waysks eu, | laysAs anbiun e s| adendue] yey: wayshs e s] a8ensuey “Ss F “qUBLUUOIIAUS Wpury iyBl4 aya papiaod ase Aad 3! Ajaaieu asensuel lie Buyinboe Jo ajqedes ave Uatpl!yo ueuwiny jy patuioslun Shads s| eBen3ue] : pawsoyun sayads s} asensuel ‘y F -aBensue| Jo asn uioa op sajzads Jayr0 Suraq uewiny A|UO ensued ‘€ yeas U! ALO Yew ueo sBujag uewny Ajuo yng ayegunu 4 ‘asinoo Jo ‘aBensue| JO YI Oyt 03 aney S. Yjpads sajsads s| aSenduey: ijoads sajads si aa ; *aanyno pue Aya190S yey 0} UO) ou Nueau sey 3] ‘sysixe adendue| Jet yoiym uy adnan? aur gensue| ®engue] ayesedas jouues aM ‘A12!905J° yonpoud ate ao 8nq ‘adenSue] ayy seauaniju! Ayeanyeu ajdoad aur J = hinoyin5 atp ssoxoy ebenBuelLanguage Across the Curriculum a system does not exist in a vacuum. It is primary used in speech. only speech provides all essential signals of a language. There are other kinds of symbols which cannot be called vocal symbols, For example, gestures and signal flags are visual symbols and ringing of the bells and beating of a drum are auditory symbols. They do not form any language. In language the sounds are produced through vocal organs. Reading and writing are no doubt important. But speech is the basic form of language. A language without speech is unthinkable. 9. Language is a skill subject : Learning of a language is a skill subject. It is skill like swimming and cycling. We cannot learn swimming or cycling just by studying rules. We can learn it by practice. In the same way, we can learn a language y constant i ‘practice of that language. So, a lot of repetition for major linguistic Skills like listening, speaking, reading and writing is required. 10. Language is for communication : Language is the best means of communication and self-expressions. Human beings -express their ideas, thoughts, feelings and emotions through language. In this way language is a means to connect past Present and future. 11. Governed by a particular set of rules : Each language is governed by a particular set or rules. In forming sentence, we Put subject, then verb and after verb we put object. For example fle killed a snake. Subject Verb Object _ 22. Symbols of language are Arbitrary : Here by arbitrary symbols, We meant that there is no visual relationship between the Janguage item and the object for which it stands. A man is called man traditionally. There is no visual similarity between the symbol ‘man’ and the actual man. We have not named it so 5 cauhe basis of some logic or scientific principles.Language Across the Curriculy| ue ; Each language is unique beca nctioning- The sounds, vocabulary ay eir own specialty. | 2 Miscommunication oft ferent meanings to the sany 14. Language \ individuals ‘ shen na «cation in terms of finding th} ur ssign dil occt symbol. right word : isin the words, and itis no to the symbols we use an We think about col is but this view of langua ! t, Meaning is in us. Weassign meaniy ‘ % d there are many potential meanit that we could draw upon. As you have learned, symbols a arbitrary, their meaning is not inherent, it comes from us. Whik] dictionaries can help us with standardized definitions, the words denotative meaning, shared meanings are not always standad and vary contextually. 15. Language Defines and Labels our Reality : vag communication helps us define reality. If you ever played organized sports as a child, you know how difficult it can beta process a hard loss. It is easy to be sad and frustrated that | alt] team was not victorious, but a good coach will redirect feelings reminding the team of how hard they tried and th they had playing regardless of the outcome. These two diffetlt) reactions demonstrate that we have choices in how we use vetll Sa to define our realities. We make choices ab what to focus on and how to define what we experience af : 4.1.4; scope of Language , aes ena ching studies is wide and vari’ Tesh Seid ee te astas it is an expansive and comple Learning a new lan,Across the Curriculum 19 part of the world better, which has been till now been inaccessible to him. Language has an important place in the life of any person. Language is not manifested only through words but it is published in many ways. It can be verbal or non-verbal and written or oral. The scope of language is briefly explained Language below: * Direction + orders * Magazines «Journals |= Posters and sign Boards d Letters t us discuss some other points of the scope of language: ‘ Language makes existence of society possible. (il) Language makes it possible to understand the speaker. ili) Language delimits social groups. iv) Language connects on with the external world. 1.1.5. Linguistics Principles inguistics is related to intensive study of language. It is Ae to language learning. While Principles are the at a elements of elements of any language based on ‘ learns the language. Human must know language. Buage scholar has laid down different principle to make theLanguage Across the Curricu 20 = dy of language useful, effective and e' stu follow; principles 4! are as fnaston Through imitation students ey ffectively. It involves three aspects : (i) Acute g ee ) Throwing oneself in it (iii) Contin, nt. Some lingy sy Janguag' constant observation (ii P and correctness : Those words, 2. Pri ‘0 be used which impart meaning to context (examples; Hy ae quickly). And child must be exact in matters of souy intonation, spellings, sentence pattern and structu, practice, inciple of Accuracy expression, | etc. 3. Principle of Follow the natural way : For learning} language follow fundamental order of listening, speaking reading, and writing. Teacher has to provide students na environment in school. 4. Principle of Habit Formation : Learner must form hit of speaking, reading, writing and listening the target lang often. Language is a skill subject. We learn it easily, if We establish it as a habit. 3 S 5. Principle of controlled vocabulary : The vocabu ~ taught and practiced should only be in the context of real __ Situation. Once the learner gets working knowledg vocabulary, language should be taught. ei: an : us material should bi ivecuaean ge and should have relevance ink 7. Principle of Gradation : simple to complex, i In this principle we lead ff t involves grouping and sequencing.Language Across the Curriculum 21 of a question. emotions, We C! the function of language: - 1, Informative Function : When language is used to communicate information to report facts or conclusions from facts, it serves as an informative function. 2, Evolutionary Function : Humans are the only species that has evolved an advanced system of communication between individuals whereas other species communicate through ritualised and repetitious songs, calls and gestures. Humans have developed linguistic systems that can express a literally infinite variety of separate and distinct thoughts stable part of language. Change in sounds also take place. 3. Preservative Function : In the language is used for keeping the record of many events or we can say that it helps us making the history. Through language we preserve our knowledge, observation and Ee from. : Social Function : The language helps us to build up our In other case, if we want to share information or hoose a statement structure. The following are al life like saying “Good Day” to people we meet or giving 1052 which we find difficult to express are realised, when expt ssed by someone by who may be any author, poet or dramatist. This very expression provides us aesthetic satisfaction. 7. Cultural Function ; Language Is a part of culture and and blood of our r culture and the Ae: ‘ic Function : This is language designed to please \s « the senses, Language its aesthetic aspect its function being one sods Of realisation. Everyday experlences of our life and especially ™ “ht AgsLanguage Across the Curricy 22 g, Expressiv' usa way to exP e Function : Language is medium of express ly Itprovides ress our feelings, thoughts, imag pr and views: a 9. Function of language inside the classroom : There, . ant functions of language in the classroom i reading, writing, Listening, verbal expression, Habit of Tea reading etc. : if 10. Function of language outside the classroom : Langu has many important functions outside the classroom. The Telaty of language is connected to the all-round development of students. It is not only helpful in the progress of the chilta| only within the classroom but also outside the classroom Whey the students perform their functions using the knowledge ley inside the classroom. it 11, Emotive Function : Language is used to express on emotions. These emotions may be real or imaginative a poems. F h \ 12. Meta-tingual Function : Whan the listener doesn eo Social, Literary, and cultural development r Language is more than a means of communication. It is all over the world and every single minute. Not only when!” talk, read, and write even when we socialize, we drive, we tf@ Se we use language in one form or other. Every ask 2 vores ail language. By definition, language is, “a oe their vse Gamat Be ir raes, and the aster nation or cone ae ae ae ene commu nbc a cau ition “The language also play’ in|the| development of a person personal!Language Across the Curriculum 23 because communication is the one which drives our lives and makes ourselves better. Basically, language distinguishes humans from other animal species. Language is one of the indicators of the development of human civilization. Language is man-made. Language Plays an important role in the development of the individual. Let us see the role of language in the development of the various aspects of human Personality like intellectual, emotional, social, literary and cultural development. 1.2.1. Role of language in Intellectual Development Intellectual development refers to the changes that take place as a result of growth, and experience, in thinking, reasoning, relating, judging, conceptualizing, etc. These are the changes evident in children as a part of intellectual development. Cognitive development is how children think, explore and figure things out. Basically, it is the development of knowledge, skills, problem-solving, and dispositions that help children to think about and understand the world surrounding them. Brain development is part of Cognitive development. Language helps us to organize thoughts and make sense of the world around us. It helps an individual to ask questions and develop simple ideas into more complex ideas, Language development depends upon the child’s Emn of development, age, the opportunity to experiment and ‘anguage. It is a basic individual need to communicate and ‘age Is the tool that allows this. anguage generally refers to Piaget and Vygotsky. The most known and influential theory of cognitive development is at of Jean Piaget, Vygotsky has also developed a socio-cultural #PProach to cognitive development, (A) Jean Piaget Cognitive development theory The most well-known and influential theory of cognitive lopment is that of jean Piaget. Piaget views cognitiveLanguage Across the Curricy, 24 development from , major principles opera tion and organization. ye Adaptation : Piaget believed that humans desire a a f cognitive balance or equilibration. When the child experien 4 ° < : a cognitive conflict. adaptation is achieved through assimilatig| logical perspective. Proposed that te in intellectual growth and developme, oraccommodation. f ft (i) Assimilation : Assimilation involves incorporating information into previously existing structures or sche § (state of mind, specific type of behaviour). a (ii) Accommodation : Accommodation involves tk formation of new mental structures of schema whenne information does not fit into existing structures. 2. Organization : It refers to the mind’s natural tend to organize information into related, interconnected structu The most basic structure is the scheme. fi pens) tages of development : Piaget proposed four stagest Cognitive development : at the earliest period of this stage octtly exes, senses, and motor responses. Maj through basic ref| Kn ‘ ow, the Worldithrough movements and sensations €arn about the world hy i i | a he w through basic actions such oe 8, Btasping, looking, and listening art anti Dthatthings continue to exist even when they cat ‘4 be seen (ob ect permanence)Language Across the Curriculum 25 Q Realize that their actions can cause things to happen in the world around them Q Mental, physical and emotional development Q Learning through imitation Q_ Depends on parents (ii) The Preoperational Stage : The foundations of language development may have been laid during the previous stage, but the emergence of language is one of the major hallmarks of the preoperational stage of development. 2 to 7 Years : Major characteristics and developmental changes during this stage : Q Begin to think symbolically and learn to use words and pictures to represent objects Q Tend to be egocentric and struggle to see things from the perspective of others Q Getting better with language and thinking, but still tend to thinkin very concrete terms Q Best stage for language learning Q Collection of experiences © Imitation and repeating ability (iii) The Concrete Operational Stage : While children are still very concrete and literal in their thinking at this point in development, they become much more adept at using logic. The egocentrism of the previous stage begins to disappear as kids become better at thinking about how other people might view a ition, to 11 Years : Major characteristics and developmental Bes during this stage : Begin to think logically about concrete events Begin to understand the concept of conservation; that the amount of liquid in a short, wide cup Is equal to that ina tall, skinny glass, for exampleLanguage Across th 26 = 2 Thinking becomes more logical and organized, by very concrete : ; Q Begin using inductive logic, 7 reasoning from o% information to a general principle ‘ Q Groupism, study interest and research attitude (iv) The Formal Operational Stage : The final Stag Piaget’s theory involves an increase in logic, the ability t, deductive reasoning, and an understanding of abstract ide At this point, adolescents and young adults become capat, seeing multiple potential solutions to problems and think y, scientifically about the world around them. Age 12 and Up : Major characteristics and developme, changes during this time : Q. Begins to think abstractly and reason about hypothe: problems Q_ Begins to think more about moral, philosophical, ettie social, and political issues that require theoreticala abstract reasoning Q Begins to use deductive logic, or reasoning from a gent! principle to specific information {B)-Wygotsky Theory Like Piaget, Vygotsky also believed that children are att seekers of knowledge, but Cognition, he felt, was a collaborat effort of the child and the socio-cultural environinae® i" voit to him, infants are endowed with basic perce; yt eo io" and memory processes which are common to. Ma a 3g well. These develop Naturally in the first tw, s ae However, once the child has acquired langua, q ee . become) capable of mental representation stills and f Participate in| social dialogue surrounding cultuy his abitity! tasks is enhanced. This leads to the de a import Vvelopm ' of the child to converse with himself in a mani the abit ene ” simitar 4 Langu conv capa proc guic bec The me cul de al aLanguage Across the Curriculum 27 conversing with others. As a result, the child’s basic mental capacities are transformed into uniquely human higher cognitive processes. According to Vygotsky, children use private speech for self- guidance and self-direction. With age however, private speech becomes transformed into silent inner speech or verbal thought. The origin of private speech is traced to social interaction between the child and more mature member of society, children come to master activities and think in ways that have meaning in their culture. A special concept, the zone_of proximal (or potential) development is used to explain this. The zone of proximal development refers to a range of tasks which the child can achieve only with facilitation from adults and more skilled peers. As the child interacts with these persons through cooperative dialogue, the language used becomes part of the child’s private speech which then operates in the child’s individual context in the same way. In this way, children are solitary agents but are assisted by significant others in the process of cognitive development. Two very crucial pedagogical techniques which emerge from the Vygotskian perspective are assisted discovery and cooperative learning. In assisted discovery, the role of the teacher would be to guide children’s learning with development. In cooperative learning, peer collaboration guides a child’s learning. From the four approaches to cognition, you must be | Wondering why many examples were drawn from children’s contexts, Actually, the goal was to tell you how the patterns of - Cognition remain the same in the childhood and adult years; it is | only the complexity of cognition which undergoes a change. Your _ will now be in a position to realize that individuals are likely to differ with respect to their cognition and thata number of factorsLanguage Acr. 28 O55 the Cu, may account for tl the various ways inw! 1.2.2. Role of Language in Emotional Development The Word emotionis a derivative of the Latin word ‘emo which means ‘to stir up or agitate or excite. The mental think, or feeling of a person at a particular instant of time knowing), unknowingly is called emotion. Emotion are compl psychological and biological responses consisting of subject ical reactions and expressive behaviours, hese. Let us, in the next section, take g Io hich individual variation in cognition a u feelings, physiolog' internal and external stimuli. Emotional development : Emotional development is: process that a child develops from dependence to a fuly functioning adult and applies to most life forms. Emotion development refers to the ability to recognize, express, and manage feelings at different stages of life and to have empathy for the feelings of others. __ Role of language in Emotional Development : Mut literature suggests a link between language and emotion ledge to mak 5 motional states acroce of others’ at age and emotion y, © life span. We without language Perceive lerstanding it he more basic dimens; tional facial yw language aCduisition °F vatence- TOUup: more nuanced emotion pers c see ep ee ion weLanguage Across the Curriculum 29 continue to trace the relationship of language and emotion throughout adolescence and into adulthood, documenting that disorders of aging that impair language also impair emotion perception. We close by speculating on the role of emotion words in the context of emotion experience, emotion regulation, and cross-cultural differences in emotions. Stages of Emotional Development : Here are some stages of Emotional development: - 1. Infancy Stage : During infancy stage new born infants have no differentiated emotional response but show only a generalized excitement. By this she means that specific reactions, even as responses to strong stimuli, cannot be detected during the first week, only very general and uncontrolled muscle reactions can be observed. This stage is over in a very short time. -Q > At 3 months, excitement develops into distress and | delight. At 6 months, the negative emotions take the lead and distress develop into fear, disgust and anger. Q At12months, positive emotions enter in field and delight is differentiated into elation and affection. O At 18 months, jealousy develops from distress and affection differentiates into affection for adults and affection for children. 2. During Childhood : Early childhood (2-Syears/3-6 years) Q At24 months, delight was further differentiated and joy appears, Q At5 years, fear is again differenti anxiety. ated into shame and pment jal Develo: 1.2.3. Role of Language in Soci ery society, ~ Language is central to social interaction in ev and social Tegardless of location and time period. Languageth i 30 Language Across the Curticy,, interacti interactions and social is 4 ion have a reciprocal relationship: language shapes interactions shape language. Relationship between language and society : 1), connection between language and society is tightly anchor The relationship of the two is deeply rooted. Language perforn, various functions in the society and the society does the sam, way. If one will not exist, the other one will be affected. Languag is the primary tool for communication purposes, for establishing peace and order in our society, for showing authority and power, and for attaining goals and objectives. But it can also destruc the society if it will use inappropriately. It must follow the conformity governing the society to avoid conflict s anc to meet the boundary of individual differences. Society however controls our language by giving us preferences as what are acceptable and not, because each one of us has our own perception or point of view. A group of people may accept our language, but for others, it could be kind of offence or insult. We must know how, when and where to say it and for what purpose. Social changes produce changes in language. This affects values in ways thet have not been accurately understood. Language incorporates social values. However, social values are only the same # linguistic values when the society is a stable and unchangité one. Once society starts changing, then language chang produces special effects. Role of Language in social development : The sot eR ene Nats is largely based upon linguistic interact! es Parents. Mother talk to their infants in a conversatio™ ee amatan these and similar games just as id eee serial tg ras Means for social interacti auaorees* language put ion. For play various roles : r social development langu®™Language Across the Curriculum 31 1, By language we remove conflicts in the society, that helps in social development. 2. By language we express ourself and unite the society. Language strengthens social relations. 4, Through language we establish ourself according our social situation. 5, Through language society fix the objectives and language helps to attain these objectives. By language we give instruction to the society. We maintain social peace through language. Language trains the society. . Language discipline the society. 10. Language helps in social change. 11. Language provides awareness to the society. Language and Social Variation : When we study language and regional variation, we focused on variation in language use found in different geographical areas. However, not everyone in a single geographical area speaks in the same way in every situation. We recognize that certain uses of language are more likely to be used by some individuals in society and not by others. We are also aware of the fact that people who live in the same region, but who differ in terms of education and economic status, often speak in quite different ways. Indeed, these Sekai may beused, implicitly or explicitly, asindications of member> - in different social groups or speech communities. 1.2.4, Role of Language in Literary Developmen’ Language is written and verbal form of foramunicato” Whereas literature refers to only the written Hee communication, Language come into existence before an of On the other hand, literature came Into oe ie uage- language Literature is a collection of expressions via [ang : tudying Language affects literature development : When S w wana32 Language Across the Curriculy, literature, students can improve not only language such vocabulary, but also the languag' e that can be used for specif, purposes. Literature makes students learn about their creativiy, and imagination, interacting with the text themselves, and playing different roles. Language helps students literature helps to expose studel in various literary works. Language ii to develop textual analysis in nits to samples of real-life settings creases cultural enrichment for students. Importance of Languag' Language and literature depend on each other. We can say they are inseparable. Teaching literature in foreign language is not an easy task for most teachers. But also teaching literature using indigenous language is not a simple task. The important thing to note is that when teaching literature in any class and in any level of school, a teacher will need various literatures’ materials in order to perfect his lesson. For example, the students cannot study four language skills without reading literature. This and other learning experiences prove to us that language is very importantin studying literature for most students. After all, there is no literature without language either spoken or written. The following are the reasons why language is important in literature 1, Language is the medium of Literature (the road, carriet or vehicle) through which literature is conveyed eithe! as oral or written one. 2. Literature is created by language. This means there w be no literature if there was no language. When thet?” uses language in an artistic or peculiar way, it is cal! literature or literary text. 3. Re transforms and intensifies ordinary lang rn need Me y from everyday speech to figura” e in Literature outLanguage Across the Curriculum 33 language. 4, Language is improved when reading literature. So, reading is an aid for language development. We read various literary texts to improve language. 5, Language helps students to develop textual analysis skills of various literary works. 6, Language in literature -helps to expose students to samples of real-life settings in various literary works. 7. Language increases cultural enrichment for students. So, the role played by the language in literature increases cultural enrichment to students. 1.2.5. Role of Language in Cultural Development Along with the progress and upliftment of the language, the civilization and culture of the society has developed. As a result, knowledge science progressed and excellent literature was created. The development of civilization and culture of a society is measured by its advanced language. Language is a reflection of civilization and culture of any country excellent whatever language is used by each community and society, the social and cultural heritage of that society is protected. And transfer from one generation to another. Culture is the characteristics and knowledge of a particular group of people, religion, social habits, music art... Thus, it can be seen as the identity of a group which is unique to the group by social patterns. Relation Between Culture and Language : 1. Within a social community, culture and language share human beliefs, realities, and actions. As a result, there is a relationship between culture and language. 2. Paralanguage is the non-lexical portion of any culture’s language. It’s a broad word that encompasses things like body language and voice pitch or sound.Language Across the Curricui, onwhere you grew uP, the paralanguage yi ifferent. We pick up on those behaviour, oe nd intonations from the people around y. : conveys conflict in one country som, rtive in another. This is why, While ger miscommunication 34 3, Depending expressions, 4, Body language that times views as suppol : talking, paralanguage can trig between ethnic groups. 5. Pitch, intonation, speech rate, hesitation noises are examples of paralanguage- It has a significant influence on the language you use. 6. Ifyou're bilingual, you've noticed how your voice “shifts’ when you speak many languages. You can also note that your gestures or even attitudes change as a result of this. Ken Hale, a well-known linguist, discusses the relationship between culture and language. He claims that when a language loses. A piece of culture is also lost as culture has a strong influence on the language. Our fundamental traditions, ideals, | and interpersonal interactions are all influenced by culture. _tanguage, on the other hand, makes these exchanges quick Fanguage promotes social connections. At the same time, culture a our learning of how to connect with others. ' Language and Culture are | i Interlinked : Langua; es often represent a culture’s chan sane culture are inextricabl _ first knowing the oth facial expressions, and ging values, Language af ly related. And you can’t learn one withou! er.Language Across the Curriculum ue Oe 35 Write four definitions of language. Write a short note on language. Explain Vygotsky theory. Describe two functions of language. Long Answer Type Questions : Explain the role of language in life with regards to social development quoting suitable examples. Define the language and describe its nature and characteristics. Describe in detail the nature and scope of language. What is the role of language in life ? Describe in detail. Describe in detail the nature and scope of language. Q00CHAPTER - 2 ) Language Development : Concept, Characteristics, | Stages and Factors Affecting Language Learning 2.1. Concept of Language Development Language development starts with sounds and gestures, then words and sentences. You can support language development by talking a lot with your child, and responding when your child communicates. Reading books and sharing stories is good for language development. Language development is the process through which children acquire the ability to process speech and communicate. During this process, a child may slowly understand basic linguistic patterns and expand their vocabulary gradually before achieving fluency. Language development refers to the process through which children acquire, or learn language. Language can be thought of in two main categories: - Receptive and expressive. Receptive refers to a child’s ability to understand the communication of other people, including spoken words, gestures and written words. Expressive refers to a child’s ability to express him/ herselt through modes including speech gestures etc. Definitions : 1. According to Lahey, “Language is the one of the m¢ significant cognitive developments of the hum species,” 2. According to Feldman, “Language is defined as v communication of information through symbols arrar® according to systematic rules. Bn