Abstract
Cameron, 2001, states that child language development begins with a lexical base. Earlier, in the L1 classes at the primary level, the focus was on the spelling and vocabulary with an emphasis on the reading and pronunciation. These lexical bases although known and familiar, were unknown for spelling. The new words introduced were learnt by focusing on syllables. The spellings had to be learnt by heart and from successful performances in spelling tests. But the learning methodology has changed over the years. Adding to the primary level of school system, learning the above language skills are learnt through the following tasks and activities. The language elements from Shahj path pratham bhag for standard 1 are analysed as: a. Rhymes with the consonant and vowel phonemes comprising simple nouns and verbs with following exercises on minimal pairs, vocabulary and sentence structure. b. Vocabulary tasks are accompanied by: 1. Opposite words, 2. Meaning explanation, 3. Fill up the blanks/ provide appropriate words’, 4. Pictorial identification, 5. Form words with jumbled alphabets. c. Activities for Sentence are: 1. Comprehension questions, and 2. Form sentences with prompts.
Recommended Citation
Bandyopadhyay, Sumana
(2024)
"LANGUAGE ACROSS DIVERSITY AND IDENTITY – FIRST LANGUAGE IMPACT ON SECOND LANGUAGE ACQUISITION,"
International Journal of English Learning & Teaching Skills (IJELTS): Vol. 2:
Iss.
1, Article 1.
Available at:
https://research.smartsociety.org/ijelts/vol2/iss1/1