B"H
In order to address this concern the author wishes to introduce
the "Incremental Development System" that he has designed to
facilitate teaching the English Language. My love for the topic of
linguistics emanated from this mystic awareness of how people
and thinking creatures transfer thought fro m one to another, words
or ideas that exist in my mind can be transported by written or
spoken language. The many decades I have been involved in child
development and language instruction, there is this one lesson I
wish to impart. An acade mic student is willing to invest consistent
effort to progress in so as her or his every effort meets with
success. Students who don't nee d to hone their skills can only be
motivated using the Incremental Develop ment system.
In a world where children use all kinds of gadgets to create a
surprising, challenging, and creative interaction between their
minds and the environment in which they i nteract, it is no easy
task to manage a classroom. As part of their early childhood
development children watch televisions and utilize computers
progra ms designed to stimulate the outer limit of the imaginary
potential within a human brain. How can we expe ct these children
to accept instruction that requires of them to hold their finger on
a place in a text book while listening to the constant unwavering
sound of their teacher's voice telling them what to do?
Philosophers ponder the essence of language acqu isition; how
the brain is formed and how the mind works. The brain develops
from a singular cell into millions of neurons, ultimately organized
into a syste m of sensation, perception, storage, retrieval, and
response mechanisms. As the cells, mature they a re imbued with
their permanent character. The qualities of sound, such as high
pitch or low spoken voices, accents, tonal accentuations,
inflection, and even e motions typical to the specific tempera ment
are encoded within the individual cells.
Children all over the planet are born with the sa me phonological
capabilities, the range of sound from the shrieks of the wind to the
roars of the thunder. As language skills develop, they will filter
out sounds not applicable in the native tongue, as Americans don ’ t
say the Hebrew tzadik and Israelis find it difficult to pronounce
"th." Sound has more than only specific meanings that attach to
words. I teach the m a phrase, " לשים הלשון ים ני ש ה בין " (laTheim
haLashon bein haShenayim) holding their tongue between their
teeth. That turns out to be a perfect exa mple how the Incre mental
Development syste m succeeds to achieve the desired ability.
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