Learning The First Language at Home and at School

     

Every human being has the same potential to master language. The process and nature of each person's language acquisition take place dynamically and through tiered stages. In this regard, two terms are known, namely language acquisition and language learning. The acquisition of the first language occurs when the child who was original without a language has now acquired one language. During the acquisition of children's language, children are more focused on the function of communication than the form of language.

    We all know that the acquisition of a first language is also closely related to the social development of children and therefore also closely related to the formation of social identity. Learning the first language is one way of tracing the overall process of a child's development to become a full member of a society. Through language, children can easily express their ideas and desires in a way that is truly socially acceptable. Language is also a medium that children can use to acquire cultural, moral, religious, and other values in society. In continuing the pursuit of language acquisition, children are guided by the principle or philosophy of being someone else with a little difference‟or acquiring a social identity and developing your own personal identity‟.

• THE ACHIEVEMENTS OF THE FIRST FIVE YEARS

In English, children progress from one-word utterances (such as mummy, daddy) to two-word ('mummy go') and three-word ('where mummy gone') utterances. The development of understanding and production are interrelated and gradual. During these early years, children are very creative with language and enjoy playing with words. Teachers can encourage children to experiment with language and enjoy language for its own sake. Dramatic activities or simple poetry writing, for example, that allow children's imagination and fantasy to develop, can become routine activities in TEYL classes. Five-year-olds are effective communicators in the home environment, they still have a long way to go to continue learning their mother tongue.

• Language use at home

At home most of the communication is embedded in a shared direct context, the use of school language is more independent of the direct context. Parents/Caregivers naturally scaffold their children's language in dialogue. Studies show that rich linguistic ring own learning Metacognitive abilities to grow children. The development of their ability to plan, monitor, and evaluat Children will gradually learn to step back and think about language in the abstract, 

• Language use at school

With more complex grammar, children will learn to deal with types of clauses, complex sentences, and rules for connecting ideas in speaking and writing. They will also acquire formal, literary, historical, and ancient phrases and relate variations of their mother tongue, as well as other regional accents.

Susan Foster-Cohen (1999), a researcher interested in first language development, reports that an average eight or nine-year-old knows between 4,000 and 10,000 words, and it is estimated that about 800 to 1,200 words are learned at school every year from this age onwards.

ORGANIZING SCHOOL KNOWLEDGE AND EXPERIENCES

• Monitoring own learning

Metacognitive abilities to grow children. The development of their ability to plan, monitor, and evaluate their performance and their learning will improve as children progress through the school years. Children will gradually learn to step back and think about language in the abstract and reflect on what they can do or wish they could do. In Elementary school, children learn to define words in their mother tongue.

• Memory development

Research shows that skill has an important influence on children's memory performance.

Tasks that require effective memory strategies: names, numbers, letters, items, important dates or days and words in foreign languages