The NSW English k-6 Syllabus - Case Study Example

The NSW English k-6 Syllabus Introduction Language is argued to play a vital role in the development of children as they progress from childhood to adulthood. One of the most notable roles of language is the socialization. Through socialization, children are able to communicate and understand each other with the help of older children and adults. Researches have indicated that people can not build their knowledge by simply observing events, but also through the use of aspects of language (Stone, et al 2004). It is believed that language goes beyond tangible meanings and explores the meanings of less tangible. In the education context, language is vital for comprehensive and utilization of knowledge. Stone, et al (2004) also noted that language is used to solve problems as a tool through its application in both written and spoken words. In fact, language is used as a learning tool which aids understanding. In light with these deliberations, language is viewed as a vehicle for educational development, which is categorized among the most crucial components for the acquisition of knowledge (Raban, Brooks, and Wolfendale 1995). Development is a necessity in learning, and which is facilitated by language through interaction and socialization. The verbalization of both personal and vicarious experience makes individuals evaluate and structure representations of reality. The role of language in learning Characteristically, children go to school with some degree of commonsense understanding of their environment. Once in school, children start engaging with books and other children both of their age and older children and even adults. This forms a distinction between utterances and meanings of things said at home and ones made at school. Studies have enumerated the importance of language in education, with many citing that when children learns a language, they not only engage in one kind of learning, but also ensures that, through learning language, they learn how to mean (Raban, Brooks, and Wolfendale 1995). It is also apparent that the language enables students to focus on the object of learning and distinguish it crucial features. Language is critical in structuring student’s awareness in order to become intellectually aware of learning. Language also makes meaning. The ability of teachers and students to negotiate to bring out meaning is well articulated through language (National Languages & Literacy Institute of Australia 1993). Language widens a, shared common ground between teachers and students. It is believed that there are specific conditions required for the learning of a specific object of learning. The manner in which these objects of learning are tackled, and the extent to which required conditions are expressed through language during a lesson or crucial in the learning of students (Raban, Brooks, and Wolfendale 1995). It is also worth noting that apart from general conditions such as light, space, some levels of learning activities necessary for learning, the element of language is of much help. Some students may be in a position to learn certain things through symbolic meaning while others may learn through affective guidance and explanation. The place of interaction in learning and the supporting role of the adult Interaction between the child and adult during early learning is of primary importance. Adults act as guidance in almost all activities undertaken by the children (Stone, et al 2004). Adults are supposed to encourage children to act decisively in their undertakings. In this regard, teachers may find it necessary to take advantage of play situations to teach children different concepts. Physical involvement of adults during play attracts children attention as they complement roles adults in the play. Sometimes children may create and assign adults roles, and this is the best opportunity for adults to interact with the children. Some social and emotional aspects of children may not be reflected during normal conversation or in classroom (Stone, et al 2004). Therefore, in light with this, teachers may have an opportunity to interact with the children in order to clearly understand weak points of the children, and try to utilize interaction time to help them improve. Adults may also look for opportunities to converse with children without inserting pressure on them. This way, children freely are able to share various ideas and views with the adult. During such interactions, adults are supposed to encourage children to find ways of solving their problems. As opposed to classroom where the teacher is supposed to assist children solve the problem, during interaction; children would be encouraged to use different tactics to solve the problem on their own (Stone, et al 2004). Nonetheless, during interaction, adults should be attention to the children’s acts and utterances. This make them feel appreciated. Studies elucidate that the role of adults during interaction is of significance in that it help in the learning and child development. Social-emotional development and its importance Social-emotional development is a focus of child’s ability to learn and build up cognitive growth in language usage (Raban, Brooks, and Wolfendale 1995). Temperament of different children forms the primary factor that determines social emotional development. The other factor is relationships which is usually significant during early stages of development especially between the children and caregivers. The last factor involves environmental factors such as abuse and social-economic factors that affect children during early childhood development. Child growth is facilitated by interaction with peers and adults (Raban, Brooks, and Wolfendale 1995). Children with positive economic growth tend to develop communication skills required for learning. The rationale of K-6 syllabus recognizes that language is related to interacting with others, creating and interpreting texts, and to develop understandings about the environment, world and ourselves (NSW 1998). This is cultivated through values and attributes, writing, reading, and talking and listening: all these form the basis of language use and concept. For example, when using narrative to teach, students get to learn concepts of narrative which among other things includes entertainment, emotional simulation, creativity, and guidance and teaching. When students are subjected to these linguistics, they learn to concentrate, ask questions, share ideas and concept of answering questions, which forms fundamentals of learning (NSW 1998). In fact, studies have indicated that language acquisition falls under necessities of child social emotional development. In light with this, NSW has introduced a K-6 syllabus, and support document for teachers in order for teachers to move in progression manner. The document stipulates the development of communication skills at the earliest stage (NSW 1998). Outlined purposes of communication in the document include the ability to maintain social interaction, express thoughts and make right choices. These functions are reflected as products that would act as long-term communication goals aimed at helping individual students (Stone 2004). It is a teacher’s responsibility to institute the shared goal to all students. Nonetheless, the students need, and interests must be well evaluated and enlisted by the teachers through necessary communication (Stone 2004). The teacher must establish the best communication strategies for every student (National Languages & Literacy Institute of Australia 1993). Students with specific needs need specific attention articulating well on appropriate language feature to use in order to communicate effectively. Scaffolding During early development of a child and early stages in education, it should be noted that effective communication is much directed and elucidated by teachers. In this regard, teachers have a duty to ensure children understand the function of communication (Sticher 2010). However, this is achieved though the use of communicative behavior and providing several opportunities for students build up their communication skills. Sticher (2010) noted that one of the most notable strategies teachers can use in order to enhance learning through language is by utilizing scaffolding. Scaffolding in the classroom is useful as it enhance interaction and assists teachers in helping the students accomplish a task where they would have been unable to complete alone (Sticher 2010). Theoretical underpinnings of scaffolding can be related to the concept of proximal development where learning is viewed as a culturally based concept (Sticher 2010). Through instructional scaffolding, teachers are able to teach effectively. Teachers are able to modify a certain learning strategy, and then gradually swing responsibility to the students. For example, when a teacher discovers that a student lacks the ideas needed for a particular text, the teacher may choose a part of the story or better still, contrast a certain feature given with something he or she is sure the child understands better (Sticher 2010). On the other hand, the teacher may use what is correct in the student’s response but explores the student’s capability, in order probably to suggest possibilities for vigorous consideration. The teacher may also apply another scaffolding strategy where he or she can model appropriate working skills in the classroom. This model helps students learn to fit and operate in school (Sticher 2010). This can be achieved by using language arts to give clear instructions in the classroom. Features of scaffolding indicate the ability to use different language techniques to capture the attention and conscious of the students. For example, intentionality ensures that tasks are clearly stipulated with intentions of attracting any other separate idea or activity that may contribute to the task (Sticher 2010). Teachers use this feature to ensure there is effective communication of the task to the students. On the other hand, teachers may decide to use appropriateness where teachers set out tasks which may pose some problems to solve. This way, students may require seeking assistance from either fellow students or from the teacher. This is a strategy that is used increase the level of interaction between teachers and students or among the students (Sticher 2010). Teachers may also use collaboration where they respond to student’s work and probably expound upon the students capacities without necessarily rejecting what they have achieved on their own. This feature is more of collaborative rather than evaluative (Sticher 2010). Teachers may as well incorporate field, tenor, and mode during interaction. Field During interaction, the teacher may decide to select the topic to discuss depending on the relevance of the topic to the students. This is done to enhance communication skills of the student, as the teacher identifies weak areas of the student that need improvement (Sticher 2010). Tenor When interacting with the students, the teacher should be careful of the topic to discuss with the children (Sticher 2010). Not all topics are fit for discussion with children. Mode Teachers are required to choose different medium of communication to enrich communication with the students. For example, different features of scaffolding may be used for this purpose (Sticher 2010). Conclusion Language learning helps students to learn about the role played by language in their daily lives. Students with clear language background would always find it easy to communicate their feelings and thoughts and to analyze both social and academic issues. Incorporation of intellectual, social and emotional features is crucial for effective and successful learning. Language caters for all these features. Bibliography: Stone, C. A. et al., 2004. Handbook of language and literacy: development and disorders. New York: Guilford Press. Board of Studies New South Wales., 1998. English K-6 Syllabus, Sydney New South Wales. National Languages & Literacy Institute of Australia., 1993. Australian language matters. Deakin [Australia]: National Languages and Literacy Institute of Australia. Raban, B., Brooks, G. and Wolfendale. S., 1995. Developing language and literacy in the English national curriculum. Oakhill, Stoke-on-Trent, Staffordshire: Trentham Books. Sticher, A., 2010. Scaffolding in the EFL Classroom. Mu¨nchen: GRIN Verlag GmbH. Read More