To talk in the mother tongue

(by Herbert Puchta)

It is not unusual for children who live in areas (or homes) where two or more languages are spoken to learn each of these languages easily. Such a natural learning atmosphere can hardly be compared with that of the typical foreign language classroom…

The acquisition of the mother tongue begins at birth, with the development of receptive language skills (listening) coming before productive skills (speaking). Children can understand words long before they begin to speak.

The new-born child first perceives language as a torrent of sounds. He/she then learns to filter words and their meaning out of this torrent. It is only then, when the listening skills are sufficiently developed, that the child will begin to express himself/herself verbally.

Adults naturally behave with young children in a way that facilitates the development of listening skills. Most importantly, we speak with them in such a way that they can understand what we are saying. The language we use must be clear and concrete and have a direct connection to the child`s world. No one would even think of talking about abstract topics with a young child.

Constant repetition, a stress-free, play-like learning atmosphere and frequent positive reinforcement are the most significant characteristics of this early phase of receptive learning.

Picture books, stories, rhymes and songs also play an important part in the acquisition of language. For example, the mother or father through a picture book with the child and reads the words while the child points at the corresponding pictures. Eventually children start to repeat words, phrases and then whole sentences. The repetitive reading of the same stories encourages the child (with the help of the pictures in the book) to learn the text with the parent, and finally, to recite parts of the text or the whole text by heart. The result is that even adults can still remember certain stories, which they heard over and over again in their childhood.

(from Gerngross, G., Puchta, H.: Do and Understand. – Longman, 2000, p. 4)

1. Children usually can speak two or more languages.

2. Learning mother tongue can be compared with a typical foreign language.

3. Speaking is a receptive language skill.

4. Adults usually help children to develop their listening skills.

5. Speaking about abstract topics help children to develop their listening skills.

6. Stress-free atmosphere is necessary in early childhood education

7. Books, stories and rhymes play an important role in language acquisition

8. When children listen to new words they immediately can repeat them.

9. The repetitive reading is a part of language acquisition.

10. Adults can remember stories and rhymes they heard in their childhood.

6. Подберите синонимы или близкие по смыслу слова и фразы:

area, home,...

usual,...

mother language,...

a new-born child,...

to express verbally,...

phase,...

eventually,...

to recite by heart,...

7. Составьте предложения, используя слова и словосочетания упр. 4 и 6:

1. begins at birth / the acquisition / with the development of receptive language skills (listening) / of the mother tongue.

2. perceives language / as a torrent of sounds / the new-born child.

3. when the listening skills / the child will begin to / are sufficiently developed / express himself verbally.

4. adults naturally behave / in a way that facilitates / with young children / the development of listening skills.

5. frequent positive reinforcement / of this early phase of receptive learning / are the most significant characteristics.

6. the mother or father / with the child and / reads a picture book / the child points at / the corresponding pictures.

7. eventually children / phrases and then / whole sentences / start to repeat words.

8. of the same stories / the repetitive reading /encourages the child / to recite the whole text by heart / to learn the text and.