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Summary Linguistic Autobiography I was born in China, and my family speaks Chinese mandarin, which is my first language. I grew up speaking Chinese mandarin and begun learning English in Elementary school. However, I realized that the effort was not adequate to $7.49
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Summary Linguistic Autobiography I was born in China, and my family speaks Chinese mandarin, which is my first language. I grew up speaking Chinese mandarin and begun learning English in Elementary school. However, I realized that the effort was not adequate to
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Linguistic Autobiography
I was born in China, and my family speaks Chinese mandarin, which is my first language. I grew up speaking Chinese mandarin and begun learning English in Elementary school. However, I realized that the effort was not adequate to prepare me for adopting English as my second...
which is my first language i grew up speaking chinese mandarin and begun learning english in elementary school ho
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Linguistic Autobiography
I was born in China, and my family speaks Chinese mandarin, which is my first language.
I grew up speaking Chinese mandarin and begun learning English in Elementary school.
However, I realized that the effort was not adequate to prepare me for adopting English as my
second language despite being a top-three candidate in my English class. I decided to join the
United States to pursue my high school education. My social life in the US became limited
because I was a little bit self-conscious concerning my English in high school. I was lucky to
have met some of the great teachers like Miss Kowolenko, who has been motivating and
supporting me in several ways. My English developed with time, and my perception of things
drastically changed because I adjusted to the American philosophy to become a more confident
and fluent English speaker. I utilize different English while interacting with my friends and host
family. I use several slangs while communicating with my classmates or friends though I use
formal English when conversing with my grandma and host parents. Currently, I find making
small talks easier, and I really enjoy getting to know individuals.
Social role plays a significant role in learning English as a second language. According to
Alexie, it becomes easier to grasp complete command of a language through interaction with
indigenous speakers of that given language. These occurrences can be related to my desire to
, Last Name2
learn English, and my learning experience was motivated by the natural call for communiqué
(Cole, Deborah, and Rob Johnson, 55). My proficiency in English was necessary for me to
achieve my career goals, and my resolve to attend high school in the US was the best decision I
ever made. Indigenous English speakers bordered me as I was residing in a nation where English
was the primary form of communication. Such factors certainly assisted me to polish my skills in
the language. Interactionist theory became evident when I freely socialized with indigenous
English speakers at different levels and gained language competencies from them (Tan 316). As
a result, I decided to use a similar approach and encouraged active participation through different
groupings.
An individual’s emotional status impacts how one handles the entire learning process.
Learning English requires a robust determination to learn a new language, and suitably utilize it.
My willingness and progress to learn English was never deterred by the grammatical errors I
made while speaking and writing the language. I created a deep understanding of English and
always engaged native speakers at different levels to gain more knowledge. According to
Baldwin, linguistics is crucial in establishing how fast a person learns a particular second
language (6). Elements attained from one given language can be shifted to a new language,
which has a positive impact. Cole, Deborah, and Rob Johnson affirm that such a situation is only
factual if the two languages have a comparable structure (57). Therefore, this facet improved the
experiences I gained when learning English. Linguistic and cultural diversity implies that a
specific class has several students from different nations who speak diverse languages. The
students have varying degrees of formal practice and education, as well as various cultural
traditions. According to Baldwin, the use of simple language in class and outside classroom
setting ensures that every student understands the concepts (7). Most of my teachers clearly
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