oh john long time no see, how is maryln
since john is in academic level
i think its better to find more child to test this theory?
maybe an european boy can teach a american boy with other language very
good
maybe a asia girl cant teach a african girl with other language well
how about the result of this from same class students.
just kidding
John & / or Maryln wrote:
> "Rhino" <rhino1@[EMAIL PROTECTED]
> wrote in message
> news:ElrZa.277$kp4.17328@[EMAIL PROTECTED]
> > Wilder Penfield was indeed an esteemed neurologist but you should be
aware
> > that he died in 1976.
> > [http://etc.princeton.edu/CampusWWW/Companion/penfield_wilder.html]
> >
> > I don't know precisely when he gave the speech you cited but it
appears to
> > have been some time between 1956 and 1976. That means his speech was
given
> > between 27 and 47 years ago. I have to wonder if his conclusions are
still
> > sup****ted by all of the research that has taken place in the
intervening
> > years? If I were you, I would verify that later research has not
> repudiated
> > Penfield's claims about the functioning of the brain.
> >
> > Rhin0
>
> Dear Rhino, You can test it as I have. Take a young child of one
language
> and ask the child to teach a child of another language a phrase in the
first
> child's language. I believe you'll be amazed.John
> >
> > "John & / or Maryln" <sch@[EMAIL PROTECTED]
> wrote in message
> > news:9QMya.349$AU6.242686@[EMAIL PROTECTED]
> > > What follows was taken from the following
> > > web-site.http://****kshanic.nic.in/cd50years/g/12/24/12240V01.htm
> > > I hope it does not discourge anyone not fortunate enough to have
> > expierience
> > > what Dr. Penfield describes, but that you will be alerted that you
may
> > need
> > > to take special remidial steps such as
> > > ~http://www.uiowa.edu/~acadtech/phonetics/
> > > <http://www.uiowa.edu/acadtech/phonetics/>#
> > > APPENDIX L
> > > TEACHING OF ENGLISH LANGUAGE IN
> > > SCHOOLS
> > >
> > > Dr. Wilder Penfield who is a distinguished neurologist and neuro-
> surgeon
> > > some time ago visited this country and gave two talks on the subject
of
> > the
> > > Human Brain and the Learning of Secondary Languages. The talks which
> were
> > > printed by the All India Radio are at Annexure XVI. The main theory
> which
> > > Dr. Penfield put forward in these talks in his own words is :
> > >
> > > "The brain of a boy in his teens is not the same as that of a child
> under
> > > ten for the brain is not a machine like other machines. It is a
living,
> > > growing changing mechanism the most complicated and astoni****ng of
all
> > > mechanisms During the earlier period the child is depositing, within
the
> > > brain, language units which he will later utilize for all additions
to
> his
> > > vocabulary. These are units of pronunciation and also of
understanding.
> > The
> > > unit is recorded in the nerve cells of the brain for use in that
> language
> > > immediately or at some later time. In later life he may expand his
> > > vocabulary from 300 to 10,000 words, for example, but he will
probably
> > > pronounce all the words acquired at a later age in a manner that
betrays
> > the
> > > accent of his early teachers.
> > >
> > > "Now, if during the early period of life a child is in contact with
> people
> > > who speak other languages he will lay down language units of each of
> those
> > > secondary languages, whether they are Hindi, English, Arabic or
Chinese.
> > And
> > > the few hundreds of words that he acquires early in each language
way
> seem
> > > to be lost, but the speech units never. Ever, a less used language
can
> be
> > > expanded later with relative ease.
> > >
> > > "A child who has heard only one language, and who approaches the
second
> > and
> > > third language later, employs the language units of his mother
tongue
> for
> > > all the others. He is now in the stage or should be, for expanding
his
> > > vocabulary normally, and he tries to use the units of native Hindi,
for
> > > example, when studying the perplexing mysteries of the English
tongue.
> All
> > > the rules of syntax and grammar in all the adult books of speech
> analysis
> > > are of little help.
> > >
> > > "The brain is now becoming inflexible as far as the beginning of a
new
> > > language is concerned. It is rigid. The organ which once specialized
in
> > the
> > > acquisition of new language units has lost the art. It is row
organised
> > for
> > > the enlargement of vocabulary.
> > >
> > > "It may be convenient for those who must plan the school curriculum
to
> > > postpone the teaching. of secondary language until the second decade
of
> > > life. But the plan will never do what we should like to have it do.
It
> > > defies the laws of progressive change in the capacity of the brain.
> > >
> > > "The time to begin what might be called a general Schooling in
secondary
> > > languages, in accordance with the demands of brain physiology is
between
> > the
> > > ages of 4 and 10. The child sets off for school then and he can
still
> > learn
> > > new languages directly without interposing the speech units of his
> mother
> > > tongue.
> > >
> > > "I make no plea for any particular language anywhere. But if this
method
> > > were to be employed in this country in areas, for example, where the
> > mother
> > > tongue is neither English nor Hindi, teachers would have to be found
who
> > > could conduct the first years in Hindi, others perhaps in English.
They
> > need
> > > Dot be specially trained in language teaching. After those primary
years
> > it
> > > would
> > >
> > > 322
> > >
> > > matter little what tongue was used in subsequent teaching. The
growing
> > child
> > > could later expand his vocabulary in any one or in all these
languages
> > with
> > > relative ease."
> > >
> > > The Board at its last meeting recommended that every child at the
> > Secondary
> > > stage should read three languages, namely, the mother tongue or the
> > regional
> > > language and two others which in most cases would be English and
Hindi.
> As
> > > the theory of Dr. Penfield has a direct bearing on the subject of
> > languages,
> > > the Board may like to consider the points raised in Dr. Penfield's
talks
> > and
> > > give its advice.
> > >
> > > Dr. J. C. Ghosh, Member, Planning Commission, thinks that in view of
the
> > > theory put forward by Dr, Penfield, a young child, with abilities
much
> > above
> > > the average should start studying an Indian, language, other than
his
> > mother
> > > tongue, at the age of six and English as secondary language at the
age
> of
> > > eight.
> > >
> > >
> > >
> > >
> > >
> > >
> > >
> > >
> > >
> > >
> >
> >
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