How Language Is The Key Element For Teaching Language And Literacy

1310 WordsMar 30, 20176 Pages
Language is a human phenomenon, and the course of human evolution then transformed into varieties of cultures where different dialects and languages were established all over the world. Language provides opportunities for learning new concepts and new ways for understanding the world. Culture is an integrated pattern of human knowledge, beliefs, moral goals, values, and behaviour. Social-Cultural inclusivity is the crucial element for teaching language and literacy in the classroom. Discussing language as an object; cultural diversity; Vygotsky’s theory; significance of Bilingual children; the effects of social class; significance of multiliteracies in the classroom; awareness of post-structuralism; the importance of ideology factors; and…show more content…
We should be nurturing their mother tongues of these bilingual students instead of ignoring which may result in not achieving to their full capacity and successfully reaching their learning outcome (Adoniou, 2014). It is important for the teaching of young children about their local Aboriginal communities, whether its Aboriginal language, Aboriginal English as its crucially important to admire, and reflect where possible to children’s home language. For example, Aboriginal people had to transform their dialect and language and conform to Australian English. In 1788 there were 250 Aboriginal languages with 600 dialects, in comparison to 20 languages today (Gardner, 2017). As a society, it is essential to bridge the gap between the school and students home language and culture. Therefore, teachers’ demonstrating willingness to establish “culturally inclusive pedagogy”, would be purposeful and respectable in regards to classroom relationships and understanding (Ewing, Callow & Rushton, 2016, p.83). Data from the Australian Bureau of Statistics (ABS) Census (ABS, 2009) show 17 per cent of Australian population speak a language other than English at home (as cited in O’Donnell et al., 2016, p.132). Therefore, there are a “need to educate new generation of teachers who are not only proactively aware of multilingualism” (Elliot-Johns, 2012), but teachers who can relate and resemble their own personal lives to those of their
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