CH1 - WHAT IS LANGUAGE? FIRST, SECOND AND FOREIGN LANGUAGE

 CHAPTER 1: WHAT IS LANGUAGE? FIRST, SECOND AND FOREIGN LANGUAGE

1.1 INTRODUCTION

Language is the most powerful and essential tool that human beings possess. It is far more than just a collection of words; it is the very foundation of how we connect, share, and build our world. For you, as future primary school teachers in Punjab, understanding language is the first step towards helping your young students (Grades 1-5) express themselves, learn new concepts, and understand the world around them.

• Language as a Bridge: Imagine language as a bridge that connects one mind to another. Through this bridge, we share not just information ("The sky is blue"), but also our deepest feelings ("I am happy"), complex ideas ("We should plant more trees"), and our culture's stories and values.
• What Makes Humans Unique? While animals communicate through sounds and gestures, human language is structured, creative, and limitless. We can talk about the past, plan for the future, and imagine things that don't even exist. This ability sets us apart.
• Verbal and Non-Verbal: Language isn't just about speaking and writing (verbal). A teacher's encouraging smile, a nod of understanding, or even a raised eyebrow for silence are all part of non-verbal language. Both are crucial in the classroom.

In simple words: Language is a system used by people within a community to communicate their thoughts, ideas, emotions, and experiences through agreed-upon sounds, signs, and symbols.

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1.2 MEANING OF LANGUAGE

The word 'language' comes from the Latin word 'lingua', meaning 'tongue'. This tells us that speech is a primary form of language. But its meaning is much broader.

Think of it like this: Just as a painter uses colours and a musician uses notes, a human being uses language to express their inner world.

Here are some important definitions from scholars to deepen our understanding:

1. Oxford Dictionary: "The method of human communication, consisting of the use of words in a structured and conventional way."
2. Edward Sapir: "Language is a purely human and non-instinctive method of communicating ideas, emotions, and desires by means of a system of voluntarily produced symbols." (Key ideas: human, non-instinctive, voluntary, symbolic)
3. Bernard Bloch & George Trager: "A language is a system of arbitrary vocal symbols by means of which a social group cooperates." (Key ideas: system, arbitrary symbols, social group)

Conclusion from Definitions: Language is a structured, rule-governed system of symbols (mostly vocal) used by a social group for the purpose of communication and cooperation.

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1.3 NATURE OF LANGUAGE (Characteristics of Language)

Understanding the nature of language helps us understand how to teach it effectively.

1. Language is Learned (Not Innate): A child is not born speaking Punjabi, Hindi, or English. They learn it from their environment.
• Example: An Indian baby adopted by a Spanish family will grow up speaking Spanish fluently as their first language. This shows language is acquired from one's surroundings, not by blood.
2. Language is a System (It Has Rules): Language is not random. It works like a well-organized system with interconnected parts.
• Analogy: Think of the human body. It has systems for digestion, breathing, etc. Similarly, language has:
• Sound System (Phonology): Rules for sounds. The sound 'pa' is acceptable in Punjabi, but 'fp' at the start of a word is not.
• Word System (Morphology): Rules for making words. We add '-s' to make plurals in English (book → books).
• Sentence System (Syntax): Rules for word order. "The boy eats an apple" makes sense. "Apple the boy an eats" does not.
3. Language is a System of Symbols: Words are symbols that stand for objects, actions, or ideas. The connection between the word and the thing is arbitrary (based on agreement, not a natural link).
• Example: The object we sit on is called a 'कुर्सी' (kursi) in Hindi, 'ਚੇਅਰ' (chair) in Punjabi, and 'chair' in English. There's no logical reason why; it's just what the language community has agreed upon.
4. Language is Primarily Vocal: The primary form of language is speech (sound). Writing is a secondary, later development. All languages were spoken long before they were written.
5. Language is Unique and Equal: Every language is unique and perfectly suited to the culture and needs of its people.
• Example for Punjab: Punjabi has a rich vocabulary for farming and family relationships. English might have a richer vocabulary for technology. One is not "better" than the other; they are different. We must respect all languages, including our students' mother tongues.
6. Language is a Skill Subject: Learning a language is like learning to ride a bicycle, swim, or cook. It requires practice and use, not just memorizing rules.
• Implication for Teaching: Your classroom should be full of opportunities for students to listen, speak, read, and write actively. Rote learning of grammar rules is not enough.

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1.4 IMPORTANCE OF LANGUAGE

Language is the bedrock of personal, social, and educational development, especially for primary school children.

1. Vehicle of Thought: We think in words. A rich language enables clear and complex thinking.
2. Medium of Expression & Communication: It allows us to express joy, ask questions, share stories, and resolve conflicts—essential for classroom harmony.
3. Basis of All Education: In school, every subject (Math, EVS, Science) is taught through language. A child weak in language comprehension will struggle in all areas.
4. Personality & Moral Development: The language used by teachers and parents ("Sharing is good," "Thank you," "Let's help her") shapes a child's character, values, and self-confidence.
5. Socialization & Cultural Carrier: Language is the glue of society. It helps children make friends, learn social norms, and connect with their heritage. Punjabi folk songs, stories, and proverbs carry our culture forward.
6. Cognitive Development: Learning languages enhances memory, problem-solving skills, and creativity.
7. National & Global Link: In India, Hindi and English connect different states. Globally, English helps us access wider knowledge and opportunities.

1.4.1 FIRST LANGUAGE (Mother Tongue / Home Language)

• Meaning: The first language a child learns from birth, usually from family at home.
• Key Features:
• Acquired naturally and unconsciously in early childhood (0-5 years).
• It is central to a child's identity, emotions, and initial thought process.
• In Punjab, for most children, this is Punjabi or a regional dialect. For some, it might be Hindi.
• Educational Importance: The National Education Policy (NEP) 2020 strongly advocates teaching in the mother tongue at the primary level because it allows children to grasp concepts easily and build a strong cognitive foundation.

1.4.2 SECOND LANGUAGE

• Meaning: An additional language learned after the first language is established, often in a setting where it is widely used for official or educational purposes.
• Key Features:
• Learned after age 5-6, typically when a child starts school.
• It has a defined social or official role in the child's environment.
• In Punjab government schools, Hindi is often introduced as the second language. Children need it to communicate across India.
• Learning Context: The child hears and sees this language around them (on signs, in markets, on TV).

1.4.3 FOREIGN LANGUAGE

• Meaning: A language that is not commonly used in the immediate environment of the learner. It is learned primarily for communication with people from other countries or for specific purposes (like higher studies).
• Key Features:
• Learned through formal, deliberate instruction (textbooks, grammar rules).
• There is little daily exposure to it in the natural environment.
• In the Indian and Punjabi context, English is often treated as a foreign language for many students, especially in primary grades, as they may not use it at home or in their locality.
• The focus is often on reading and writing skills initially.

Simple Analogy:

• First Language: Like the food cooked in your own home - natural, comforting, and nourishing your core.
• Second Language: Like a popular dish from a neighbouring state that you learn to enjoy because it's available everywhere in your city.
• Foreign Language: Like learning to make Italian pasta through a recipe book, even though you don't live in Italy.

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EXERCISE: ANSWERS

1. Define language.

• Introduction: Language is a defining characteristic of human beings, setting us apart from other species. It is the fundamental tool through which we navigate our social and intellectual world.
• Meaning and Definition: At its core, language is a structured system of communication. It uses arbitrary symbols—primarily vocal sounds—that are agreed upon by a community. These symbols are combined according to specific rules to convey an infinite variety of thoughts, ideas, emotions, and information. As scholars have defined it, it is a "non-instinctive, purely human method" (Sapir) and a "system of arbitrary vocal symbols" (Bloch & Trager) for social cooperation.
• Conclusion: Therefore, language is not merely a collection of words but a complex, rule-based, social skill that enables learning, sharing, and building relationships. For a primary teacher, understanding this means recognizing that teaching language is about empowering children to use this system effectively in their lives.

2. What is the importance of language?

• Introduction: The importance of language permeates every aspect of human life, from individual cognitive development to the functioning of global societies. Its role is especially critical in the formative years of primary school education.
• Detailed Points of Importance:
1. Foundation for Learning: Language is the medium of all instruction. A child's ability to understand and use language directly impacts their performance in every subject, from Mathematics to Environmental Studies.
2. Cognitive Development: It is the vehicle for thought. A rich language environment enhances a child's memory, reasoning, problem-solving, and creative thinking abilities.
3. Social and Emotional Growth: Language allows children to express feelings, make friends, resolve conflicts, and develop empathy. It is key to socialization and building self-confidence.
4. Cultural Preservation and Identity: Language carries traditions, values, folklore, and history. For Punjabi children, learning their mother tongue connects them to their cultural roots and strengthens their identity.
5. Future Readiness: Proficiency in multiple languages (like Hindi and English in India) opens doors to higher education, information access, and national integration.
• Conclusion: In essence, language is the lifeline of personal and academic growth. As primary teachers, fostering strong language skills is our most crucial task, as it underpins all present learning and future success of the child.

3. What is the difference between the first and second language of a child?

• Introduction: The terms "first language" (L1) and "second language" (L2) refer to the sequence and context in which languages are acquired, leading to fundamental differences in the learning process and psychological connection.
• Key Differences:

Feature	First Language (Mother Tongue)	Second Language
Acquisition	Acquired subconsciously and naturally in early childhood (0-5 yrs).	Learned consciously after L1 is established, often formally in school.
Environment	Learned in the home/family environment through immersion.	Learned in a broader social/educational context (e.g., school, market).
Psychological Role	Tied to personal identity, emotions, and primary thought. Often feels "natural."	Serves more functional, official, or academic purposes.
Learning Process	Implicit learning through listening and mimicking. No formal grammar lessons initially.	Often involves explicit instruction—rules, vocabulary lists, and practice.
Example in Punjab	Punjabi (for most children).	Hindi (commonly introduced as a language for pan-India communication).

• Conclusion: While the first language forms the emotional and cognitive bedrock, the second language adds a functional layer for wider communication. An effective teacher values the L1 as a resource and uses it to strategically facilitate the learning of the L2.

4. Discuss the nature of language.

• Introduction: The "nature" of language refers to its inherent and defining characteristics. Understanding these traits helps educators approach language teaching as a dynamic skill rather than a static body of knowledge.
• Discussion of Key Characteristics:
1. Learned & Social: Language is not inherited; it is culturally transmitted. A child learns the language of their community.
2. Structured System: It is governed by rules (phonology, syntax, morphology). For example, sentence structure follows a predictable pattern.
3. Symbolic & Arbitrary: Words are symbols whose connection to their meaning is based on convention, not logic (e.g., 'ਰੁੱਖ' in Punjabi, 'पेड़' in Hindi, 'tree' in English for the same object).
4. Vocal in Origin: Speech is primary; writing is a derived representation of spoken language.
5. Dynamic & Evolving: Languages change over time, absorbing new words and adapting to new contexts.
6. Skill-Based: Proficiency comes from practice in listening, speaking, reading, and writing, akin to learning a musical instrument.
• Conclusion: The nature of language reveals it to be a complex, living, and rule-governed social skill. For primary teachers, this implies creating interactive, immersive, and practice-rich classrooms where children can actively use the language, rather than just learn about it.

5. What do you mean by a foreign language?

• Introduction: A foreign language is one that is not natively spoken in the learner's immediate social or geographical environment. It is learned primarily for specific, often external, purposes rather than daily survival or local interaction.
• Meaning and Definition: A foreign language is typically learned through formal education in an institutional setting where it is not the medium of communication for the surrounding society. Its acquisition is characterized by conscious study, often beginning with grammar rules and vocabulary building, due to the lack of natural, immersive exposure. In the words of linguist Stern, it is a language "which is not one's own."
• Context in Punjab/India: For many primary school students in Punjab, English often fits the definition of a foreign language. While it has an official status, its use in many rural or vernacular-medium home environments is limited. It is learned as a subject in school to access global knowledge, certain career paths, and higher education opportunities, rather than as a tool for daily community interaction.
• Conclusion: Distinguishing a foreign language highlights the different learning strategies required. Teaching a foreign language effectively, especially to young learners, often requires creating simulated immersive experiences, focusing on communicative competence, and building bridges from the familiar (L1) to the new language, while acknowledging its initial "foreignness" to the child's lived experience.