One of the insights that I gleaned from the book about health and biosocial problems during middle childhood is that codes develop when children have two languages. One of the languages is the one spoken in school, and in most instances, it is English (Berger, 2018). The other language is the one spoken at home, and in most instances, it is the parents' language. The child is likely to face the challenge with word use, punctuation, and even grammar. In the United States, one out of four children have English as their second language (Berger, 2018). The statistics show how serious the issue is affecting most middle childhood infants.
Thus, children in the middle ages tend to code-switch between the two languages, and that affects the teaching strategy that the instructor will use. The teacher will have to respect the dialect of the child while teaching. A key problem that arises is the social life of the child. They tend to isolate themselves, and they cannot effectively communicate with the other children. They are even bullied for the ineffective language they use while speaking (Terry et al., 2016). Children can learn more than a single code while still young, but it becomes difficult to reach puberty.
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The instructor needs to use tools that will decode instructions for bilingual students. They equally need to encourage their interaction with other students to learn the new language easily. Another strategy that can be effective is to start by teaching the initial language and then incorporating instructions from the foreign language. The introduction of the new language should be systematic and slow so that it does not interfere with the children's adoption and understanding level.
References
Berger, K. (2018). The Developing Person: Through Childhood (8 th ed.). Bronx Community College. Worth Publishers, NY: New York. Print.
Terry, Nicole Patton; Connor, Carol McDonald; Johnson, Lakeisha; Stuckey, Adrienne & Tani, Novell. (2016). Dialect variation, dialect-shifting, and reading comprehension in second grade. Reading and Writing , 29 (2), 267–295.
