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KMID : 0615219820070010211
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Journal of Kwangju Health
1982 Volume.7 No. 1 p.211 ~ p.226
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A Study on Effect Influencing the Linguistic Development of Child by Social Status of Family
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柳慶愛
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Abstract
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The factors that have an effect on the linguistic development of children, on the whole, are devided into inner factors-sex, intelligence-and external environmental factors-the social status of a family, the parents´ attitude of bringing up children.
This study deals with how the environmental factors have an effect on the linguistic development of children. Because the linguistic development that promotes the intellectual development of children is accomplished through the human relations to others in the social relations belong to children, it is closely connected with the social, economic status of a family that is the primary stage of linguistic learning.
According to the social, economic status of a family, there is a difference in the attitude to children and the habit of home life, in accordance with such a difference, there is a difference in the linguistic development.
According to each social, economic status, there is a value which regulates the behavior pattern of a member and it has an effect on the process of socialization of each member. In accordance with such a process of domestic socialization, the language of children develops to language pattern that in congenical to the status.
Based on Bernstein´s classification, the middle classes choose and compounds the language pattern exquisitely that the speaker can communicate his recognizant and definite intention to others precisely. But the lower classes language pattern is unadaptable, confined and unexquiste because of limitation of composition structure.
The factors of family circumstances that have an effect on the linguistic development of children are the number of family, the parents´ attitude of bringing up children and the gap between the two in qualitire level of language.
The higer the classes is the parents-attitude of bringing up children is more perm-issiue and the language pattern is more promising. But the attitude ´ of the lower classes is controlled and the language pattern has a tendency to restrict.
Such a difference in language pattern comes into question about scholastic achievement because of impediment of communication with a teacher after children entered school particularly in the lower classes.
Moreover in the respect that language promote the intellectual development in the latter period of linguistic development it keeps children from shaping logical thought.
Therefore, to change´ the confined language pattern of the lower classes´ children into more developed pattern, first of all, it makes a demand for the amendment of the attitude of bringing up children on parents (noninterfering and controlled attitude-permissive and open hearted attitade). Secondly, to promote the academic achievement, various course of study must be carried into effect, making allowance for cultura and social, economical background of children, and a teacher must get rid of psychological sense of alienation owing to it.
A teacher stimulates children to promote the ability of communication and be able to express spontaneously through individual contact with children in general experience of a lesson, and children must be in demnified for deficient circumstance of language.
In America, TEEM(The Tucsen Model of Language Teaching) and PLDK program were enforced to develop the language of the lower classes as the school curriculum.
Owing to such a program, the language level of children of the lower classes was progressed exceedingly. Consequently it is greatly required to develop the language teaching and the school curriculum appropriate to our reality and improve the language cirumstances of the home which is specially important circumstances.
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