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Language is often a central element of many cultures

Language is often a central element of many cultures

Language is often a central element of many cultures

Language is often a central element of many cultures. Language learning presents many milestones in language development. The majority of the world learns one language if not more. However, parenting language practices vary around the globe.

Remarkably, despite diversity in child-rearing all children typically learn a language following the same steps and sequence and at about the same pace, even though the actual languages spoken differ. Some aspects of language learning are similar across cultures. For instance, in child-directed speech, adults tend to utilize simple words, a slow pace, and a sing-song soft melodious pattern when speaking with young children; such speech assists children in learning a language.

For this Discussion, you will explore the advantages and challenges of language development in birth to adolescent development.

To Prepare:

Review the Learning Resources for this week and consider the following situation:

Imagine a 6-year-old entering the public education system in the United States and his/her parents or adult caregiver(s) are not native English speakers. The student has been living in the U.S. for most of his/her life. The home language survey indicates another language is spoken at home other than English.

By Day 4

Post an explanation of at least two potential challenges this student might face. Further explain the advantages this student’s linguistic background might offer

Required Readings

Erickson, F. (2002). Culture and human development. Human Development, 45(4), 299–306. doi:10.1159/000064993

Fung, H. (1999). Becoming a moral child: The socialization of shame among young Chinese children. Ethos27(2), 180–209. Wiley on behalf of the American Anthropological Association.
Credit Line: Becoming a Moral Child: The Socialization of Shame Among Young Chinese Children by Fung, H., in Ethos, Vol. 27/Issue 2. Copyright 1999 by American Anthropological Association. Reprinted by permission of American Anthropological Association via the Copyright Clearance Center.

Gielen, U. P. (2016). The changing lives of 2.2 billion children: Global demographic trends and economic disparities. In U. P. Gielen & J. L. Roopnarine (Eds.), Childhood and adolescence: Cross-cultural perspectives and applications (2nd ed., pp. 63–95). Santa Barbara, CA: Praeger. 
Chapter 3: “The changing lives of 2.2 billion children: Global demographic trends and economic disparities” (pp. 63–95)Credit Line: Childhood and Adolescence: Cross-cultural Perspectives and Appreciations, 2nd Edition by U. P. Gielen; J. L. Roopnarine (Eds.). Copyright 2016 by ABC-CLIO. Reprinted by permission of ABC-CLIO via the Copyright Clearance Center.

Kağitçibaşi, Ç., Sunar, D., Bekman, S., Baydar, N., & Cemalcilar, Z. (2009). Continuing effects of early enrichment in adult life: The Turkish early enrichment project 22 years later. Journal of Applied Developmental Psychology, 30, 764–779. doi:10.1016/j.appdev.2009.05.003.

Chiu, C. (2011). Language and culture. Online Readings in Psychology and Culture, 4(2). http://dx.doi.org/10.9707/2307-0919.1098.

Credit Line: Chiu, C. (2011). Language and Culture. Online Readings in Psychology and Culture, 4(2). https://doi.org/10.9707/2307-0919.1098. Licensed under Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License

Chen, S. X., & Bond, M. H. (2010). Two languages, two personalities? Examining language effects on the expression of personality in a bilingual context. Personality and Social Psychology Bulletin, 36, 1514–1528.

 


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