Pedagogy for National and Foreign languages

Teaching-Online

S4 TASK 1

Construct: Learning Experiences: Language Acquisition

& Bilingualism

Teacher: MSc. Pacheco Vasquez Edwin Alexander

Student: Israel Gustavo Ortega Yánez

Submission date:
11/05/2024
Check all the material and concepts studied in compendiums, slides, and other
complementary resources about Unit 1 topics 1 and 2.

According to the material provided by the teacher delves into three interconnected themes:
language as a social phenomenon, language acquisition in children, and the role of
grammar in second language learning, functions of language, competence and
performance and domains of language learning.

The role of language in shaping human social behavior. Unlike animals who rely solely on
emotional expressions, humans leverage the power of articulated speech to communicate
effectively. This ability to exchange ideas and information fosters the development and
advancement of societies. Language serves as a dynamic tool for transmitting culture,
values, norms, and identities across generations (Gvozdanovic, 2010). However, it's
crucial to recognize that language is not static. It evolves and adapts alongside society,
constantly influenced by social interactions and cultural shifts (Kordic, 2010).

Children embark on a fascinating journey of language discovery. They begin by grasping

the fundamental building blocks of speech, gradually piecing them together into more
complex sequences. This process is remarkable for its simultaneous nature. Children not
only learn the mechanics of language but also decipher the social cues and nuances of
communication, preparing them for success in academic settings. Notably, the text
emphasizes the incredible problem-solving abilities displayed by young learners. They can
instinctively grasp the complexities of language, even if their understanding may not
conform to traditional grammatical structures. This highlights the inherent human capacity
for language acquisition, surpassing the capabilities of even the most advanced computers.

The debate surrounding the role of grammar in second language learning is a complex
one. Traditionally, language instruction focused heavily on grammatical rules and
structures. However, this approach faced criticism for failing to equip learners with the
necessary communicative skills. As the importance of communication fluency gained
traction, grammar instruction needed a re-evaluation. Language learning methodologies
shifted towards embracing communication, even with errors, recognizing it as a natural
part of the learning process. This move away from rigid grammar drills paved the way for
more communicative approaches, prioritizing practical use over rote memorization.

Educators and researchers continue to explore innovative approaches that can optimize
student learning. A key challenge lies in selecting stimulating communicative tasks that
encourage interaction and collaboration among learners. Overall, this analysis explores the
intricate relationship between language, society, and learning.

Based on the work of Halliday (1984), seven functions of language in social interaction
are identified. These features highlight how language goes beyond simply transmitting
information. Here are two examples: The Instrumental Function: This function allows us
to express desires and needs (“I need a pen”). Satisfying these needs provides gratification
to the speaker. The Regulatory Function: This function helps control the actions of another
person ("Take out the trash before leaving"). It focuses on the person carrying out the
instruction rather than the specific task itself.

Noam Chomsky (1965) distinguishes between competence and performance. Proficiency

refers to our ideal understanding of language, free of distractions or limitations. It is the
knowledge of grammar and vocabulary that allows us to understand complex sentences.
Performance, on the other hand, reflects how we actually use language in real-world
situations. It is influenced by factors such as memory, attention and the need to adjust our
communication style depending on the context. Chomsky's generative grammar focuses on
understanding this underlying competence, not just a speaker's surface performance. His
goal is to be objective in describing how language works in the mind, regardless of what
might be said in a particular situation.

We discuss the five key domains involved in language learning, particularly in the school
environment: Phonology: This domain focuses on the sounds of language and how they
relate to reading and writing. Morphology: This domain explores how words are formed
using prefixes, suffixes, and roots. Syntax: This domain deals with the rules that govern
sentence structure and word order. Semantics: This domain focuses on developing
vocabulary and understanding the meaning of words. Pragmatics: This domain teaches
students how to use language appropriately in different social contexts.
The material provided by the teacher emphasizes the importance of developing all these
domains for successful language learning. It highlights how teachers can play a crucial
role in facilitating this development within the school environment. Overall it provides a
comprehensive overview of how we use language, how well we understand it and the
different areas we need to develop to become competent communicators.
Reference
Chomsky, N., & Halle, M. (1965). Some controversial questions in phonological
theory. Journal of linguistics, 1(2), 97-138.
Some controversial questions in phonological theory | Journal of Linguistics |
Cambridge Core

Halliday, M. A. (1984). Language as code and language as behaviour: a systemic-

functional interpretation of the nature and ontogenesis of dialogue. The semiotics
of culture and language, 1, 3-35.
The Semiotics of Culture and Language - Bloomsbury Publishing - Torrossa

Vuković, M., Gvozdenović, B. S., Stamatović-Gajić, B., Ilić, M., & Gajić, T. (2010).
Development and evaluation of the nurse quality of communication with patient
questionnaire. Srpski arhiv za celokupno lekarstvo, 138(1-2), 79-84.
(Gvozdanovic, 2010). - Google Académico