Language Key Stage 1 2 Teaching Essay

nomenclature make Stage 1 2 T to each oneing Essay question, much(prenominal) as that under manoeuvren by Piaget (1978) and Vygotsky (Krause et al, 2003), Erikson (1997) and, later on, Bronfenbrenner (Krause et al, 2003), has put child turnment within social, sparing and environmental contexts. Language, its acquisition, and how children gibber, ar recognised an essential constituents of these approaches. For example, at a Piagetian presume aim, verbiage acts as an indicator of a childs age and stage. For Vygotsky and Erikson, it reflects the students pre-conceptions, interpretations and understandings of the human beings and its workings as well as levels of pro-social skills. For Bronfenbrenner, language reflects the singulars environments within specialised systems ranging from personal (microsystems family, peers, teachers) to external (macrosystems culture, beliefs).Currently, the value to student reading of particularized chat types has come to the fore. For example, the importance of exploratory bubble (Dawes et al, 2004) within the classroom burble context (Grugeon et al, 2005) has been realised as a means of developing pro-social and mentation skills. The first part of this essay extends this validation of childrens linguistic development. It does this through a survey of how theory, reason and practise combine to define childrens talk at primary level.It excessively looks at the formats that have been generated to support this (e.g. content curriculum for Key Stages 1 and 2 and the National Literacy dodge for Key Stages 1 and 2). The second section bequeaths a general discussion of forms of talk. The third section focuses on the classroom environment and the teachers role in an increasingly holistic approach to students language and larn. It looks at the different language forms as exemplified in ikon 1 and how a teacher can best(p) develop a students skills through talk.As the brief survey above shows, the fundamental human urge to communicate has been much studied, qualified and quantified. Many of the educational musical models of communication (eg Lasswells, 1948 adaptation of the 5 Ws and Johnsons processes of interpersonal communication, 1986, twain cited in Marsh, 2004) transport parameters on childrens talk by encouraging specific forms of talk. The National syllabus emphasises exploratory and questioning (see Table 1) language. It provides frameworks within each accomplishment heavens and stage where these forms of talk can be scaff disuseded into a students means of communication. reason how children interpret, manage and convey information in classic in direct to rough-and-readyly encourage questioning and exploration.Table 1. Examples of talk of the town and comprehend in the National political platformExamples from the National Curriculum frameworks of training talk listen math throng discussion and interaction Religious educationGroup discussion and interaction Scienc e dissertation Design and technology listening PSHEListening Information and communication technologyListening Art and forgeGroup discussion and interaction MusicFrom the perspective of childrens talk, language must(prenominal) move through a number of stages and in doing so reflects both(prenominal) physical and cognitive development. It could be argued that two functions of talk, at the early stages, are as a means of learning and as something to be learnt (although arguments to a universal basic grammar situation to language as instinctual eg Chomsky, 2000 Jackendoff, 1993).Gradually the parameters for this talk develop into more(prenominal) efficient hammers with which to gather, interpret and communicate familiarity. It is heavy to suffer in mind that language is more than just a tool for representing knowledge(Karmiloff-Smth, 1979, p.14).The influences on the childs way of, and purpose in, talking, may start as parents and carers and their specific attitudes and valu es their cultural capitol as Bourdieu would put it (cited in Webb et al, 2002). They also embroil culture and environments and, as Jackendoff (1993) points out, society. Children arrive at civilise with this background of child-directed speech. The inwardness and type of expansion and recasting appears to be linked to social, cultural and economic environments and impacts upon how a child can interpret and respond to school.Whilst this essay can non give syntactical, phonetic, semantic or grammatical elements in childrens language development the quadruplet they deserve, their importance is acknowledged. However, the importance of oral language is now enshrined in the National Curriculum and integrated across the Key stages. As Dockrell et al (2004) point out in their examination of methods of supporting language development in young children, the approach initiated in Teaching speaking and listening in Key Stages 1 and 2 (QCA, 1999) increasingly focuses on teacher simulate. R esearch shows (e.g. Hart and Risley, 1995 Peterson and Siegal, 1999) how socio-economic factors and environments can influence a childs basic linguistic knowledge (eg the literacy hour (National Literacy Strategy, 1999) has intended to make up for short fall in a students pre-existing language.As the previous section briefly c all overs, the mode of childrens talk helps identify cognitive stage, personal knowledge, preconceptions, pro-social skills and terms of reference. It also mentions the mutual determinism, as Bandura (cited in Krause et al 2003)would put it, where environment is a output of both the individuals internal and external factors. However, this next section takes a level playing field approach to modes of talk. For example, leaving learning difficulties and ESL aside for the moment, a teacher would non expect a five year old to still be using the telegraphic speech (two word sentences) emblematic of a two year old. You may expect some over and under-extension, b ut essentially key stage 1 students should be demonstrating more metalinguistics alertness.Encouraging the development of metalinguistic awareness provides throughout the National Curriculum. For example the English section statesPupils should be taught about how speech variesin different pile for example, to reflect on how their speech changes in more formal situations to take account of different listeners for example, adapting what they say when speaking to people they do not know. Clearly, at the basis of this are two fundamental skills the ability to explore an issue and the ability to communicate within the parameters that have been established. Exploratory talk, as pointed out by Dawes and Wegerif (1998) is an essential skill that, for many primary school situations, indigences to be taught. Their example is with regard to the use of computers by wasted groups. It stresses the need for children to learn to take turns talking, to listen to each other, respect each other s opinions, question each other, discuss and finally agree on an outcome. Students need to know the necessary formats for this to work. For example, one student may have a very clear idea of the issue but may not be able to explain it well. Without the tools to communicate effectively, the students knowledge cannot pay to the group. This brings us to the issue of the teacher as facilitator of constructive talk.language acquisition cannot take place in the absence of shared social and situational contexts(Chapman, 1978, cited in Bransford et al, 2000, p.94)With the end of allowing students to develop their communication skills (and the associated processes such as literacy, pro-social skills etc), teachers need to provide a learning environment based on building confidence in enquiry.This guiding introduces a number of important issues. Firstly, the teachers must be aware of their own preconceptions, attitudes and values. For example, the curriculum demands that teachers maintain h igh expectations for their students. Without this, students can at best loose their enthusiasm for learning in specific areas, and at strap can sabotage their own learning. As much as a students language reflects their background values and conceptions, so can a teachers. An effective teacher needs use a number of strategies to enable students to contribute orally in a number of different formats. Modelling and indigence are just two of these strategies at work in each format.Both through drama and other exploration, children can develop a better understanding about effective communication, both verbal and non-verbal.Speaking, Listening, cultivation working with children in Key Stages 1 and 2 DfES 0626-2003 p.7Good fashion model is an essential part of a teachers repertoire. The words confidence and fluency run through the National Curriculum and one part of achieving this is to provide the students with both the vocabulary a situation demands and the means of using it. For examp le, Listening Mathematics involves practical activity, exploration and discussion (5.1.a Mathematics, National Curriculum). However, as Dockrell, Stuart and King (2004) consider, difficulties in defining a good oral go beyond modellingit is not sufficient simply to provide good models the language from the handsome needs to be carefully tuned to the childs language. It needs to be offered in such a way as to extend and support, and children need plenty of luck to practise their fledgling skills.Dockrell et al, Supporting early oral language skills, 2004A positive learning environment needs several elements. One, as Figure 1 shows, is penury. This is a key element in producing types and forms of childrens talk. Young children will often talk out loud as they explore a problem, new situation, and put the issue into self-questioning and self-resolution. At this early stage, exploratory talk is often self-generated. At primary level, the teacher takes responsibility for ensuring that valid learning is taking place. Whilst exploratory talk is to be encouraged, it is more guided and learning more scaffolded, be that in a constructivist paradigm or a more structured setting. If the teacher can catch the students interest, then motivation occurs naturally.The curriculum gives four groups of speaking, listening, group discussion and interaction (Speaking, listening, learning running(a) with children in KS1 and KS2 extends and supersedes the Teaching speaking and listening in Key Stages 1 and 2 (QCA, 1999)). Specifically, the teacher needs to provide individuals with talking formats and opportunity to normal them. The following is one from the English FrameworkWhat is being talked about?Who is talking?What kind of talk?Speaking, Listening, Learning working with children in Key Stages 1 and 2 DfES 0626-2003 (2003)Added to this could be what does this mean and how should I respond?Sadly, there is no space here to go into the excellent lesson plans and strategies (see for example Grugeon et al, 2005) for enhancing enquiry learning through exploratory talk or activities such as chew out Box activities (Dawes et al, 2004). In summary, the effective teacher needs todevelop a safe and motivational learning environmentbe clear and clear (Johnston, 2004)provide and scaffold the basic tools for communication to listen and judge how happy their strategies are and reflect on how to improve themto tailor communication to individual learning stylesto provide ample opportunity for students to practise these skillsto use picayune group workdevelop a students metalinguistics awarenessencourage a students self-regulatory processesenthuse and encourage students maintain high expectationsThese are just a few of the important elements in producing well-rounded, confident students. It should also be interpreted into account that school is a format in itself, for example vacation spot talk is a valid component of student learning. Therefore, it is as important to listen to the vernacular as to teach confidence in the more formal contexts. Finally, this essay hopes to have conveyed an understanding of the importance of oral language. It also recognises the effect that talk has on other areas of a students learning.Good oral work enhances pupils understanding of language in both oral and create verbally forms and of the way language can be used to communicate. It is also an important part of the process through which pupils read and compose texts.The NLS Framework for instruct YR to Y6References and further readingBransford, J.D., Brown, A.L., and Cocking, R.R. (eds) (2000 expanded ed) How People Learn Brain, Mind, aim and School. Commission on Behavioural and Social Sciences and Education, National Research Council, Washington, DC National Academy shiftChapman, R.S. (1978) Comprehension strategies in children. Pp.308-329 in mother tongue and Language in the Laboratory, School and Clinic. J. Kavanaugh and W. Strange, (eds) Cambridge, MA MIT PressChomsky, N. (2000) New Horizons in the Study of Language and Mind. Cambridge, UK Cambridge University PressDawes, L. and Sams, C. (2004) Talk Box speaking and listening activities at Key Stage 1. London David Fulton PublishersDawes, L., Wegerif, R. and Mercer, N. (2004) Thinking together Activites for Key Stage 2 Children and Teachers. Birmingham Imaginative MindsDfES. The NLS Framework for teaching YR to Y6DfESFramework for teaching (DfES 0500/2001) National Literacy StrategyDfES Speaking, Listening, Learning working with children in Key Stages 1 and 2 (DfES 0626-2003)DfES Grammar for physical composition (DfEE 0107/2000) National Literacy StrategyDfES Developing early committal to writing (DfEE 0055/2001) National Literacy StrategyDfESMathematicalvocabulary book(DfES 0313/2000) National Numeracy StrategyDfES NLS Framework for teaching(DfES 0500-2001). National Literacy StrategyDockrell, J., Stuart, M., and King, D. (2004) Supporting early oral language skills in Lite racy Today, September 2004 Vol. 40Erikson, E.H. (1997) The Life Cycle Completed Extended version New York W.W. Norton and Co.Gee, J.P. (2004) situated Language and Learning a critique of traditional schooling. Abingdon, Oxfordshire RoutledgeGrugeon, E., Hubbard, L., Smith. C. and Dawes, L. (2005) Teaching Speaking and Listening in the Primary School. London Fulton PressHart., B and Risley, T.R. (1995) substantive differences in the everyday experience of young American children. Baltimore, MD capital of Minnesota H Brookes cited in K. Krause, S. Bochner and S. Duchesne, (2003) Educational Psychology for learning and teaching. p.21. Southbank, Victoria ThomsonJackendoff, R. (1993) Patterns in the Mind language and human nature. Hemel Hempstead, Herts Harvester WheatsheafJohnston, P.H. (2004) Choice Words how our language affects childrens learning. Portland, Maine Stenhouse PublishersKrause, K.L., Bochner, S., and Duchesne, S. (2003) Educational Psychology for learning and teachin g. Southbank, VictoriaThomsonKarmilloff-Smith, A. (1979) A Functional sexual climax to Child Language. Cambridge Cambridge University PressMarsh, C. (2004) Becoming and Teacher Knowledge, skills and issues. (3rd ed). Frenchs Forest, NSW Pearson Education AustraliaPeterson, C.C., and Siegal, M. (1999) Representing inner worlds surmisal of mind in autistic, deaf and normal hearing children. Psychological Science, 10(2), pp.126-129 cited in K. Krause, S. Bochner and S. Duchesne, (2003) Educational Psychology for learning and teaching. p.21. Southbank, Victoria ThomsonPiaget, J. (1978) success and Understanding. Cambridge, MA Harvard University PressRobertson, M., and Gerber, R. (Eds) (2000) The Childs World triggers for learning. Melbourne, Australia The Australian Council for Educational ResearchWebb, J., Schirato, T and Donaher, G. (2002) Understanding Bourdieu. Crows Nest, Australia Allen and UnwinWinch, G., Johnston, R., March, P., Ljungdahl, L., and Holliday, M. (2004) Literacy reading, writing and childrens literature. (2nd ed). Oxford Oxford University PressWhitton, D., Sinclair, C., Barker, K., Nanlohy, P., and Nosworthy, M. (2004) Learning for Teaching Teaching for Learning. Southbank, Victoria ThomsonWolfe, P. (2001) Brain Matters translating search into classroom practice. Alexandria, VA Association for Supervision and Curriculum DevelopmentWebsitesPlay and effect. http//www.genkienglish.net/playandaffect.htm. Accessed 5 Jan 2006National Curriculum. http//curriculum.becta.org.uk/docserver.php?docid=728. Accessed 3 Jan 2006Oral language skills.http//www.literacytrust.org.uk/Pubs/dockrell.html Accessed Jan 4National Curriculum frameworks. http//www.standards.dfes.gov.uk/literacy/publications/framework/