Language development in classroom communication
The backbone of any communication process is language. Language can thus be described as the means of passing information between two parties (Robertson, 2002). In a classroom, effective communication is essential for the learners to gain maximally. Poor language results in poor understanding of the subject matter in a subject. This translates into poor intellectual background of a learner. Social communication can also result in poor classroom communication (Brock-Ute, 2007). So as to analyze classroom communication, I choose to use economics as the subject of concern. This is mainly because economics extends virtually into all aspects of business regardless of the location in the world.
On my report about teaching economics and ensuring maximum gain on the learners’ side, I have chosen several books, journals and websites. The list of my reference materials is as listed below.
Books
1. Hans Hoppe, 2006. The economics and ethics on private property. Ludwig institute.
2. David Batten, 2000. Discovering Artificial Economics. West view Press.
3. Charles P. 1990. Historical Economics: Art or Science? University of California Press.
4. Mulinge, G. 2002.Economic Theory I. Nairobi: Jomo Kenyatta Foundation.
5. Gordon, D. 2008. Introduction to economic reasoning. Prentice Press.
Journals
6. Wesley, H. 2003. The review of economic studies. University of California Press.
7. Yanness C. 2006. A journal on the economic theory.
8. Chintzy, V. 2007. A journal on Public economics.
Website and other soft copy resources.
9. www.wikipedia.org/economics.
10. www.freevideolectures.com/Course/2965/Introduction-to-Economics-Fall-2011.
Trying to evaluate how these resources influence language development during class time, a brief description of each text and its relevance as well as contribution is given below.
Books
Hans Hoppe, 2006. The Economics and Ethics on Private Property. Ludwig institute.
This economics text is written using very simple language which is easily understood by a learner. It is an ideal text for a beginner since it gives several examples which are rooted from the locality. This gives even a slow learner a chance to understand and comprehend the subject as a whole. When used as the first book in economics, it gives a firm foundation in the subject such that the learner can easily advance in the subject with much ease.
David Batten, 2000. Discovering Artificial Economics. West view Press.
Considering the title of the text, the author pricks some curiosity to the reader. As suggested by the title, the book entails ways of discovering some hidden ideas in economics that are known only to the few who study the course as passion. The language used is not easy to understand but the relevance of the illustrations cannot make a learner avoid the text. Generally, it can be used as a teacher’s reference since the teacher can understand the language used and explain it to the learners. For advanced learners, it is one of the resources used in econometrics, a course in economics.
Charles P. 1990. Historical Economics: Art or Science? University of California Press.
This book tries to analyze the history of economics. It elaborates all forms of trade starting from barter trade which is the earliest form of trade to introduction of a common exchange parameter (currency). The text is written in more than two languages including German. This book in its original version is written for learners who are absolute beginners. It therefore focuses on the locality and tries to define economics from the simplest point (at home). From that basic concept, the book builds on this point and explains the national economics as well as economic theories. This book uses language from asocial point since whenever there is business, there are people and the people make up the society. In other words, the book emphasizes on certain language use in the social sector especially when it comes to business.
Mulinge, G. 2002.Economic Theory I. Nairobi: Jomo Kenyatta Foundation.
This book is written from a perspective of sub-Saharan economic status. The book itself uses simple language and tries to connect the local economic environment to the international economic environment. It is ideal when comparison is necessary between the sub-Saharan economy and the developed economies. It gives statistical data which is much necessary for evaluation and comparison. The marketing research which is a vital tool for any economy is also discussed. This book is ideal for fast learners but is also of importance to the slow learners.
Gordon, D. 2008. Introduction to Economic Reasoning. Prentice Press.
The blurb of the above text compares economics to thinking. It shows how thinking should always be geared towards value creation or improvement of the economic value of a product. The text concentrates much on value creation thus is good for brain jogging and assignment work. The text is also a good reference for the learners who try to learn other languages and the economics language which is mostly derived from the native English language.
Journals
Wesley, H. 2003. The Review of Economic Studies. University of California Press
This journal is a comprehensive coverage of economics. It gives an overview to the subject while defining certain terminologies used in economics. The journal is written in simple plain English but is much detailed on some aspects of economics than others. The areas covered comprehensively are economic theories and theory of demand and supply. Since every economic class has to deal with trade, the journal is ideal for reference pertaining to economics.
Yanness C. 2006. A journal on the Economic Theory.
The author of the journal was an economics student when writing it. She used a very simple illustrative language that focuses on the economic theories to explain certain economics phenomena. The student wrote for the students thus the journal is of vital significance to learners who like reading works written by their colleagues.
Chintzy, V. 2007. A journal on Public Economics.
This journal is written by personnel in the World Bank explaining various aspects of economics that have direct impact on the public economics. Most of the books used in secondary schools contain scanty information on public economics. This book can be used as both a class text and reference material. The language used is much simpler and drawn from the American English which is mostly used by the people who hold significant economic positions. This makes the learner eager to learn and know of this language which is used by the prominent economists.
Website and other soft copy resources.
www.wikipedia.org/economics. and www.freevideolectures.com/Course/2965/Introduction-to-Economics-Fall-2011.
These two websites contain lots of e-learning materials that can be of great importance to the readers. The sites analyze various economies thus offer a platform for comparison of different zones. Also, the websites use simple language, vivid and valid descriptions and illustrations to make the topics clear. The sites are also updated on regular basis making them a very reliable source of trends in the economies and economics as a subject. The language used can be translated giving a learner an opportunity to use whichever language he or she finds good.
Relating the subject, resources and language development, the subject tries to develop the English language since it does not have any special words from different origins. This broadens the learners’ knowledge on language (Wagutu, 1999). By reading the many resources and watching several experiments on the websites, the learners’ non-verbal communication improves greatly making the learner feel confident of what he/she is doing all the time.
In examination marking, English language is emphasized and correct grammar checked since economics is a social subject. By employing what is learnt in class, an economics student develops the ability to communicate fluently without any fear (Carless, 2008). This can be attributed to the fact that economics is more of a social subject than a science subject.
Economics also develops emotions by use of a social approach to all its areas. This is mainly because it is heavily intertwined to the social fabric.
In conclusion, language development in this subject is easy though it can be enhanced by use good and grammatically correct language whether English or not. Also, the teachers and curriculum developers can embark on reducing foreign words or using italics to isolate them from the normal language used (Gouin, 1982). This would help develop the main language used and the general communication. Another factor that can be considered is enforcing direct use of proper language during class time. This would ensure that the learner and the teacher both use language that is acceptable. This in turn will result in better understanding of the language and subject matter.
1. Robertson, P. 2002. The study of the second Language. New Zealand University press.
2. Brock-Ute, B. 2007. Language of instruction and student performance: New insights from research in Tanzania and South Africa. International Review of Education.
3. Carless, D. 2008. Student use of the mother tongue in the task-based classroom. ELT (Journal).
4. Gouin, F. 1982. The art of teaching and studying languages.
i. New York: Green & Co.; London: George Phillip & Son.
5. Wagutu, G. 1999. Educational psychology. Nairobi: Jomo Kenyatta Foundation
6. Hans Hoppe, 2006. The economics and ethics on private property. Ludwig institute.
7. David Batten, 2000. Discovering Artificial Economics. West view Press.
8. Charles P. 1990. Historical Economics: Art or Science? University of California Press.
9. Mulinge, G. 2002.Economic Theory I. Nairobi: Jomo Kenyatta Foundation.
10. Gordon, D. 2008. Introduction to economic reasoning. Prentice Press.
