The Importance Of Language In Education

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 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.

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).

Throughout the history of language, we have developed such a strong understanding on the effects of communication and how as humans we need this social standard to ultimately survive and get through day to day tasks, in this piece I am going to explore how at different points in time and different social standards how if we derive social context and human interaction from communication it separates and completely takes away from the sole purpose of ‘language’. We will look at how children in the classroom are constantly seeking cognitive challenges and how to attach information and knowledge into the process of developing a structured vocabulary and grammar system to communicate to the others around them, and how throughout time our need for

Explaining how language can be viewed as an object, and when we view language, we find it to be meaningful when in use. However, to not see language as an object and rather look at it in a living socio-cultural phenomenon we can draw from these the implications that can impact our classrooms positively. Language has impacted the way in which different cultures communicate, it impacts on how we teach students to read, speak and write. Language can determine how different cultures are perceived within a community other than their own. Language can be viewed as an object, that can be defined as a communication tool. Language can be broken into different dialect from different socio-cultures and those cultures can impact on how students and

Through the readings this week it has been reinforced to me that language is an important aspect of life which is used in many different ways in our day-to-day life. Gee and Hayes (2011), view “language as something physically present in the world” and “is present in the form of speech, audio recordings, and writings believing language is a material object”, (p.6).

Language is the universal connection that brings all humans together. We share this common ground to communicate. The three major points that I would like to focus on are: How does language influence our culture? Does it define us, or does it refine us? And lastly, the impact that language has on our societies.

Language is a mixed bag of contradictions which all of society use to address the specific needs of their group. A teacher’s role is extreme in the process of understanding language. It is not enough to merely consider the cultural context in which the speaker emerges, teachers must understand the implications arising from such circumstances, and how they present in the classroom. Socio-cultural factors such as religion, sex and social class play a significant

“…poetry has primarily to do with the expression of feeling and emotion: and […] feeling and emotion are particular; whereas thought is general. It is easier to think in a foreign language than it is to feel in it. Therefore, no art is more stubbornly national than poetry. A people may have its language taken away from it, suppressed, and another language compelled upon the schools; but unless you teach that people to feel in a new language, you have not eradicated the old one, and it will reappear in poetry, which is a vehicle of feeling.” (T.S. Eliot, On Poetry and Poets, London: Faber and Faber: 5th

In the above statement, Grugeon and Gardner criticise those who ‘view language as though it were an object’. By describing language as an object, it gives the impression of something static; incapable of growth or adaptation. In the author’s view, to think of language in this way disregards the different meanings that words can have in different social contexts. Language is a constantly evolving tool for communication and while many view it as though it is a constant framework, static and unchanging, the truth is that language is always developing and changing. To get the most out of language we must view it not as a strict set of rules; rather we should view it as the socio-cultural construct that it is. Language and culture are closely

Academic language is one of the topics of importance taught in many professional learning communities (PLC) across the United States. The use of academic language is currently relevant in every classroom. (Barnes, Grifenhagen, & Dickinson, 2016) state that “Current trends in education are encouraging teachers to teach, use, and evaluate academic language” (p.39). The article Academic Language in Early Childhood Classrooms exposes the importance of academic language through a pragmatism ideology.

Language is the basis of human interaction and communication. It has transformed over time from general sounds and movements to expansive histories, notations and variants (Robinson et al, 2013). As an educator, language needs to be described in a way which respects all its histories and cultures, while still transforming forward for the future. Language as a social process will maintain its integrity moving forward while paying respects to all language and cultures (Robinson et al, 2013). As an object, language allows for data and communication to transform in a way which can be visualised by all students, and then be replicated by the students in an academic setting (Robinson et al, 2013).

If language has to be defined in simple context, it would be described as the technique of communication between two individuals and group of people. Language can be both oral and visual. “Language arose first as speech (oral language). It is oral language that evolved in the human species” (Gee and Hayes, 2011 p. 9). Gee & Hayes highlighted language to be individual and social. Similarly, Lyons (1981) emphasized language as primarily a conventional symbol system concerned with communication or cooperation between people. Language can be further categorised with different functions such as personal, interpersonal, directive, referential and imaginative (Finocchiaro and Brumfit, 1994 pp.65-66). While philosophers in the field of linguistic have argued with the definition of language as “material object – physically presented in the world “ (Gee and Hayes, 2011); however, Duranti, A emphasized language as a set of social conventions. Furthermore, Foster-Cohen (2009) suggested opening the possibilities of language being collection of systems as well as built in with human nature.

The importance of language crucial to every facet and interaction of our daily lives. People use language to learn about the world around us and to inform people how we feel and what we desire. When we learn new languages, our communication skills broaden even more, and we are presented with many new opportunities and experiences. It builds stronger relationships internationally and allows us to better understand other cultures, history, and foreign ideas. Anyone can learn a new language regardless of how old or young you are. On the contrary, losing the fluency you once had in a language has no benefits and can result in losing the ability to have a different perspective and context.

Language can be analysed as an item or material object and by doing so we can identify that language is made up of words and a series of rules to help us form sentences. However, if language is only viewed as a material object and not a social process, language becomes purely vocabulary and learning grammatical rules. In this case, language would be “fixed and finite” and wouldn’t “explore the complexities involved in using language for communication” (Scarino & Liddicoat, 2009, p. 16). The main function of language is to help us communicate with one another in a clear and concise manner. Language appears on advertisements, books, online in chat rooms or social media, speeches, recordings from the past and it is always in our minds; all day, every day. Language is systematic, indicating that it is governed by a set of rules to make meaning out of words, phrases and sentences. However, language is also shaped by the social context, which is greatly influenced by the relationship of the speakers (Gardner, 2017a, s. 13). According to Chomsky (2006, pp. 99-100), we all have an innate language makeup which begins to develop language structure in utero. This is demonstrated through all of us having been exposed to various experiences and training, however, still acquiring grammar that is extremely similar. Australia is very culturally diverse and because of this, teachers may find that some students may experience difficulties with their language development due to their