Educators Need To Understand What Language Is And How It

Theoretical Perspectives and Contexts of Language Developments are discussed in this chapter of Beverly Otto’s Language Development in Early Childhood Education (2014).

Language is very individual, not everyone will think the same, this is the same for children, from the moment we are born we are exposed to the world of language, this isn’t just verbally, we use written language also. Language is something we do in our everyday life’s, it is something we learn from the world we socialise in and in our culture, children will mimic those around them and, learn language themselves by interpreting the world around them. We use language every day to express our thoughts, feelings, create and maintain social relationships. “All language written, spoken and visual-arises from cultural and social contexts and is understood by people in terms of their social and cultural backgrounds” (Campbell, R & Green, D. (2006). pg 2). This is where children in classrooms are influenced by social and culture backgrounds. How children learn in the classroom will depend greatly on their exposures they have had in life, does their culture practice of language and literacy compliment or conflict the practices that is expected at school. There is no right or wrong answer, it is very much expected that not all children will practice at home what is expected at schools, This is why as teachers, we need to be aware that not all children are the same, as we are not, they may use language differently , so “ Teachers are therefore faced with the task of observing children, locating their interests and needs as well as their uses of language” (Campbell, R & Green, D. (2006). Pg 6). Children want to feel they are in an insider regardless of their past learning, all schools should be able to assist children transition into learning at school. When it comes to teaching literacy and language, “All children are from differing language and cultural backgrounds, children with

Language is a very import part in our life, we carry it with us through all the steps, processes, moments experiences of our life, language built us and make us grow and the most important thing is that it grows with us, changes, modifies itself, and becomes more appropriate and specific. As we pointed out language help us to create and understand the world around us, gives meaning to everything and gives birth to emotions and feelings; a world without language would be meaningless and very lonely. Language it’s what help us grow up, the more we learn through it, the more we desire to experience and study in deep, leading us to new prospective, opening our mind to more specific and deep concepts, ideas, projects, goals. We really can’t

Language is an object that is central to human lives as it is perhaps the most significant cultural tool that separates humans from any other species (Evans, 2014). As language is multimodal, it is often described as a combination of words, sounds, gestures and images created by the mind, used in context with the assistance of objects, actions and interactions (Gee & Hayes, p. 7, 2011). The topics discussed in this essay will demonstrate the importance of language as both an object and as a social process, as a teacher’s approach to diversity in the classroom can be either damaging to a student’s educational experience or uplifting and positive.

Language is an integral part of human existence. It is not only a crucial tool in which we use to convey meaning to others, but also a cultural construct passed down from previous generations that helps to define who we are and how we relate to others. Ultimately language defines our relationships with others, the way we use language is shaped by our own socio- cultural background and also that of whoever we may be communicating with. Self awareness of how our own use of language has been shaped by our background and an understanding of what shapes others use of language leads to better communication, understanding and empathy.

The English Curriculum (2014) values the position speaking, listening, reading and writing have as independent lessons. However, all four sectors combined are recognised as a positive developmental factor in the intellectual growth of students. It is expressed within the English curriculum how significant spoken language is; in relation to child development and also in terms of student’s progression throughout the wider curriculum. Researchers such as Owen and Burnett (2014) state that spoken language reinforces other key expertise such as reading and writing. Therefore, teachers must encourage continual development of student’s capabilities and confidence in relation to verbal language. This section of the assignment shall focus significantly

Misty Adoniou, associate professor in Language and Literacy, tutor’s schoolteachers on how to appropriately educate children when it comes to literacy and using distinctive languages. Adoniou’s reading “Improving kids’ literacy - a little knowledge can go a long way” is about informing teachers on how to accurately demonstrate the parts of learning and developing all the right reading and writing skills to be intellectual and socially capable, as language is used to communicate.

Much of the public is misinformed about the existence of nonstandard language varieties, regarding them as “improper” forms of English. AEMP aims to change these views, often held by teachers, by validating nonstandard language varieties, thereby placing pressure upon these teachers to change their attitudes toward the languages, those who speak the languages, and the culture of these speakers. Second-language theorist AEMP classrooms are designed to facilitate interactive communication among students and teachers through cooperative groups using the home language of these children. Put simply, “teachers should talk less (LeMoine, 1999, p. 67). And when teachers must communicate with students for instruction, it is imperative that they allow the children to express themselves in the way that is most comfortable to

Yana is starting to attend a setting, however, she speaks little English (appendix one). This language barrier could affect Yana in all areas of development, particularly her social development as it will limit her verbal communication skills (Davies, 2011). As Yana has English as an additional language (EAL), she may find it difficult to communicate her basic needs with limited vocabulary- Schaffer (1926) views this as a crucial barrier as it will prevent practitioners from successfully meeting children’s needs (Schaffer, 2004). Schaffer (1926) believes that EAL is a barrier to learning, however, Vygotsky (1896) along with Chomsky (1928) believe that language is a skill that can be learnt (Graf & Birch, 2009). Therefore, if language is modelled by the practitioners then Yana should learn new words and soon form sentences which will support Yana in all areas of

Language has different meanings and is used to describe something physically presented in the world. It is distinguished among terms such as oral language, written language, and language itself. Oral language is the primary form of language and written language comes second. An individual’s social class can influence the way language is written and spoken. Language is ideological, where an individual’s view of the world can be changed. Multi-literacies can influence the way texts are viewed and the child's access to it can shape their journey with language. Educators guidance on their students can affect the child's skills and learning of language. Language has its many purposes and forms in which are influenced by culture and religions.

Valuing Language Study: Inquiry Into Language for Elementary and Middle Schools written by Yetta M. Goodman in 2003, explores language in its entirety and how it relates to students. Goodman has performed research in early literacy, reading, and writing processes, and has published over 160 works. In this book she concentrated on ideas such as critical moment teaching, strategy lessons, linguistics, literature and power. She offered the reader ideas of activities and investigations to use in the classroom to provide students with a better understanding of how the language they use affects their everyday lives. These examples can be modified to fit the needs of elementary and middle school classrooms. The activities force students to reflect on ideas such as “correct” language, language as control, inventing language, social issues, and more. These are all ideas we have explored and will continue to investigate in this course.

Language is an art form through which shapes our understanding of ourselves and our world. (BOSTES, 2012). It is through language; where human beings are able express their inner thoughts and emotions. Language is defined as the verbal behaviour; gestures, body movement (Pierce & Eplin, 1999). The NSW K-10 English Syllabus emphasises that language is central to the intellectual, social, and emotional development of all students and that the model of language development is through a sociolinguistic approach. Sociolinguistics is referred to as the study of language and its relationship with culture and society (Kennedy, 2014). Sociolinguistics is an approach through which correlates with the NSW K-10 English Syllabus, as learning English, is recursive and develops through ever-widening contexts (BOSTES, 2012). It is through English, where students develop their critical and imaginative faculties to broaden their capacity for cultural understanding. (BOSTES, 2012). Through the syllabus (the rationale, aims, objectives, outcomes, stage statements and content), is the notion of how students will develop an appreciation of language as well as the skills in composing, understanding values and attitudes. Thus, the study of English, as expressed in the syllabus, allows students to learn across the curriculum as well as develop an understanding about and dress contemporary issues they face (BOSTES, 2012).

　　　　Language is an essential part of our daily lives. Language is used to communicate with other people to meet our needs and satisfy our understandings. Everyone uses one language or another. Some have an advantage and are able to use

From a baby 's first word to their first complete sentence, there 's a lot to debate with their language development. The average child has a vocabulary of up to six-thousand words by the time they turn five years old (Brighthubcom, 2016). Language development is one of the most critical roles for an educator in both early childhood and primary settings. It is this ability of language development that is particularly interesting in the nature vs nurture debate. In order for educators to provide effective communication, it is important that they have the knowledge and understanding of the four key concepts of language, such as phonological, syntactic, semantic and pragmatic development and the underlying theoretical perspectives that explain the processes of language acquisition and development.

* In the educational field, the teaching learning cycle is a model used in contemporary teaching in both school and adult educational settings. Rothery (1996 in Derewianka & Jones 2012, pg 43) who originally developed the model used this to aim at disadvantaged children for teaching literacy and writing in the KLA (Key learning areas) who were from socially disadvantaged areas. Over time the model has been phased across other areas of the English language such as listening, speaking, reading as well as writing. The key involvement of the teacher also known as ‘expert other’ in the teaching learning cycle is guiding the learner to understand key concepts in academic literacy through use of scaffolding strategies to transform students