Choosing Life Essay Topics

Early Childhood And Second Language Aquisition - 1925 Words

Early Childhood And Second Language Aquisition (Essay Sample) Content: Early Childhood and second Language AcquisitionNameInstitutionEarly Childhood and second Language AcquisitionSecond language acquisition is the learning of a second language after the first language is set in place. This happens when a child who speaks another language other than English goes to school for the first time. Children normally have an easier time learning a second language; however, it offers no limitation as one can learn it at any age. It needs thorough practise to learn a second language. Some students have the ability to learn a new language quicker and easier than others do. Language learners are successful in learning a second language by virtue of their hard work, persistence, and self-determination ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"9T0YdbfW","properties":{"formattedCitation":"(Saracho Spodek, 2010)","plainCitation":"(Saracho Spodek, 2010)"},"citationItems":[{"id":608,"uris":["http://zotero.org/users/local/g4eTFTWn/items/K3P4RDHB"]," uri":["http://zotero.org/users/local/g4eTFTWn/items/K3P4RDHB"],"itemData":{"id":608,"type":"book","title":"Contemporary Perspectives on Language and Cultural Diversity in Early Childhood Education","publisher":"IAP","number-of-pages":"284","source":"Google Books","abstract":"A volume in Contemporary Perspectives in Early Childhood EducationSeries Editors Olivia N. Saracho and Bernard SpodekThe purpose of the book series is to present reviews of current research in specific areas of earlychildhood education. Each volume is devoted to a particular area of the field. Within each volumescholars present reviews of research on particular aspects of the field of early childhood education.Each chapter summarizes the current research and provides an extended set of references whichwill facilitate readers in furthering their inquiries into research in that area. All contributions toeach volume are juried, with an Editorial Board and additional scholars reviewing the draftchapters, suggesting ways that the chapters could be improved, and finally recommending themfor publication. This process insures the quality of the contributions to the chapter and avoids the possibility of bias in the work, Recent findings suggest that young children's learning experiences are critical to their learning development, which has attracted theattention of researchers, scholars, and policy makers. Interest has focused on the early childhood policy and practice that can helpimprove the academic paths of children in poverty. Many of these children are from linguistically and culturally diverse families. Thepurpose of this volume is to review and summarize the current state of knowledge related to linguistically and culturally diversechildren. It expanded cultural diversity to include social justice which can contribute knowledge in providing effective teacherpreparation programs and high quality programs for linguistically and culturally diverse children.","ISBN":"9781607524175","language":" en","author":[{"family":"Saracho","given":"Olivia N."},{"family":"Spodek","given":"Bernard"}],"issued":{"date-parts":[["2010",1]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Saracho Spodek, 2010).When to teach a second languageMost of the schools teach second and foreign languages when the students are in high school. This should not be the case. The second language teaching should begin when the child is in preschool. The teachers can be able to maximize on the childs ability to learn. By the time a child reaches high school, the optimum learning ability of the child is lost i.e. in Sweden children are able to talk in three different languages in the preschool year. This is important to increase the literacy levels in a country ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"TOFwZfah","properties":{"formattedCitation":"(Kail Hickmann, 2010)","plainCitation":"(Kail Hickmann, 2010)"},"citationItems":[{"id":614,"uris":["http://zoter o.org/users/local/g4eTFTWn/items/NC5NTNEW"],"uri":["http://zotero.org/users/local/g4eTFTWn/items/NC5NTNEW"],"itemData":{"id":614,"type":"book","title":"Language Acquisition Across Linguistic and Cognitive Systems","publisher":"John Benjamins Publishing","number-of-pages":"341","source":"Google Books","abstract":"How and why do all children learn language? Why do some have difficulties while others are early language learners? What are the consequences of early bilingualism? Is it possible to reach native-like competence in a foreign language? Although we still cannot fully answer these questions, research during the last two decades has begun to solve some pieces of the puzzle. This book proposes an interdisciplinary collection of writings from some of the best specialists across several fields in cognitive science, offering a wide sample of recent advances in the study of first language acquisition, bilingualism, second language acquisition, and disorders of oral language. It is ad dressed to all researchers and students interested in language acquisition, as well as to teachers, clinicians and parents, who will find therein many new findings and varied methodological approaches, as well as challenging questions that are still debated and in need of further research.","ISBN":"9027253145","language":"en","author":[{"family":"Kail","given":"Michle"},{"family":"Hickmann","given":"Maya"}],"issued":{"date-parts":[["2010"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Kail Hickmann, 2010).Language acquisition is a natural processPeople assume that teaching a second language to a preschool child would be futile. However, studies indicate that the best time for the child to learn the second language is in the first three to four years of the childs life. Language learning is a natural process when the child is young. Adults often try to learn language in difficult ways i.e. an adult can learn French and recite the ve rbs in French yet they find it much more difficult to speak in French when they visit France. Children learn language quickly and easily through play and exploration ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"LdLtWu85","properties":{"formattedCitation":"(Blake, Winsor, Allen, 2011)","plainCitation":"(Blake, Winsor, Allen, 2011)"},"citationItems":[{"id":600,"uris":["http://zotero.org/users/local/g4eTFTWn/items/SMEMSWNR"],"uri":["http://zotero.org/users/local/g4eTFTWn/items/SMEMSWNR"],"itemData":{"id":600,"type":"book","title":"Technology and Young Children: Bridging the Communication-Generation Gap","publisher":"IGI Global","source":"CrossRef","URL":"/1002054/Technology_and_second_language_learning_Developmental_recommendations_for_early-childhood_education","ISBN":"9781613500590, 9781613500606","shortTitle":"Technology and Young Children","editor":[{"family":"Blake","given":"Sally"},{"family":"Winsor","given":"Denise L."},{"family":"Allen","given":"Lee"}],"issued":{"date-parts ":[["2011",8,31]]},"accessed":{"date-parts":[["2013",11,5]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Blake, Winsor, Allen, 2011).A child who grows up in a well-rounded environment learns to speak at least 2000 basic words at the age of four years. By observation of how a baby learns to speak proves that they are natural learners. During the first six months of a childslife, a child babbles 70 sounds that make up the languages in the world. They are able to learn to speak using the sounds and words they pick from their environment. It is important for the parents and caregiver to use or speak in more than one language ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"E3bHd3DK","properties":{"formattedCitation":"(Marisol Smith, 2009)","plainCitation":"(Marisol Smith, 2009)"},"citationItems":[{"id":595,"uris":["http://zotero.org/users/local/g4eTFTWn/items/WQTDU8JG"],"uri":["http://zotero.org/users/local/g4eTFTWn/items/WQTDU8JG"],"ite mData":{"id":595,"type":"speech","title":"Ppt Second Language Acquisition","genre":"Technology","abstract":"Second language acquisition in early childhood","URL":"/vacoka/ppt-second-language-acquisition-presentation","author":[{"family":"Marisol Smith","given":""}],"issued":{"date-parts":[["2009",1,3]],"season":"Sat"},"accessed":{"date-parts":[["2013",11,5]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Marisol Smith, 2009). The brain of a child discards the ability to speak in other languages he or she does not hear when young.Second language learning in preschool yearsThis is the optimal period of laying the foundations for thinking, attitude, vision, and aptitudes. This happens during the childs first years of life. Use of the natural ability of the child to learn a second language during this time is important. Learning of the second language is easy as learning the first language. Fifty percent, of a childs ability developing in language is during the first five years of life and another 30 percent by the age of eight years ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"EPoqWMpu","properties":{"formattedCitation":"(Mayberry, 1993)","plainCitation":"(Mayberry, 1993)"},"citationItems":[{"id":596,"uris":["http://zotero.org/users/local/g4eTFTWn/items/D8CHTVKQ"],"uri":["http://zotero.org/users/local/g4eTFTWn/items/D8CHTVKQ"],"itemData":{"id":596,"type":"article-journal","title":"First-language acquisition after childhood differs from second-language acquisition: the case of American Sign Language","container-title":"Journal of speech and hearing research","page":"1258-1270","volume":"36","issue":"6","source":"NCBI PubMed","abstract":"This study determined whether the long-range outcome of first-language acquisition, when the learning begins after early childhood, is similar to that of second-language acquisition. Subjects...

Why Middle School Science Research Paper Topics Can Make a Difference

Why Middle School Science Research Paper Topics Can Make a DifferenceThe use of Middle School Science Research Paper topics can make a big difference in the success of your project. One of the reasons is that they are designed to help you and your student to interact with one another. They also give you a chance to develop your understanding of how science works, and you will be able to teach them valuable lessons in development. The use of science research paper topics will help you to establish a sense of discipline in your student while increasing their knowledge base.Many middle school students do not spend much time in class at all. This can make it difficult for teachers to teach them about school subjects. This is especially true if they do not have to deal with many other children in their class. That is why teachers often recommend that middle school science research paper topics are used.To create your science research paper topics, you should consider certain things. First , your topic should be relevant to your topic area. Students need to know that your project is about something that relates to what they are learning. They should not think of it as a random thought; they should feel that it is connected to what they are learning.When you are creating your science research paper topics, be sure to take into account what your student already knows. If they already know about something, you may want to consider using a similar topic. However, if they do not know, you may need to ask them questions about their own knowledge.It is also important to understand what students want. Some students may prefer to use a topic that relates to their field of study. Therefore, you should always make sure that you have a choice for your students.You will also need to consider what type of grades you are looking for with your science research paper topics. A good topic will allow students to accomplish homework. It will also allow them to have an interest in a subje ct, and therefore, will help them learn more about it. For this reason, you should provide ideas that can be applied in real life.When you are preparing your science research paper topics, you should focus on making it interactive. You can use illustrations, videos, and other means of interactivity to create this. This can help you engage students in a fun, creative environment.As you can see, there are many reasons why middle school science research paper topics are a great idea. Although they can seem difficult at first, they can make your work easier and less stressful for both you and your student. They will learn to understand how science works, and they will also learn about different topics.

Discuss the Effects of Television to Children Good or Bad - 7150 Words

Discuss the Effects of Television to Children: Good or Bad? (Dissertation Sample) Content: Is Television Good for Children?A dissertation submitted to the Faculty ofIn partial fullfilment of the Degree ofWith the approval ofDate Table of Content TOC \o "1-3" \h \z \u  HYPERLINK \l "_Toc418327586"
1. CHAPTER ONE  PAGEREF _Toc418327586 \h
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1.1. Introduction  PAGEREF _Toc418327588 \h
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1.2. Background Information  PAGEREF _Toc418327589 \h
4 HYPERLINK \l "_Toc418327590"
1.3. Statement of the Problem  PAGEREF _Toc418327590 \h
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1.4. Research Objectives  PAGEREF _Toc418327591 \h
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1.4.1. General Objective:  PAGEREF _Toc418327592 \h
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1.4.2. Specific Objectives:  PAGEREF _Toc418327593 \h
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1.5. Conclusion  PAGEREF _Toc418327594 \h
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2. CHAPTER TWO  PAGEREF _Toc418327595 \h
8 HYPERLINK \l "_ Toc418327596"
2.1. Introduction  PAGEREF _Toc418327596 \h
8 HYPERLINK \l "_Toc418327597"
2.2. Scooby Doo, Where are you? (1969)  PAGEREF _Toc418327597 \h
8 HYPERLINK \l "_Toc418327598"
2.3. Barney and Friends (1987)  PAGEREF _Toc418327598 \h
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2.4. Parental Interventions  PAGEREF _Toc418327599 \h
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2.5. Conclusion  PAGEREF _Toc418327600 \h
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3. CHAPTER THREE  PAGEREF _Toc418327601 \h
15 HYPERLINK \l "_Toc418327602"
3.1. Introduction  PAGEREF _Toc418327602 \h
15 HYPERLINK \l "_Toc418327603"
3.2. Use of Secondary Data  PAGEREF _Toc418327603 \h
15 HYPERLINK \l "_Toc418327604"
3.3. Data Location  PAGEREF _Toc418327604 \h
16 HYPERLINK \l "_Toc418327605"
3.4. Data Evaluation  PAGEREF _Toc418327605 \h
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3.5. Data Verification  PAGEREF _Toc418327606 \h
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 3.6. Advantages of Secondary Research  PAGEREF _Toc418327607 \h
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3.7. Disadvantages of Secondary Research  PAGEREF _Toc418327608 \h
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3.8. Conclusion  PAGEREF _Toc418327609 \h
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4. CHAPTER FOUR  PAGEREF _Toc418327610 \h
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4.1. Research Objective 1  PAGEREF _Toc418327611 \h
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4.2. Research Objective 2  PAGEREF _Toc418327612 \h
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4.3. Research objective 3  PAGEREF _Toc418327613 \h
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4.4. Research objective 4  PAGEREF _Toc418327614 \h
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4.5. Conclusion  PAGEREF _Toc418327615 \h
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5. CHAPTER FIVE  PAGEREF _Toc418327616 \h
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Recommendations  PAGEREF _Toc418327617 \h
28 HYPERLINK \l "_Toc418327618"
REFERENC ES  PAGEREF _Toc418327618 \h
29 AbstractThe purpose of this dissertatioin is to provide an answer to the long debated question, Is Television good for Children? While previous research shows that there are two sides of the debate, those advocating for the promotion of television for children may be loosing the argument, since the demerits of exposing young children to television seem to outweigh the benefits. Basically, the study uses secondary data from which it draws a series of facts from previous scholarly research, national statistics and media surveys. The study therefore outlines the pros and cons of exposing young children to television based on two given television programs, whose primary audience remain young children between ages 5 and 12. These shows, The Scooby Doo, and Barney and Friends, Where are You, are the cartoon shows whose effects on children have been analysed. The study takes into account the basic reality that the modern generation canot do without tel evision as a necessary invention, and therefore recommends that parents oqught to gain awareness of how their children use televisions. Consequently, the study concludes that without parental interventions, television become harmful to children. Parents should therefore take control of their childrens watching habits, in order to transform the television experience a worthwhile one, since it is impossible to eradicate completely, the exposure children have to television programs. CHAPTER ONEINTRODUCTIONIntroductionHobson (2013) defines television as an electronic device, which transmits both audio and visual messages to the audience. From its invention, the televisions first availability for consumer use occurred in 1939, during the Worlds Fair in New York. This event, therefore, acted as the starting point for the contemporary American love for the device. It has been an important point to note that despite the great American love for television, many people have increasingly beco me critical of the potential impacts of the television programs on both children and the youth in general (Hobson, 2013). There are aspects of television programs whose effects has remained at the centre of the debate, including advertising, perpetuation of stereotypes, violent behaviour on some shows, television as an educational tool, as well as level of academic achievement. Background InformationGiven the high rate of accessibility of television sets by young children in families, and the evident difficulties faced by parents in exerting absolute control over their watching behaviour; it is important to scrutinize carefully, the impact of televisions on childrens development. Researchers such as Kaufman (2000), having monitored the behaviour of different children exposed to different levels of television experiences, believe that parents and the general society should deny younger children access to television programs due to the potential impacts of its contents. With other fea rs including possible addiction to certain programs of choice, researchers have also associated television viewing by younger children as a lazy-kid activity, linking such assertions to the negative physical and behavioural associated with it. With such higher rates of viewing, it is possible that television can also have a significant impact on key aspects of both adult decision-making process, and children behaviour including shopping patterns, their travel and holiday destination choices, the type of diet, cars among other decisions that characterise lifestyle. Members of the public and the government have therefore raised the critical concern, seeking answers to the extent to which television can affect children, if influences adults decision-making process. To this extent, negative concerns have involved suspicions that these children have been exposed to violent scenes and shows such as action movies, from which they have learned violent behaviour. Others have also accessed se x-oriented programs, which have led to the development of asexualized approach to their social development, drug abuse among other vices associated with television programs. Unlike adults, children lack a comprehensive ability to understand the extent of ramifications of their various actions, leading to these concerns of how do television programs affect them. It, therefore, necessitates a deeper comprehension of the pros and cons of television viewing by children and makes informed decisions regarding their future interaction with the famous invention of the modern world.Statement of the Problem The use of television is synonymous with the modern age, owing to a variety of its benefits globally. Considering the rate at which the use and accessibility, as well as the advancement in television technology, there are all the signs of this technology penetrating deeper into the societal lives. As this happens, the accessibility and use of television manifests various effects on both th e elderly and younger members of the society at different magnitudes. While some of these effects are positive, desirable and have long terms benefits for the world, the effects on developing children (between age 5 and 12) is increasingly becoming a concern. Through commercial advertising and other regular television shows, the perpetuation of stereotypes and violent behaviour on some shows, is an example of the adverse impacts. On the other hand, television as an educational tool to enhance the level of academic achievement remains a beneficial effect. In order to answer the critical question, Is television good or bad for children, there is a need to subject to a rigor of scrutiny, the pros and cons of television programs on young children.Research ObjectivesThe following research questions were used in to achieve the main objective of establishing whether television is good or bad for children. General Objective:To determine the suitability of television programs for children be tween ages 5 and 12Specific Objectives:To determine both beneficial and harmful effects of watching television programs by younger children between 5 and 12To analyse the nature of scenes from Scooby Doo (1969) and their effects on childrenTo state the manner in which the scenes from Barney and Friends (1987) help to promote a wholesome development of a childTo establish the extent to which parents can take absolute control and guidance over their childrens TV watching habitsConclusionThis chapter sets the pace for the study. The background information provides an analysis of the current scenario regarding the relationship between children and the mainstream media, especially the television as an ...