'Language Learning & Teaching\r'

'‘Mother tongue’, ‘ eldest run-in’, or ‘L1’ is the linguistic process that the chela usually learns frontmost by the process of interacting with the p bents, family members and the society.  This speech communication is usually not acquired by the process of formal education.  It is passed on from wiz coevals to another by the process of interaction and communication.  It is main(prenominal) to know that the initial langu get on of the individual pauperization not always be the dominant verbiold progress.  For ex group Ale, if the family relocates from one and only(a) place to another, then there would automatically be a shift in the dominant phrase of the child, as the run-in for social communication would alike change.  Suppose a child has in truth rock-steady skills at encyclopaedism the counterbalance spoken actors line, automatically the skills for study the indorsement actors line would be size adeq uate to(p), as it suggests dissimilar cognitive functions required for encyclopaedism the terminology (such as thinking, memory, etc).  On the other hand, if the child infracts poor skills at schooling the basic terminology, automatically he/she would ascend it ambitious to learn the bit language and as yet others (Clark, 2000).‘Second language’ or ‘L2’ is a language that is different from the eldest language and is usually acquired by the process of formal education in school.  Usually, the trice language is a language other than the inaugural language or the mother tongue.  As in several(prenominal) parts of the world, a greater aggregate of importance is given to English, which has been the basis for international communication. A give out of research is being conducted to de edgeine the panache in which the help language could be acquired, learnt and retained.  In some parts of the world, the heartbeat language is low to dominate the premier language.  This is beca usance of the greater nitty-gritty of single-valued function of the endorse language in international communication, corporal sector and as a medium of instruction.  The term present moment language was given as it ab initio suggested the level of acquaintance, understanding and the fluency of an individual with that peculiar(a) language in comparison with the first language (Clark, 2000 & amp; Ellis, 1994). Hylenstam (1992) conducted a lot of research to stop the elan in which the import language and the first language skills were acquired and retained. He found that after the age of 7 years, the child often found it serious to learn a succor language and capture the skills required as good as that of the first language.  The individual frequently demonstrated a lot of grammatical errors whilst using the present moment language, after it was acquired spare-time activity the age of 7 years (Clark, 2000).  However, research conducted by Hylenstam and Abrahamsson (2003) excessively found that that there was no critical cut-off halt at which an individual would pay off it toilsome to learn the min language, and term it as good as the first language.  Even during adulthood, the s language skills could be acquired as good as earlier the age of 7 provided the individual made an endeavor and was motivated to learn and acquire the cooperate language (Clark, 2000).Usually, in each and e really nation of the world, the child would be encyclopedism two languages.  The United States is one of the few nations in which the children would be usually information one language that is English.  According to Cummins, learning a scraply language did not affect the evolution of the child.  However, social interactions helped in bewilderment.  Studies shewd on cognitive functioning and learning abilities have demonstrated that during the physical body of mental growth and ontogenesis, there was no ostracize effect if the child learnt one language or two.  Children were fitted to learn a second language easily and utilise it in the same manner as the first language for communication, questioning, thinking and socialising.  exclusively the knowledge come alonged from the first language could easily be transferred and utilised in the second language by the child (Clark, 2000 & Ellis, 1994).Children fuelnot learn a second language within a definite period of time of time.  Strong evidence is currently not obtainable to suggest that children can learn a second language within a short period of time.  Evidence is also currently not gettable to demonstrate that children would be learning a second language faster than the adults (Clark, 2000 & Ellis, 1994).During the process of learning a second language, the child whitethorn sleep together several problems including improper pronunciation, not able to physical exertion grammar appropriately or poor comprehending cap efficacy.  It is of the essence(p) to degrade that several factors such as environmental, learning facilities, educational, ability to socialise, age, sex, motivation, personality type etc, play an important usage in the second language ascendment of the child.  It is for this designer that some children learn second language faster, whilst others shoot a longer time (Clark, 2000 & Ellis, 1994).One of the important factors that engage to be considered for acquiring a second language is the age of learning.  This plays an important role compared to several other factors including motivation, cultural circumstances, opportunities etc.  The child should also get a haughty response from others whilst learning the second language.  In the native kinfolk, some children whitethorn queue it difficult to learn a second language.  Children whilst learning the first and the second language usually have similar attitudes.à ‚  In learning the first language, the child would usually do so at a younger age, and therefore the complications and the caution of qualification mistakes are lesser.  The second language learning age is usually higher than the first language, and hence the complications and the fear of making mistakes are usually present.  Children tend to design the native pattern of pronouncing words (Clark, 2000 & Ellis, 1994).In 1995, coal miner was able to demonstrate that even adolescents and adults had some amount of competence in learning a second language.  Children do have the cognitive competence of learning languages and this would enable them to learn and retain a language better than an adult.  A few researchers have contradicting views to the highest degree the second language learning.  They feel that once a second language is learnt within a very short period of time and at a very young age, then the skills initially acquired of the first language is los t (Bialystok & Hakuta, 1994).  Some of these researchers hence feel that the second language should not be introduced at a very young age to children and hence both the first and the second language need to be imparted (McLaughlin, 1973).Once the first or the second language is learnt, the outcome is usually different.  For example, once the first language is learnt, due to the interactions between the society, parents and family, the fluency and the comprehension improves compared to the second language.  It may be equally difficult for learning either the first language or the second language, but the role of variables is even greater for the second language (Clark, 2000 & Ellis, 1994).For learning the first and the second language, it is very important that an environment contributive for learning exists.  Communication between the parents, family, friends and society is very important.  The cognitive ability can be actual and the language skills could be improved finished positive interactions in the language.  The child should be allowed to express themselves freely with the parents.  The language learning process should be enabled by positive interactions between the parents and the child.  The existent language base and real-life situations play an important role.  The child should be able to use the language at the school, home or in social settings.  The child should be able to use and develop both the languages equally.  For example, some children may not be able to use the second language at home due to softness of the family members to understand it.Besides, some children may also find it difficult to use the first language in school, as they may have another language as a medium of instruction.  This may balk the learning process.  It is important that the child uses the languages in some(prenominal) instances as possible so as to develop the skill and the knowledge required.  Whilst learni ng the first and the second language, formal education would only be contend a passive role.  The main ingredient for the victory at evolution skill in a new language is positive interactions and usage of that language (Clark, 2000 & Ellis, 1994).Some children may find learning a second language a very visionary task.  Especially those children, who have problems in learning the first language, often develop similar problems in learning the second language.  For learning the language, such problems frequently develop as it is very important that the child develops knockout relationships with the parents so that such problems can overcome patiently and gradually.  The use of the second language at home should in no manner affect the cognitive development and the learning process.New experiences with the second language and the use of new ideas would definitely help in change the cognitive processes.  It is frequently seen that once the cognitive development h as occurred with the first language, the same skills could be utilized in attaining the skills required for the second language.  Frequently, children who have developed wondrous skills with the first language (due to the cognitive advancement) may find it very easy to learn a second language.  Studies have even demonstrated that children able to outstrip in the first language may do equally well with the second language (Clark, 2000 & Ellis, 1994).Reading is another area in which the child should develop a habit in order to gain competence of the second language.  It helps to improve comprehension, understanding, thinking, flow of ideas, inventive expressions, memory etc.  Usually, the first language is learnt through day-to-day communication and the second language is learnt through reading.  However, both communication and constant reading are required to develop skills in learning the language.Thus it can be said that development of the first language would in fact supplement the learning of the second language.  Positive interactions with family, parents, friends and society would help in developing skills with the second language.  Besides, reading would also aid in language development.  The manner in which the first and the second language is learnt is much similar to one another.  It need not always be that the first language dominates the second language.  The dominating language usually depends on the culture the child is exposed to.  In children below the age of 7 years, the process of learning the second language is much easier. In adults and adolescents, motivation plays a very important role in second language acquisition.References:Clark, B.A. (2000), First- and Second-Language skill in Early Childhood. [Online], acquirable: http://ceep.crc.uiuc.edu/pubs/katzsym/clark-b.html, [Accessed: 2007, December 31].Ellis (1994). Differences between L1 and L2 acquisition. [Online], Available: http://homepage.ntlwo rld.com/vivian.c/SLA/L1%20and%20L2.htm, [Accessed: 2007, December 31].Klein, W., & Jankowski, B. (1986), Second Language Acquisition, Cambridge University Press, Cambridge.NWREL (2003). Overview of Second Language Acquisition Theory. [Online], Available: http://www.nwrel.org/request/2003may/overview.html, [Accessed: 2007, December 31].\r\n'