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people not sharing a mother tongue§, in particular when it is a third language, distinct from both mother tongues. "Lingua franca" is a functionally defined term, independent of the linguistic history or structure of the language:  though
often function as lingua francas, many such languages are neither pidgins nor creoles.
Whereas a vernacular§ language is used as a native language in a single speaker community, a lingua franca goes beyond the boundaries of its original community, and is used as a second language for communication between communities. For example, English is a vernacular in the United Kingdom, but is used as a vehicular language (that is, a lingua franca) in the Philippines. A pidgin , or pidgin language, is a simplified language that develops as a means of communication between two or more groups that do not have a language in common. It is most commonly employed in situations such as trade§, or where both groups speak languages different from the language of the country in which they reside (but where there is no common language between the groups). Fundamentally, a pidgin is a simplified means of linguistic communication, as it is constructed impromptu, or by convention, between individuals or groups of people. A pidgin is not the native language of any speech community, but is instead learned as a second language. A pidgin may be built from words, sounds, or body language from multiple other languages and cultures. Pidgins allow people or a group of people to communicate with each other without having any similarities in language and does not have any rules, as long as both parties are able to understand each other. Pidgins can be changed and do not follow a specific order. Pidgins usually have low prestige§ with respect to other languages. Not all simplified or "broken" forms of a language are pidgins. Each pidgin has its own norms of usage which must be learned for proficiency in the pidgin. A creole language, or simply a creole, is a stable natural language§ developed from the mixing of parent languages; creoles differ from
(which are believed by scholars to be necessary precedents of creoles) in that they have
been nativized§ by children as their primary language, with the result that they have features of natural languages that are normally missing from pidgins. The vocabulary of a creole language consists of cognates§ from the parent languages, though there are often clear phonetic and semantic shifts. On the other hand, the grammar often has original features but may differ substantially from those of the parent languages. Most often, the vocabulary comes from the dominant group and the grammar from the subordinate group, where such stratification exists. Creoles share more grammatical similarities with each other than with the languages from which they are phylogenetically derived. However, there is no widely accepted theory that would account for those perceived similarities. Moreover, no grammatical feature has been shown to be specific to creoles Accuracy and Fluency are two factors which can determine the success of English language students in the future. Accuracy Accuracy is the ability to produce correct sentences using correct grammar and vocabulary. Accuracy is relative. A child in early primary isn't capable of the same level of accuracy as an adult. Teachers who concentrate on accuracy help their students to produce grammatically correct written and spoken English. Fluency Fluency is the ability to read, speak, or write easily, smoothly, and expressively. In other words, the speaker can read, understand and respond in a language clearly and concisely while relating meaning and context. Fluency generally increases as learners progress from beginning to advanced§ readers and writers. Language teachers who concentrate on fluency help their students to express themselves in fluent English. They pay more attention to meaning and context and are less concerned with grammatical errors. Accuracy vs Fluency Taken as a given that students' needs should always dictate what you teach them, the question of whether it is more important to work on accuracy or fluency in the language classroom remains. Many teachers believe that fluency is a goal worth striving towards only with students who are at a fairly advanced level. Other teachers, strong in the belief that the learning of a language is about communication, feel that fluency should be the main goal in their teaching and that it should be practiced right from the start. More traditional teachers give accuracy paramount importance and test their students for accuracy and accuracy only! Often a rigid educational system where tests and exams are the focus, will have students (and their traditional teachers) believe that language accuracy is what matters most, and giving the "correct" answers often becomes an obsession. Students who have been taught this way can complete any grammar gap-fill you care to give them, but will struggle to order a coffee in a real English speaking situation.
Preparing a child to go out into the world to do his or her best is the most important function of a parent. And the educational aspect of that challenge can be made ever easier with the services of Emergent Learning. Working on a strictly individual basis, we structure and customize lessons to each child’s needs. Inspiring students to become lifelong learners through enriching educational experiences is not only our goal but our daily
approach in teaching children. By creating an environment of discovery and success, children will develop the tools to sustain them through life. Time is too slow for those who wait, too swift for those who fear, too long for those who grieve, too short for those who rejoice, but for those who love, time is eternity.
Love and Time
Once upon a time, there was an island where all the feelings lived: Happiness, Sadness, Knowledge, and all of the others, including Love. One day it was announced to the feelings that the island would sink, so all constructed boats and left. Except for Love. Love was the only one who stayed. Love wanted to hold out until the last possible moment. When the island had almost sunk, Love decided to ask for help. Richness was passing by Love in a grand boat. Love said, "Richness, can you take me with you?" Richness answered, "No, I can't. There is a lot of gold and silver in my boat. There is no place here for you." Love decided to ask Vanity who was also passing by in a beautiful vessel. "Vanity, please help me!" "I can't help you, Love. You are all wet and might damage my boat," Vanity answered. Sadness was close by so Love asked, "Sadness, let me go with you." "Oh . . . Love, I am so sad that I need to be by myself!" Happiness passed by Love, too, but she was so happy that she did not even hear when Love called her. Suddenly, there was a voice, "Come, Love, I will take you." It was an elder. So blessed and overjoyed, Love even forgot to ask the elder where they were going. When they arrived at dry land, the elder went her own way. Realizing how much was owed the elder, Once, in a certain lake, there lived a turtle and a pair of swans. The turtle and the swans were friends. They would spend all their free time together telling each other stories, and exchanging news and gossip. The turtle especially loved to talk and chatter, and always had something to say. One year, the rains did not come, and the lake began to dry up. The swans became worried. Supposing it did not rain at all, and the lake dried up completely? Where would they live in that case? But the turtle had a plan. She suggested that the swans fly in search of a lake that still had plenty of water. Once they found such a lake, all three of them could move there.
The swans agreed and flew off. After flying for several hours they the perfect lake. They returned to the turtle with the good news. But now another problem arose: the new lake was too far for the turtle to walk. How was the turtle to get there? The swans did not want to leave their friend behind. The turtle thought for a while and came up with another plan. She asked the swans to find a strong stick that they could hold in their beaks. The turtle would then hang on to the stick with her mouth, and the swans could fly with her to the new lake.
The swans liked the idea, though they were worried that the turtle might begin talking and fall off the stick. 'You must be careful not to open your mouth while we are flying with you,' they warned her. 'Do you think you will be able to be quiet for such a long time?' 'Of course,' said the turtle. 'I will be careful - I know when to stop Love asked Knowledge, another elder, "Who Helped talking.' me?" "It was Time," Knowledge answered. "Time?" asked Love. "But why did Time help me?" Knowledge smiled with deep wisdom and answered, "Because only Time is capable of understanding how valuable Love is."
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