Language and Content Objectives - Essay Example

Language and Content Objectives Studies have identified that a wide array of dissimilarities persist in the learning procedures particularly owing to their unique personality traits that further shape their learning needs and responses. As per the scientific assumptions applicable in this context, learning needs of an individual can be determined in the early years based on certain aspects, which may comprise the child’s response to learning contents and languages. The purpose of language and content learning has therefore been concentrated on the communication skill building of pupil, most preferably, but not limited to their early stage of education.

Language and content learning can be segregated in three domains, i.e. Social Language (SL), School Navigational Language (SNL) and Curriculum Content Language (CCL). While all these domains aim at developing the linguistic skills and communication abilities of pupils at their early life, their core purposes differ widely in their application. For instance, the objective of SL is mainly to assist the learners to communicate with their family members and friends when conducting their daily activities.

Thus, at a larger paradigm it helps in creating a social status for the learners amid their surrounding community. Again, SNL helps the learners to communicate with their peers and teachers, inducing a degree of formalism in their language, when communicating within the school environment. Accordingly, CCL emphasises helping learners to communicate with teachers, instructors as well as peers, wherein the learners focus on obtaining instructions and following them within the classroom environment.

Thus, it can be stated that while SL is a much casual approach, SNL and CCL are gradually more systematic and formal procedures of communication that the learners need to implement in their day-to-day interaction (Haynes & Zacarian, 2010; Bailey & Heritage, 2008). ReferencesBailey, A. & Heritage, H. M. (2008). Formative Assessment for Literacy, Grades K-6: Building Reading and Academic Language Skills across the Curriculum. USA: Corwin.Haynes, J., & Zacarian, D. (2010). Teaching English language learners across the content areas. ASCD. BibliographyCenoz, J. (1998). Beyond bilingualism: multilingualism and multilingual education.

Brisol: Multilingual Matters.