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Significance of verbal communication in teaching and learning
Teacher and student interaction
Teacher and student interaction
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Introduction
Biber (2007, as cited in Elbow, 2010) writes that there are few differences between spoken and written Englishes. Fundamentally, spoken Englishes require an understanding of phonics, and written Englishes an understanding of graphics (Crystal, 2005). To understand spoken language is to take meaning from the speech of others (Bangalore, Hakkani-Tur & Tur, 2006). Spoken Englishes involve speaking and listening and written Englishes involve writing and reading (Essberger, 2001). Both modes can be either formal or informal depending on the context and medium required (Elbow, 2010). While there are innumerable contexts, the purpose of this report is to focus on the classroom and home contexts. This report will also note the differing
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Instructions can be; casual, semi-formal or formal. Age and cultural or language background of the receiver, along with subject matter, impact the formality and complexity required for each interaction. Young children in preschool and students who use English as a second language require simple, casual language such as “sit on the mat”. Whereas older children understand increasingly complex and formal communications such as, “please open your Mathematics workbook and complete the exercise”. Feedback communications may be semi-formal when discussing a child’s work; “well done on your times tables”. Verbal teacher-student interactions within a classroom should use elaborated code (Emmitt, 2010) which is clear and does not depend on shared context knowledge. Interactions within the playground could be more informal and casual; “pick that up, please”. When writing to students, teachers should ensure elaborated code is …show more content…
They may speak in Aboriginal English (AE), ASE, or any number of languages and will have no trouble understanding each other. Parents may refer to their child as “bub” in AE, “abni” in Arabic or “son” in ASE. Restricted code (Emmitt, 2010) and colloquial vocabulary are often used. The cultural background of families impacts how children address parents. Australian culture promotes what seems to be an increasingly casual mode of addressing parents and many forms of address are acceptable such as Mum, Ma, Mummy, Mumma. Other cultures insist that parents be addressed as Mother or Ma’am. Parents and children will verbally communicate to give instruction, ask questions, converse, to build rapport and for phatic communication (Nordquist, 2015).
Written forms of parent-child-parent communications generally use restricted code (Emmitt, 2010) as they communicate via notes, emails, text messages and over social media. Academic writing principles do not apply to these communications. The abbreviations used in text messaging and social media can create a barrier to communication if both parties do not share prior knowledge of abbreviations such as, “LOL”, “BRB” and “SMH”.
Child-Child
In the article, “Does Im Make U dum”, the author states how instant messaging has made us become “dum”. The issue of using popular texting abbreviations like, “lol”, “brb”, or “gtg” can either be an effective or unproductive way of expression. Using abbreviations through texting are so commonly used by children, teenagers, and adults. Statistics show that children are younger than ever for when they are first exposed to mobile phones and text messaging. A 2005 ChildWise study that one-in-four children under the age of eight had a mobile phone.
The prehistoric times stand evidence to the power of language as a tool for communication and growth. Language has proven to be an effective medium and factor surrounding the evolution of man. Language has played a big role in the development of individuals and societies. What is spoken and/or written, help in the initiation of imagination, expression of feelings, and conveyance of thoughts and ideas.
We need to adapt our verbal communication accordingly to the different situations. Working on a learning activity it is important that the children are focused and that we deal with any distractions
...are their responses with a peer. Turnbull also suggests monitoring student’s responses and if the student is not showing any signs of understanding the content then adjust instruction immediately and not once the lesson has been given (301). It is also important to inform the child about correct and incorrect responses. This immediate feedback allows the child with language processing difficulties to see when he/she is performing in a desired way and what he/she may need to work on. After giving the student time to process information and formulate his/her thoughts, allow the child to summarize information in his/her own words if necessary. Overall, it is important for the teacher to remember to limit conversation to one person at a time to limit multiple verbal input, and speak slowly and not about too much that can require skills the person has not developed yet.
For example when working with nursery/reception aged children it is important to speak slowly and clearly so that the children can understand. Children that have also just started school for first time, will need time to settle in and may be shy at the beginning but give them time to build up their confidence and communication skills. When communicating with children adults should also adapt their vocabulary depending on their age and abilities. E.g. using simple words and sentences for the younger children. When working with children, they may need more to time to respond when communicating so things may need to be repeated several times in order for them to understand fully. For example in my setting we use visual schedules so that the children know what’s happening throughout the day. When working with older children adults can use more complex words and long sentences.
It's taking over our lives. We can do it almost anywhere. What is it? It's texting! Texting is a reliable, easy and convenient form of communication that is most commonly used by, but not limited to millenials and those in the workforce. Many people use it as a way to express themselves as well. In Michaela Cullington’s article, “Does Texting Affect Writing?” she targets two different attitudes in relation to texting. Cullington explains that there is often an assumption that students who use abbreviations when they text, will bring those same abbreviations over to their formal writing pieces. Cullington then adds that the other attitude in relation to writing skills and texting insists that texting is harming student’s writing capabilities. Because of her research as well as experiments done by other colleagues of hers, it shows that
Form is often overlooked when analyzing a multitude features in a variety of literature. In “3 ways to speak English,” by Jamila Lyiscott, “The Dangers of Single Story,” by Chimamanda Ngozi Adichie, and “Mother Tongue,” by Amy Tan utilizes both form and content to bring unity into their writings. Throughout this essay, it will discuss the parallel relationship between form and content.
The most important is to use language in a non-threatening and friendly way because it will make children feel comfortable.
The word Language has an array of meaning and purposes for individuals and throughout our society. Language can be described as a collective set of guidelines people mentally recall to enable us to communicate (Clark, as cited by Gee & Hayes, 2011, p. 6). Thus, written or oral language is a method of communication. Gee and Hayes, proceed to suggest that individuals communicate in varied ways (2011, p. 1). For example, the children raised diverse family units would acquire written and oral language skills of their ‘mother tongue’ before developing English as an additional Language (EAL). This is supported by Vygotsky’s principle that children acquire their language skills from the social engagement in their environment (Marsh, 2010, p. 47). Apart from written and spoken Language, other forms of communication
When communicating with the public, it is very important that the message is well thought out and that it speaks to a wide audience. Communicating with a vast audience can be challenging, because the message must speak to the audience. Some of the challenges communicating with a diverse audience are age, economic level, education and occupation, needs and concerns of the audience, culture, and rapport (Lehman, DuFrene, & Walker, 2016). In this particular situation, the district manager of a movie theatre must address the media about a recent bed bug problem at the theatre. The message needs to be clear and concise and be received appropriately by the audience. I will discuss the appropriate communication plans for addressing the media regarding
Experiencing those days where people would laugh at other for the broken English; the grammar and pronunciation are the toughest parts of the language. People with English as a second language always stumble upon difficulties; however, the determination of learning a new language do not decrease easily as the motivation is still surrounding one’s mind. Today, English has become an international communication; even the teaching and learning of the language has already spread throughout the world. English is known as one of the most common use language and has been offering classes everywhere for years especially around Asia; additionally, the world common language has now become the number one language uses in every fields of career that is being offer everywhere. Non-American students should be required to take English class as a second language in school
Growing up learning and speaking English has been something that was difficult for me at first but then came easy, but that was not the case for my mother. She spent her whole life speaking Spanish, so when she decided to take English learning classes it was challenging. However, she had me to help her throughout her struggle. I helped her complete her homework and assignments. We would also go to the library to check out easy level reading books to have her read to me. I would correct her English when it was wrong and do all I could to boost her confidence. It took me a while to understand and figure out what the best way to teach her was, but it was a fun experience for the both of us. Teaching her English was difficult because things that
Coming from a Spanish speaking household having to learn a new language can always be difficult. While, I was a child learning a second language was difficult. It was difficult for me to put words to use in the correct way. And use terms that make sense with one another term. It was difficult for me because some Spanish words sound the same as English words, and while learning I wanted to translate everything the way I say it in Spanish to English. For example, in Spanish “helo” means ice, but if you say it out loud it sounds like “yellow”. Little things like that will be a big issue to me. I have to put up with many looks from others and hear all sorts of criticism around me. Learning a new language at a young age was a struggle with reading
To facilitate or participate in any classroom activities requires the use of oral language. Talk is significantly important because "language that is heard must be understood before the language that is read can be decoded and understood" (McCandlish, 2012, pg. 9). Specifically, Halliday (1975) categorised language into seven different functions each with its own purpose, allowing students to comprehend that language like writing has different genres and can be formal or informal, depending on the audience, context or purpose.
In today’s schooling system most high school students are required to take at least 2 to 4 years of a foreign language in order to graduate. However, some people do not understand the importance of taking a different language, until it is time to get a job or while they are in their current job. It is significant that we take at least 2 years of a foreign language in both high school and college and try to learn as much as possible because learning a new language can open up so many doors.