BILINGUAL CHILDREN STORY BOOK : A FUNCTIONAL LINGUISTIC PERSPECTIVE OF LEARNING ENGLISH Agnes Widyaningrum, SE, M.Pd
Indonesian children are born as bilingual even multilingual children because Indonesia is a rich country having many different cultures. As one of cultural products, language can be learnt through various ways, one example is by reading children storybook. Language use is always socially and culturally situated. Learning English is a process of tranforming linguistics entities into knowledge implanted in children’s brain. It is through language that school subjects are taught and through language that students’ understanding of concept is displayed and evaluated in school context. Keyword : bilingual, multilingual, learning, socially and culturally situated. I.INTRODUCTION
Children will experience many new things in school. School offers many interesting activities for them to do in the classroom and outside of classroom. For many chidren, schooling presents a new situation, new ways of interacting, and new types of texts, as they are expected to read and write genres that construe new kinds of disciplinary knowledge (Mary J Schleppegrell, 2004:3). They will gain their knowledge when they learn something new in school. They learn school subjects by language therefore they can share their understanding about the same knowledge in the school context.
Learning language and learning through language are simultaneous (Haliday, 1993). It means that by recognizing the ways that language construes different kinds of meanings, we see how the sociocultural knowledge needed for success at school includes learning the ways of using language that enable students to develop and display new knowledge. Language is also known as one of social structures while social structures are abstract entities (Fairclough, 2004:226). One can think of a social structure as defining a potential or a set of possibilities. In broader sense we can think of the relationship between what is structurally possible and what actually happens, between structures and events, is a complex one. School has its own structure as well as language of schooling.
Fairclough (2004) stated that learning and teaching are social practices mediated by structures and events and are networked in particular ways of through orders of discourse. Orders of discourse are comprised of genres, discourse and styles or ‘ways of interacting’, ‘ways of representing’ and ‘ways of being’. In this sense learning is performativity of texts, both spoken and written. Reading is one of English skills that can be learnt through English subject. Reading lesson can be carried out through spoken and written text as well. The form of reading texts will be displayed in such away to help children learn linguistics elements realized in text. II. PROBLEM STATEMENTS
This paper attempts to offer solution to teachers of English to use biligual children storybook to help children learn English and learn to use English naturally. The problems are: a) How do children learn English through bilingual children storybook? b) What are functional linguistics perspectivse applied in bilingual children storybook? III. THEORETICAL FRAMEWORK
The basic idea is that knowledge is construed in the language of schooling. As what Halliday stated that language is the essensial condition of knowing, the process by which experience becomes knowledge (1993, 94). The outlines underlied the idea are: A. Children’s Language
a.1 Benefits of bilingualism
a.2 How to start learning a second language
B. Language of schooling
b.1 Characterising language of schooling
b.2 Language and context
b.3 Linguistic Features of academic registers
a.1 Benefits of bilingualism
The children who are born in multicultural country are inherited being multilingual children. They have ability to use more than one languages in their daily life. They can...
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