Namangan davlat universiteti ingliz filologiyasi fakulteti amaliy ingliz tili kafedrasi

Linguistic Considerations
It is clear that children learning two languages simultaneously acquire them by the use of similar strategies. They are, in essence, learning two languages, and the key to success is in distinguishing separate contexts for two languages. (People who learn second language in such separate context are referred to as coordinate bilinguals; they have two meaning systems, as opposed to compound bilingual who have one meaning system from which both languages operate.) 
One could refer to children who are acquiring a second language soon after they have begun to learn their first language(say at age 3 or 4), or as late as age 10. For the most part, research confirms that the linguisitic and cognitive processes of second language learning in children are general similar to first language processes.
Adults, more cognitively secure, appear to operate from the solid foundation of the first language and thus manifest more interference. But it was pointed out earlier that adults, too, manifest errors not unlike some of the errors children make, the result of creative perception of the second language and an attempt to discover its rules apart from the rules of first language. The first language, however, may be more readily used to bridge gaps that the adult learner cannot fill by generalization within the second language. In this case wedo well to remember that the first language can be facilitating factor, and not just an interfering factor.


AGE AND ACQUISITION:THE ROLE OF GENDER IN LANGUAGE ACQUISITION


Aims: to introduce students with the role of gender in language acquisition


Objectives: to discuss the role of gender in language acquisition

Gender in the language classroom

Classroom issues connected to gender and interesting ways of using that topic in classes of various ages
Very young learners
Although it is still controversial, researchers seem to be coming round to the idea that some interests and behaviours are naturally more prevalent in one sex than the other. Even by the age of two, some culturally determined roles will also be obvious in the kids. It may therefore be able to judge something about your class just from the number of boys and girls on the register. What we can say for sure is that every class you have will have differences in interests and behaviour, some of which will echo what are generally considered to be gender differences. If your assumptions about gender and the class turn out to be wrong, you should still find that you have planned a good mix of activities that appeal to everyone, e.g. some cute animal flashcards and some fierce and scary ones, and some running around games and some sitting down crafts. If you make sure you keep an open mind, you can then adjust your classes depending on how well they go down, all the while still making sure that students with minority interests are catered for.
It is also possible to use gender as content of the class, even at this young age (and usually low language level). One nice one is to ask students to pretend to “put on a hat”, “put on some socks” and “put on a skirt”, with the boys hopefully listening and thinking carefully enough to refuse to do the last one. Stories for young children often have clear gender differences in them, especially when it comes to Mum and Dad. You can use these to get students predicting what the characters will do, but you might want to try and find some materials where the gender roles are less stereotypical.