Theories, Language and Culture & Culture and Good Language Learners

THEORY THEORY

The Theory theory talks about the development of cognitive and semantic, the idea that babies and small children, as well as scientists, learn about the world forming and revising theories. This proposal constitutes a perspective of the origins of knowledge and meaning that has broad implications for cognitive science.

The Theory theory is used to provide a framework to understand the semantic development and to demonstrate the acquisition of language in change of theory in children. Changes of theory in science influence the first semantic development of children from the moment in which the infant cognition has to do with the form of the earliest words and motivates its use. In addition, the children pay attention to the language they hear to their around and it restructures their cognition and leads them to reorganize their theories.

LANGUAGE, CULTURE, AND THEORIZING

The development of the language begins with ordinary processes of learning where children acquire forms, meanings and uses of words and expressions of the linguistic input. The method in which language skills are developed is universal. There are two main views to syntactic development, an empirical tale by which children learn the syntax rules of the linguistic input, and a nativist approach whereby some of the principles of syntax are inborn and are transmitted through the human genome.

Noam Chomsky´s view 

The nativist Theory proposed by Noam Chomsky, says that language is a unique human achievement. Chomsky says that:

* All children have what is called LAD, it is an innate language acquisition device. The LAD is an area of the brain that has a set of syntax rules that are universal for all languages. 

* The LAD provides the ability to build new sentences using learned vocabulary to children.

* This theory is based on the view that what children hear is insufficient linguistic contribution to explain the way in which come to learn the language.

* The linguistic input from the environment is limited and full of errors. 

* It is impossible for children to learn the language information exclusively from their environment.

Jean Piaget´s view 

Empirical theory suggests that there is sufficient information on the linguistic input to children therefore; there is no need to assume an existing natural language acquisition device. Instead of a LAD that was developed specifically for language, empiricists believe that the general processes of the brain are sufficient for the acquisition of language.
 

* Empiricism is a general method, and sometimes goes hand to hand with the interactionist approach.

* During this process, it is necessary that the child will participate actively with their environment.

* A child learns language, parents adopts a particular way to properly communication with the child, it is known as speak to the child.

DEVELOPMENTAL RELATIONS BETWEEN LANGUAGE AND COGNITION 
There are some relations between language and cognition. Gopnik says that:



* The child develops the concepts first and then assigned a label.

* There is an existence of a two-way relationship between the development of the language and cognitive development and suggest that these skills can be important for the same understanding of the false belief which supports the argument that children develop an integrated theory of mind.

* The acquisition of language is a process similar to the scientific development, providing a useful model for the study of the relationship between linguistic and conceptual skills.

* Semantic and cognitive development emerge at the same time so none of the two types of development precedes another, they advance in parallel each area helps the other since the beginning of the language.

Chapter 2 by Sandra Patricia Genoy

 

 CULTURE AND GOOD LANGUAGE LEARNERS 

As we teach a new language, we as teachers must take into account the different cultural, ethnic and national characteristics from where students come from, so we can be prepared and give a good class that achieves an optimal learning process from students who come from different cultural, ethnical and nationality backgrounds, which are concepts difficult to separate.

When looking at studies on the role of culture in schooling it is important to remember that research into learning and teaching is inevitably culturally biased by the minds of those who develop the instruments and tests, and the bias is created by different underlying values, attitudes, and beliefs about what is considered “good” behavior and action.It also needs to be considered on a more subtle, sub-cultural level, taking into account the diversity of ethnicity, culture, language, religion, political viewpoint, philosophical belief, sexual orientation, age, and gender.

 

Relationship between culture and language learning. There might be considerable cultural differences in cognitive learning style. In some societies, listening until the entire code is absorbed and one can speak perfectly is a reported form of learning; in others successive approximation to native speech is used as a learning strategy; while in still others rote learning is the most common learning strategy.

Good language learners may be able to make insightful contributions to the reasons for their learning difficulties and to their preferences for particular methods. It is important to consider different cultural values and beliefs attributed to learning in general and to plurilingualism and language learning in particular as they play a crucial role in how language learning is pursued.

 

                                               

We need to consider that the cultural competence construct is highly complex and multi-faceted. It is dynamic, constantly changing and includes the affective and cognitive dimensions, It is connected to cultural sensitivity, cultural awareness, and empathy, as well as the ability to change perspectives and put oneself into the other person’s shoes. These qualities allow the good language learner to “navigate smoothly between different cultural and linguistic worlds.”

For children and adults from different parts of the world, teachers should familiarize themselves and seek new and different learning methods to help teaching diverse populations taking into account the students' cultures, languages, personalities, learning styles, identities and their inner self. It is important for teachers to remember that culture influences learner characteristics and behavior such as prior knowledge and prior experience, learning style, beliefs, motivation, strategies, autonomy, and attitudes towards a particular learning situation. 

Chapter 6 by Aura Lilia Lasso
Complemented by Giselle Bautista Garcia