Content and language integrated learning is different from traditional learning and can be more motivating and interesting. It provides opportunities to use a new language for learning new knowledge. Thus, it makes good use of time since both content and language are learned together. It enables learner to transfer knowledge and skills across subjects thereby […]
The importance of reading comprehension in non-linguistic subjects cannot really be undermined. What differs here from the conventional strategies in comprehending linguistic passages is the emphasis on visualization. Non-linguistic representations enhance student’s ability to use mental images to represent and elaborate on knowledge. To elaborate, knowledge is stored in two forms- 1. Linguistic form (as
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Language skills are the building blocks of language and speech development. The acquisition of such skills are necessary particularly in the early years of school, if the child has to be successful in school. The development of these skills are facilitated by interaction with others, with having a shared focus and also playing in an
Need for Development of Language Skills and Competence to Subject Specific Teaching Read More »
Language Across Curriculum (LAC) in the narrow sense focuses on the role of language in subject specific learning and teaching. In addition to the many basic goals of Language-1, it leads to other forums of functional language use, to mastering new domains and discourse types and moving towards a more explicit or pre-scientific mode of
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There are many theories regarding the influences and relation between language and thought. As a method of fact, when we introspect, we seem to realize that we think in the language that we speak. The use of language is not only confined to it being the medium through which we communicate to our ideas to
Language as an Instrument of Thought | B.Ed Notes Read More »
The basic problems of language and learning are as follows:- 1. Language Transfer It implies the interference of the mother tongue in the second language learning. Generally, learners apply knowledge of their native language to learn a second language and this might cause problems in internalizing the target language. 2. Cultural Difference Sometimes cultural differences
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Bilingualism can be achieved only on the basis of adequately develop first language. The development of competence in a second language in partially a function of the type of competence already developed in language-1 at the time when intensive exposure to language-2 begins. In the context of bilingual education, the educational outcomes are explained as
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Almost all human beings acquire language to the level of native competency before the age of five. Although researchers have debated how such a feat can be accomplished, yet it is agreed that children acquire language through an interplay of biology and environmental factors. Competency is the consistent application of knowledge and skill to the
Dimensions of Competence | Gauhati University B.Ed Notes Read More »
Modes of Human Activities Mode of Human Activities Involving Language There are eight modes of human activities involving learning. These are- 1. Listening 2. Speaking 3. Reading 4. Writing 5. Viewing 6. Shaping 7. Watching 8. Moving Let us discuss them one by one- 1. Listening: The language of individual begins to develop at birth
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Content and Language Integrated Learning (CLIL) or bilingual education is a special case of Language Across Curriculum (LAC). On the one hand, the mastery and knowledge of a foreign language is deepened by using it more frequently in a meaningful and functional way and on the other hand, the foreign language is used for cognitive, academic
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