1) How is not talking different from not communicating?
Not talking is essentially failing to utter words leading to a failed attempt at conveying a message. Inability to talk can be caused by a wide variety of factors including disorders, environment, age and psychological trauma. On the other hand, not communicating amounts to failure to successfully transmit a message to the intended audience. This may be due to communication barriers such language, social, cultural and physical barriers.
2) What are the benefits of non-verbal communication? What are the drawbacks?
Non-verbal communication is easy to use and sends the message quickly. Therefore, non-verbal cues help in saving time during communication. Additionally, it can be to complement, substitute, repeat and accent verbal communication. This makes non-verbal communication versatile and suitable for illiterate, handicapped or young children. However, non-verbal communication come with different cues depending on the culture. Non-verbal cues are culture-bound and change meaning depending on the culture. Some cues are cumbersome, vague and imprecise and therefore difficult to understand. Proper use of non-verbal communication requires the use or monitoring of multiple-channels including hands, mouth, body language and movements, sometimes all at once.
3) What are the specific ways that children who are non-verbal gather information and practice English (list and describe and give an example of each)?
One of the primary ways children who are non-verbal use to gather information is by spectating. That is, they actively observe the language of English speakers when they close by with the view of using it. For example, such children may opt to watch and listen as English speakers play a game with the view of copying. Secondly, children who are non-verbal may gather information by rehearsing which involves verbalizing the words and phrases whenever they are close to English-speakers. For example, a child may mouth the words spoken by an English-speaker without the intent to communicating; rather, to learn behaviors and words.
4) Why are joint activities so valuable for language development?
Joint activities such as class discussions and games are valuable for language development. These activities act as platforms for gathering information. Children can spectate and rehearse behaviors during such activities. Through the activities, they have platforms to learn new words, expression and behaviors as well as practice them.