Saudi Arabian School's

"Language," enunciates Catherine Walsh (1987), "is a sociocultural phenomenon." "Individuals send word only be understood in terms of their unique(predicate) sociohistorical setting... Children come to school with this speaking consciousness already rise developed... It is through language that individuals learn to act as members of society... It is the using of speech along with ways of thinking, feeling, and acting that are culturally embedded and socially determined that constitutes language in its nigh essential sense" (Walsh, 1987, p. 197). M.A.K. Halliday (1975) notes that the semantic dust--the system of meanings--which a babe constructs develops concurrently with his social system, thus forming a unitary system (p.55).

In this perspective, it is neither scientifically correct nor pedagogically hard to separate knowledge, skill, and socialization conceptually and operationally.

Language learning, in its starting line stages, clearly does not resort to glob syntactical and lexical conceptualization. Nor is it formally taught this way. Carole Urzu? (1980) says it thus: "Linguistic behavior has its origins in a general social communication system to which a formal lexicon and grammar are ultimately added" (p.40). This is where the young minor differs markedly from the onetime(a) child, and it is the main reason why teaching/learning methodologies

It is axiomatic in education to say that the teaching/learning process should start "where the child is." So, clearly, our origin task as educators is to find out the potential direct of accomplishment, given a variety of factors which constitute the input--such as maturational level, intellectual level, affective receptivity, and home and school environmental conditions which cherish or impede learning. Psychologists by and large agree that in that respect are critical ages for learning certain patterns of behavior. The young child acquires linguistic and related communicative skills (such as body-language and ethnocentric behaviors) readily--by osmosis, as it were--without formal learning of the cognitive aspects of language.

"Around age 12, cognitive development (Piaget's formal operations) involves a meta-awareness of thoughts and behavior and contributes to psychological feelings of vulnerability, self-consciousness, and waver in revealing self, which may disturb the language acquisition potential" (Krashen, 1979, p.100). It would seem, therefore, that puberty time is not ideal to start learning a min language, particularly if such learning imposes a radical change of linguistic structuration, script, culture, and conceptualization--as is the case in the Saudi Arabian curriculum. In light of this natural phenomenon, it is powerfully advised that the learning of a second language pay off at the earliest age possible. In this case, by puberty the linguistico-cultural shock will no longer be a problem. "...for children below age 10, complete mastery of a second language is very common when sufficient involvement with autochthonic speakers is possible... Recent research has revealed striking similarities between children acquiring face as a first language and those acquiring position as a second language... Hatch and Wagner-Gough (1975) also close that similar strategies are employed by both first- and second-language acquirers" (Krashen, 1979, pp 105-108). professor G
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