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Reflection - Essay Example

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The accepted fact that English is the universal language is now highly debatable. With the Chinese population passing the 1 billion mark years ago, they are easily the world’s most populous country. The previous year marked China’s population to 1.34 billion (Bristow, 2011)…
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The accepted fact that English is the universal language is now highly debatable. With the Chinese population passing the billion mark years ago,they are easily the world’s most populous country. The previous year marked China’s population to 1.34 billion (Bristow, 2011). Chinese front running is not only exclusive to population, the coming years also equivocally resounds of its economic supremacy. There has now been a shift of powers from Western nations to the People’s Republic of China. This is all too apparent that the United States is trying to incorporate teaching the Chinese language into their school curriculum. This has transformed into a language of the future and a valuable asset. Growing up, a child of Chinese background is expected to gain mastery of basic mathematical skills. This starts from the initiative of their parents and is strengthened as he goes to school. In multiplication, 45 easy to memorize phrases are taught to children (Rao, Chi, & Cheng, 2009). The Chinese have a highly developed language that extends to mathematics which makes it easier for children to gain knowledge of the subject. Unlike in other countries where children first have to learn English symbols and translate math concepts before they are able to comprehend arithmetic problems, they have their own counterpart to basic mathematical language that a child easily adapts it starting at their home. This subject, considered to be a problem area by many students, is something simple to the Chinese. This may actually also translate to why they are considered good businessmen. China has a longstanding history and culture that has allowed for the cultivation of its language into many forms in different regional variations. The structure of the Chinese language is very different than from that of English. The most obvious of these differences is the writing style between the two languages. In English, one of the most basic learning activities is the mastery of the alphabet as this is the fundamental element in knowing how to pronounce and write words. While in Chinese, words are written in characters that represent each word. Although this has developed to have syllabic combinations in word production, writing is in essence an art which presupposes a great amount of knowledge to attain proficiency. This is because pictographs and ideographs are the most elementary in Chinese writing much like Nihongo of Japan. Another quality of the language is that there are no particular verb tenses that develop which is a core characteristic of other languages. Phonology is an important parcel in its language. One of the most common types, Mandarin has four common tones which are rising, falling then rising, falling and flat. There are also other dialects that have as many as nine varied tones (Carolyn, 2009). Subject-verb agreement is not necessary as the verb does not change accordingly. There is also no concept of singular and plural in the language. It is very tone-dependent as pitch is determinant of the proper conveyance. Because of the limited changes in morphology, the order of the sentence is ardently followed. Bibliography Bristow, M. (2011, April 28). China census shows population ageing and urban. Retrieved May 24, 2011, from BBC News: http://www.bbc.co.uk/news/world-asia-pacific-13218733 Carolyn. (2009, October 23). The Chracteristics of Chinese Language. Retrieved May 24, 2011, from Sinology: http://learn.chinaa2z.com/learn/html/Sinology/2008/20081229/20081229150627416587/20081229151218985161.html De Gelder, B., & Morais, J. (1995). Speech and reading: a comaparative approach. EastSussex: Earlbaum (UK) Taylor & Francis . Kaus, M. (2011, January 20). One America, two languages: Obama's backdoor bilingualism. Retrieved May 24, 2011, from Newsweek: http://www.newsweek.com/search.html?q=chinese+language Rao, N., Chi, J., & Cheng, K.-M. (2009). Teaching Mathematics: observations fromurban and rural schools in mainland China. In C. K. Chan, & N. Rao, Revisitin the Chinese learner: changing contexts, changing education (pp. 211-231). Hong Kong: Comparative Education Research Center. Read More
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