Talati model paper and Junior Clerk model paper 10

Talati model paper and Junior Clerk model paper 10

Language acquisition inside and outside the classroom

•         Can the English-language classroom replicate the universal success in the acquisition of basic spoken language proficiency that a child spontaneously achieves outside the classroom, for the languages in its environment? If so, how?

•         Other spoken language skills in limited domains (for example, for the travel and tourism industry) would build on such a basic proficiency.

A common cognitive academic linguistic proficiency

Language in education would ideally and ordinarily build on such naturally acquired language ability, enriching it through the development of literacy into an instrument for abstract thought and the acquisition of academic knowledge. We can then speak of a “cognitive academic linguistic proficiency” (cf. Cummins 1979) as language and thinking skills that build on the basis of a child’s spontaneous knowledge of language. This is a goal of language education, and education through language. (This discussion has most often been in the context of language education in the mother tongue.)

•         Such cognitive and academic skills, moreover, are arguably transferable across languages, to

a second language.

This transferability is one of the premises for recommending a relatively late introduction of English: that language-in-education proficiency, developed in the child’s own languages, would then naturally extend to a new language. The dissatisfaction with this recommendation is attributable to two factors:

Click Here Download Talati model paper and Junior Clerk mode paper 10

by shikshan jagat