There are many benefits to using a holistic curriculum to teach language. Holistic learning materials can be more effective at filling multiple cognitive demands by integrating several different kinds of language acquisition. Students will engage in a spiraling learning process, incorporating pre-reading and initial reading to identify each subtopic, topic, and description.
Relationships between teacher and student
In studies focusing on the relationship between teacher and student, teacher-student solid relationships are associated with improvements in almost every measure that schools care about. For example, students with positive relationships with their teachers are more likely to show higher levels of academic engagement and lower rates of suspensions and school dropout. In addition, teachers who develop empathy are more likely to manage better and guide their students. Teachers who work to build empathy for their students can also reduce their students’ levels of anxiety.
A hallmark of holistic language pedagogy is the emphasis on the whole. Traditional language teaching methods focus on teaching students in a specific style. Holistic teachers help students express themselves in various ways, including everyday conversation. They do not stress reading and writing, often dominating classical language learning programs. Instead, they focus on developing the person’s skills and tailoring their teaching style to meet the individual student’s needs.
Focus on everyday speech
When learning a holistic language, you should focus on daily conversation. It is because the spoken language is fundamental to literacy and communication. Unfortunately, traditional language learning programs tend to focus on reading and writing. Instead, holistic language educators teach the skills crucial for effective communication in a given language. Keeping this in mind, you can easily transition from learning one language to another.
The Connection between words and meaning
While some theories assume that words have meaning by specific referents, the present theory views meaning as a subjective link linking the various internal signals in the system. These signals are associated with a meaning domain, reflecting the system’s internal language. In addition, these codes may be related to speech units. Thus, we need to determine which of the two codes governs meaning development and how it is learned.
The combined data support a dual-systems model for word learning, although there are important caveats. In particular, current research rarely addresses the question of word meaning. Furthermore, McKay et al. (2008) found that the correlation between word learning and word meaning is stronger for irregular words. Thus, reading speed and word understanding are closely linked in this model. As such, we may expect a positive correlation between the two.
Influence of play on language learning
A study reveals the influential role of play in language learning. The researchers observed children in a Vietnamese high school language classroom. The students engaged in communicative language activities like storytelling, and play is evident in every activity. The language students used in their study was more advanced than that of young foreign language learners. In addition, there were a lot of laughs in the classroom. The authors conclude that play affects language learning.
Children engage in sociodramatic play, which is relevant for second language acquisition regardless of age. This type of play stimulates cooperative learning, promotes self-regulation, and increases the understanding of cultural norms. It also encourages shy learners to participate in class and improves their communicative competence. The authors suggest language teachers incorporate role-play into their teaching methods.
