Student’s Communication and Language Development

COMMUNICATION AND LANGUAGE
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Introduction to communication and language
This case study is about communication and language. It focuses on the barriers that pupils with English as a second language (EAL) may encounter and the possible solutions. Language refers to a system of communication through verbal or non-verbal codes with the aim of transferring information. Communication refers to the process of message interchange of information between people. Language ensures that a person pays attention to various issues, persons, and events; the aspect defines individual memories by translating experiences into symbols (Conteh, 2012). This case study will focus on a particular student’s communication and language development.
There are various models and theories that explain the process of acquiring communication and language. First, according to Skinner’s Operant Conditioning Theory, the aspect of students’ voluntary response is strengthened through the promise of a reward. For instance, the teacher’s instructions, accompanied by positive reinforcement for correct answers and pronunciation to questions and words, motivate the student to achieve (Read, 2007). Secondly, from the humanistic perspective of motivation, the teacher needs to consider Maslow’s Hierarchy of Needs. In this theory, the lowest level represents physiological needs; the second level is safety needs; the third is love and belonging; the fourth is self-esteem. Ultimately, at the highest level, there are self-actualization needs. A teacher must always ensure that all lower-level hierarchical needs are provided before potential fulfillment can be accomplished. The low-level needs of a pupil include competence and achievement of speaking and writing English in their second language (Anjomshoa & Sadighi, 2015).
Case study 1
The concept of speaking and listening provides forms of thinking that refine a nascent thought through a conversation. Developing verbal communication skills ensures that an individual possesses robust thoughts concerning complex topics to gain clarity and coherence. In other words, the aspect of learning to think comes when people listen and speak. In the case of an EAL student, the child’s first language is not English, therefore, they are fluent in a native language other than English. EAL learning provides the learners with the capacity to communicate confidently and effectively. Further, the learning process strengthens their understanding of culture and various language changes according to purposes and form alongside their audience (Sage and Wilkie, 2006).
Collaboration safeguards speaking and listening standards because it reflects real happening within real-time in the real world. The best ideas originate from different minds working together to solve a problem, making group work an important part of the classroom. Such collaborative activities encourage learners to speak and listen as they work together. Collaborative activities within groups appear conducive towards language development (Tulloch et al., 2012).
Skinner’s reinforcement theory provides a description of how the students learn and adopt behaviour ...