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Language

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Language : Language in this document subsumes bi-/ multilingualism. And when we talk of home language(s) or mother tongue(s), it sub...


Language :

Language in this document subsumes bi-/ multilingualism. And when we talk of home language(s) or mother tongue(s), it subsumes the languages of home, larger kinship group, street and neighbourhood, i.e. languages(s) that a child acquires naturally from her/his home and societal environment. Children are born with an innate language faculty. We know from our everyday experiences that most children, even before they start their schooling, internalise an extremely complex and rule-governed system called language, and possess full linguistic capabilities. In many cases, children come to school with two or three languages already in place at the oral-aural level. They are able to use these languages not only accurately but also appropriately. Even differently talented children who do not use the spoken languages develop equally complex alternative sign and symbol systems for expression and communication. 

Languages also provide a bank of memories and symbols inherited from one's fellow speakers and created in one's own lifetime. They are also the medium through which most knowledge is constructed, and hence they are closely tied to the thoughts and identity of the individual. In fact, they are so closely bound with identity that to deny or wipe out a child's mother tongue(s) is to interfere with the sense of self. Effective understanding and use of languages(s) enables the child to make connections between ideas, people and things, and to relate to the world around. 

If we wish to launch any sound programme for language teaching in schools, it is important to recognise the inbuilt linguistic potential of children as well as to remember that languages get socio-culturally constructed and change in our day-to-day interactions. Language(s) in education would ideally build on this resource, and would strive to enrich it through the development of literacy (scripts including Braille) for the acquisition of academic knowledge. Children with language-related impairments should be introduced to standard sign languages, which can support their continued growth and development to the fullest. A recognition of the linguistic abilities of learners would encourage them to believe in themselves and their cultural moorings. 

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CLEAR CTET: Language
Language
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