ERIC Number: ED134000
Record Type: RIE
Publication Date: 1976
Reference Count: 0
Children's Language and Experiences: Some Considerations for Linguists. Linguistic Communications: Working Papers of the Linguistic Society of Australia, No. 16.
This paper examines a didactic model of teaching-learning which underlies the approach of many teachers and linguists, and proposes an organic interaction model, which recognizes children's individual needs and characteristics, instead. Problems in interpreting test results in areas of primary or oral language and in the secondary language skills of reading and writing are examined, with particular reference to aboriginal children learning English as a second language. Ethnocentric attitudes on the part of the teacher are opposed to the need for increased understanding of the characteristics of learners, children in general, particular cultural groups, and individual children. Consideration is given to recognition of developmental patterns observed among children and accomodation of such sequences in planning programs by teachers and linguists. Finally, some examples of an organic interaction model of teaching-learning in operation are provided. (Author/AM)
Descriptors: Aboriginal Australians, Child Development, Child Language, Early Childhood Education, English (Second Language), Ethnocentrism, Individual Instruction, Language Acquisition, Language Instruction, Models, Psycholinguistics, Reading Skills, Second Language Learning, Student Characteristics, Student Teacher Relationship, Teacher Attitudes, Teaching Methods, Test Results, Writing Skills
Linguistic Communications, c/o Department of Japanese, Monash University, Wellington Road, Clayton, Victoria, 3168 Australia ($8.00 Australian per issue)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Monash Univ., Clayton, Victoria (Australia).; Linguistic Society of Australia.
Note: Some pages may be marginally legible due to print quality of original document