Physical Environment - Learners Automatically Transfer - Environment Assignment Help

Assignment Task :

Introduction
Learners benefit from using their home language in education in early grade years. Many parents and communities believe that their children will get a head-start in education by going using English as their home language and making their home language additional language which is not true. I agree with Brock-Utne (2007; 526) when he argues that pupils “learn better when they can use a familiar language for acquiring new knowledge” instead of being expected to learn in English.
First, learning does not begin in school. Learning start at home in the learner’s home language. Although the start of school is continuation of this learning, it also presents significant change in the mode of education (Reporter.20130). Newly arrived pupils may initially have very little knowledge of English language and encouraging them to use their home language maybe very useful strategy for ensuring that they participate in some school activities (Oxfordshire county council).all children need to hear and learn to speak in their mother tongue. If they have a solid foundation in their mother tongue, they will find it easier to learn another language as they will have already found out how language is structured and how to communicate with others. This will help them if they cared for in a place where more than one language is spoken (Department of Basic education 2015).
 On starting school children find themselves in anew physical environment. The classroom is new, most of the classroom are strangers, and the teacher is a stranger too. The structured way of learning is also new by using the learners home language can help children navigate the new environment and bridge their learning at school with the experience they bring from home. By using the learner’s home language, learners are more likely to engage in the learning process (Kioko.1015). The learner-centered approach-recommended by all educationalist thrives in an environment where learners are sufficiently proficient in the language of instruction. It allows learners to make suggestion, ask questions, ask questions and create and communicate new knowledge with enthusiasm. It gives learners confidence and help to affirm their cultural identity. This in turn has a positive impact on the way learners see the relevance of school to their lives (Kioko.2015).
 Essentially, the skills of reading and writing come down to the ability to associate the sound of language with the letters or symbols used in the written form. When the learners speak or understand the language used to instruct them, they develop reading and writing skills faster and in a more meaningful way. Introducing reading and writing to learners in a language they speak and understand leads to great excitement when they discover that they make sense of written texts and can write names of people and things in their environment (Kioko.2015). A learner who knows how to read and write in one language will develop reading and writing skills in a new language faster. The learner already knows that letters represent sounds, the only new learning he or she needs is to how the new language sounds its letters. In the same way learners automatically transfer knowledge acquired in one language to another language as soon as they have learned sufficient vocabulary in the new language (Kioko.2015). Use of the learner’s home language at the start of school also lessons the burden on teacher, especially where the teacher speaks the local language.
 

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