Where Does Child Language End and Adolescent Language Begin?

Laura Tidriķe
Child’s Language Research Centre of RTTEMA, Riga, Latvia
University of Latvia, Riga, Latvia

Summary

Introduction
Adolescent language is a form of linguistic self-identification expressed most vividly in oral and written speech of adolescents’ mutual communication in informal situations and it varies depending on sociological factors (speaker’s gender, age, education, belonging to a specific group of youths etc.). Adolescents’ age group nowadays includes individuals between 13 and 30.

Aim of the study
Aim of this article is to analyse the borderline separating child’s language and adolescent’s language, as well as to determine the differences in features of both language varieties. Lasīt vairāk "Where Does Child Language End and Adolescent Language Begin?"

Onyms in Teaching Aids for 3rd Grade and Child’s World Perception

Anna Vulāne
Child’s Language Research Centre of RTTEMA, Riga, Latvia
University of Latvia, Riga, Latvia

Summary

Introduction
Onomasticon is one of most relevant nominal systems of language. The system reflects ways and methods for individual naming of objects, realias meaningful for an ethnos. For studying a nation’s language world, anthroponyms and toponyms are especially important because a word is an object for studying an ethnos’ conscious reality, a nation’s world perception. A child acquires the concept of functional nuances of a proper name in a family; however it is important that pupils’ attention during the learning process be drawn both to situational conditionality of use of proper names, and the principles of its choice and traditions in the native and other cultures. Likewise the pupil should acquire knowledge of norms of choosing the word’s official or unofficial variants and skills of using them in communication. A pupil should also form the concept that choice of a variant, which does not correspond to the situational standard may cause communication difficulties. This in turn means that the mentioned aspects should be taken into account at developing contents of teaching aids.

Aim of the study
The aim of the research was to examine the role of onyms in 3rd grade teaching aids, what proper nouns get the child’s attention, how the origin and ethnic-cultural connotation is revealed because especially at this stage, pupils should form a concept of proper nouns under the standard of basic education of the Latvian language. Lasīt vairāk "Onyms in Teaching Aids for 3rd Grade and Child’s World Perception"

Children`s Language Improvement Possibilities

Viktorija Kuzina
Riga Teacher Training and Educational Management Academy, Child Language Research Center, Latvia

 Abstract

Development and improvement of children’s language generally takes place on three levels: the first level – parents, the influence of language in the family, the second level – the influence of language at school (pre-school and primary school), and the third level – the influence of language in the environment (the yard, the street or the local area). A child exists in a world full of words. It intuitively more or less understands and applies the most frequently heard words and expressions in the everyday speech. A child’s language is largely influenced by the family, teachers, as well as friends and other people that are considered by the child to be its authority. All of these sources play a certain role in the processes of language acquisition and development of speech culture. Lasīt vairāk "Children`s Language Improvement Possibilities"