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Should Speak Slowly: There are many minorities that speak non-Chinese languages that belong neither to the Altaic nor the Sino-Tibetan group. These include the 14,000 Tajiks of southwestern Sinkiang, who speak an Iranic language of the Indo-European group, and the Wa and Puman people who speak an Austroasian language. The Wa and Puman are fierce tribesmen who live on both sides of the Yiinnan-Burma border and number only about 100,000. The Austronesian or Ma-layo-Polynesian language is also spoken in China by various groups, predominantly in Taiwan.
Different met ods will be effective with different children. There is no one best method. When dealing with a tense, anxious child the teacher or parent should speak slowly with no appearance of haste, impatience, anxiety, or annoyance. The child should be encouraged to take plenty of time, prolonging the vowels in the same speech pattern that the teacher uses in speaking to him. When a child begins to stutter the teacher should ignore the stuttering and wait patiently for the child to finish. If he repeats the troublesome sentence easily, he will gain confidence. It has sometimes been found helpful to have the child make slow rhythmical.
e. Enunciate clearly and speak slowlv and directly to the child, f. Tell stories, rhymes, and jingles, often repeating favorites. g. Encourage the child's own reading.
2. To increase the child's ability to speak in an interesting, direct, and forceful way: a. Provide opportunities for each child to tell a group something that the
group is eager to hear, b. Provide opportunities for one child to make explanations to another
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