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LANGUAGE AND EDUCATION. Group I Euis Yanah Mulyanah Ika Chairiyani. THE THEORIES OF THE ORIGIN OF LANGUAGE (Martinet 1986,19). LINGUA (LATIN). LANGAGE ( FRENCH ). LANGUAGE (ENGLISH) . “LANGUAGE is a purely human and non- Instinctive

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Group i euis yanah mulyanah ika chairiyani

LANGUAGE AND EDUCATION

Group I EuisYanahMulyanahIkaChairiyani


THE THEORIES OF THE ORIGIN OF LANGUAGE

(Martinet 1986,19)

LINGUA

(LATIN)

LANGAGE

(FRENCH)

LANGUAGE

(ENGLISH)


“LANGUAGE is a purely human and non- Instinctive

method of communicating ideas, emotions, and desires by means of voluntarily produced symbols.” (Sapir 1921,8)

“LANGUAGE is a system arbitrary vocal symbols by means of which a social group- co operates.”

(BlochanTrager 1992,5)

“LANGUAGE a form of communication, whether spoken, written, signed, that is base on a system of symbols.

(Santrock 2001,65)

“LANGUAGE is the institution where by human communicate and inter act with each other by means of habitually used oral-auditory arbitrary symbols.”

(Hall 1968,158)


“LANGUAGE are symbols… almost wholly based on pure or arbiter convention…”

(Robins 1979,4-9)

“LANGUAGE to be set (finite of infinite) of sentence, each finite in length and contracted out of finite set of elements.” (Chomsky 1957,13)

Lyons’ (1981,8)concludes Language are “systems of the purpose of communication”

“LANGUAGE means “the specialized sound signally system which seems to be genetically programmed to develop in humans.” (Atchison 2003,13)

“LANGUA GE is a system of expression that mediates to transfer of thought from one person to another”

(Finegan 2008/2004, 6)


THE FUNCTION OF LANGUAGE arbiter convention…”

The function of language is often said be to communicate information.

(Croft 2000,87)

Keller argues that “the function language should be found in the large system that language fits into-namely, interpersonal interaction in human communities…

(Keller 1990/1994,87)


THREE FACES OF LANGUAGE arbiter convention…”

(Finegan 2008/2004, 6)

Grammar

MEANING

EXPRESSION

Attention

Interpretation

CONTEXT

EXPRESSION :

Word, phrases, sentences, intonation and stress

MEANING

Refers to the senses and referents of expression

CONTEXT

Refers to the social situation


KINDS OF LANGUAGE arbiter convention…”

(Finegan 2008/2004, 16-17)

This language can be used in many forms, primarily through oral and written communications as well as using expressions through body language.

LANGUAGE

SIGNING

GESTURE

AND

FACIAL EXPRESSION

WRITING

PICTOGRAMS

SPEAKING

VOICE

AND

SPEECH


CONCLUSION ABOUT LANGUAGE arbiter convention…”

A language is considered to be a system of communicating with other people using sounds, symbols and words in expressing a meaning, idea or thought.


Why do we learn language and education

WHY DO WE LEARN LANGUAGE AND EDUCATION? arbiter convention…”

We know about the importance of language

We need to know which children are at risk

We need to know about how to solve the problems during teaching and learning a language


A related study
A RELATED STUDY arbiter convention…”

  • (Bernstein, 1971) : “Children from different sections of the community learn to use the language in different ways, and that such learning leads to different responses to education in schools….”

  • Bernstein Study is about the relationship between the language and education.


Think of the following
Think of the following…… arbiter convention…”

  • In choosing to educate our children, think of learning as confined to school (School- substitute situation)

  • How much one-to-one interaction goes on a child’s life.


Quality of instruction
QUALITY OF INSTRUCTION arbiter convention…”

  • The quality of instruction depends on the ways teacher and taught communicate with each other.

  • Both teacher and pupil engage in appropriate means of learning = require the ability to communicate adequately

  • Pattern of instruction varies based on the need.


Language in the classroom
Language in the Classroom arbiter convention…”

Studies of language in the classroom:

  • Nature of interaction (Flanders, 1970)

  • Types of meaning conveyed (Bellack et al, 1966)

  • Description of language in relation to its use (Sinclair et al, 1975)

  • Language of specialists subjects (Barnes, 1969)


An approach to classroom language
An approach to classroom language arbiter convention…”

  • A study of language must refer to some specific aspects of situation

  • What determines the course of lesson?

  • In what way does the learning take place?

  • What is the role of the type of language used?


An example

An Example arbiter convention…”


THINGS TO KNOW IN USING LANGUAGE AT CLASS arbiter convention…”

  • Expose English as much as you can

  • Give clearly instruction in giving task

  • Give clearly examples/contexts upon the difficult vocabularies

  • Discussion is more effective in learning a language than lecturing


Conclusion
CONCLUSION arbiter convention…”

  • Many definitions are given by the experts about language.

  • There are three kinds of language; written language, oral language, and sign.

  • Many studies related to language in the classroom.

  • Language in the classroom need to bear in mind because students will get exposure if teachers let them practice more.


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