week 2 dq 2 post
In my experiences most
people speak at least 2 if not three languages. Since I was born and raised in
America those languages are English, bad English, and generation related slang
(Crystal, 1997). Words that are generally created by and used by mostly just
one generation, sometimes words which began in one generation stay for the next
generations. For example, the changed definition of “cool” has been used since
the last 1950s early 60s and is still used half a century later.
Although the literature
is plentiful on the subject, the conclusions are mostly guesses.
Academics simply does not have a clear idea how the dynamic between parents
with language A and children with language A and B. B being the cultures
language which the child is required to use in school. Each child in each
community react different to this struggle.
Raising a child in a
household where the parents speak one language and the school demands the use
of another is difficult at best. But since at home the child is only exposed to
the parent language for a small number of hours in a day, minus the weekend of
course. 8 to 10 hours a day x 5 days a week is a huge amount of influence. The child
will begin to in effect acclimatize to the new language a bit faster than the
parents attempting the same thing (Yulia Wulansari, 2018).
The key to being able to
learn a new language is to actually think in that language (Murphy, 2011). Although that only counts for people who think using a variety
of languages. Neuro A typical people usually do not think in a spoken language,
spoken language is too slow, too cumbersome. We think in a language suited to
our brain and neuropathways (Kochhann, & Wilson, 2019). It usually takes us a while to convert what we think into
a communicable language. Hence the pause we do between being asked a question
and responding. Reference dozens of fictional characters modeled upon real life
people. Dr House MD, Sherlock Holmes, Sheldon Cooper, most of the cast of Real
Genius, Scorpion, Revenge of the Nerds, etc.
The smartest ones have a built-in
pause. It is not for dramatic effect it is to convert languages from spoken, to
mind, back into spoken.
Although kids previous to
about age 3 in general think in this undefinable “brain” language of thoughts.
Slowly from 2-7 children begin to move from using the brain language to using
the spoken language their culture uses. That transition is actually helped by
being bilingual.
Now something for fun;
although it applies directly to the
thinking patterns of pre-linguistic children. As stated in the first part of
the required reading about the girl in front of the loom (Gielen, 2016), her mind and those who are equally only semi-literate with
a limited personal, family, and cultural language base (Tazi, &
Wasmuth. 2015). They very well might
relay not only thinking in their spoken language but thinking in the
pre-language they used till those sounds began to become understandable.
In the brain every
synapse fire is a fixed point of electricity (Liu, ….& Lin, 2019). That electricity travels forwards and backwards connecting
to other synapses which might or might not fire adding to the gross amount of
electricity created for this specific thought (Luchena, ….& Capetillo-Zarate,
2018). That is 2 to 3 points; with
trillions of synapses in the brain, imagine if you will a dot/fixed point at
the bottom, neuropathway up to a the next synapse, that one fires as well, then
down at a 45’ angle a bit less than half the distance between point 1 and 2.
Point three fires and adds to the total whole, another 45’ neuropathway back
towards the first two points, another 45’ angle line following a similar out
from the line made by point 1 and 2. You have just made the equivalent of the
letter R. 100s of billions of synapses in the brain firing at any give point,
the number of characters created could be in the 100s of millions. That
language which is impossible to prove it does not exist would be absolutely
fascinating to study. What do the characters look like, what do words look
like, what shape do sentences take on, etc. the subject is fascinating. That is
the language humans and very likely all things with some assemblance of brain
tissue start with. Start with this Neuro language, then move into a first
spoken language, then as the instructions from this assignment present a second
spoken and written language (Smith, 2019).
This is a much more accurate framework to ask these types of sociological
questions (Davidoff, 2001).
References
Yulia Wulansari, Betty.
(2018). The development of telepon kaleng game as a media to stimulate linguistic
intelligence of early childhood. Jurnal Indria: Jurnal Ilmiah
Pendidikan Prasekolah Dan Sekolah Awal, (1). https://doi-org.ezp.waldenulibrary.org/10.24269/jin.v3n1.2018.pp23-31
Crystal, D. (1997). The Cambridge encyclopedia of language
(2nd ed.). Cambridge: HK: Cambridge University Press
Davidoff, J. (2001). Language and perceptual categorization. Trends
in Cognitive Sciences, 5, 382–387.
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.
Kochhann, R., &
Wilson, M. A. (2019). Introduction: Special issue on neuropsychology of
aging. Psychology & Neuroscience, 12(2), 141–143. https://doi-org.ezp.waldenulibrary.org/10.1037/pne0000176
Liu, Y., Sugiura,
Y., Chen, F., Lee, K.-F., Ye, Q., & Lin, W. (2019). Blocking skeletal
muscle DHPRs/Ryr1 prevents neuromuscular synapse loss in mutant mice deficient
in type III Neuregulin 1 (CRD-Nrg1). Plos Genetics, 15(3),
e1007857. https://doi-org.ezp.waldenulibrary.org/10.1371/journal.pgen.1007857
Luchena, C.,
Zuazo-Ibarra, J., Alberdi, E., Matute, C., & Capetillo-Zarate, E. (2018).
Contribution of neurons and glial cells to complement-mediated synapse removal
during development, aging and in Alzheimer’s Disease. Mediators Of Inflammation, 2018,
2530414. https://doi-org.ezp.waldenulibrary.org/10.1155/2018/2530414
Murphy, E.
(2011). Welcoming linguistic diversity in early childhood classrooms.
[electronic resource] : learning from international schools. New
York : Multilingual Matters, c2011. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=cat06423a&AN=wal.EBC837792&site=eds-live&scope=site
Smith, G. (2019).
Education and training in clinical neuropsychology: Recent developments and
documents from the Clinical Neuropsychology Synarchy. The Clinical
Neuropsychologist, 33(3), 447–465. https://doi-org.ezp.waldenulibrary.org/10.1080/13854046.2018.1552437
Tazi, Zoia &
Wasmuth, Helge. (2015). Cultural and linguistic challenges in early childhood education
and care. Global Education Review, (1), 1. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=edsdoj&AN=edsdoj.6a3ba22d5ed247688d6d33d4527f6af9&site=eds-live&scope=site