ISSUES AROUND LANGUAGE
There are a number of issues surrounding the learning of language. Some have been prevalent for decades, others have emerged over time due to change in society.
Technology
One of the biggest current issues is that technology advances have developed easier, often labelled 'lazier' ways of communication. People communicate via the internet or with a mobile phone using tachygraphic language and as a result written formal communication is beginning to diminish. The integration of information communication technology (ICT) programs can have a range of effects on student learning, they can be engaging in terms of interactive activities and the ability to communicate with people around the world with the click of a button. In the classroom there are a number of issues surrounding the use of technology that may result in ICT programs being controlled. These issues are listed by Webb & Cox (2007) as being the lack of collaborative work, the inability to control learning, and the lack of classroom resources to support this learning.
Technology
One of the biggest current issues is that technology advances have developed easier, often labelled 'lazier' ways of communication. People communicate via the internet or with a mobile phone using tachygraphic language and as a result written formal communication is beginning to diminish. The integration of information communication technology (ICT) programs can have a range of effects on student learning, they can be engaging in terms of interactive activities and the ability to communicate with people around the world with the click of a button. In the classroom there are a number of issues surrounding the use of technology that may result in ICT programs being controlled. These issues are listed by Webb & Cox (2007) as being the lack of collaborative work, the inability to control learning, and the lack of classroom resources to support this learning.
Cultural and social issues
Emmit et al. suggests that ones social class can determine ones language use. According to Bernstein, “the middle class uses a formal or ‘elaborated’ code whereas the working class uses a public or ‘restricted’ code” (2012, p.58). This highlights the power associated with ones language and literacy understandings and capabilities, which can ultimately affect ones place in society in relation to their language use. It is therefore essential that students be exposed to a range of texts and resources in order to provide and encourage a wide variety of language use through exposure and immersion. This is evident in the learning objectives within the English domain of the AusVELS curriculum.
As there are thousands of languages in the world, it is important to recognise the diverse groups within society and the power of language in forming ones identity. Emmit et. al. believes that “it is through language that we generally describe and define ourselves to others. Our language enables us to belong to a group and exclude others from the group” (2010, p.50). Each child brings his own experiences of culture and language to the classroom. As teachers, we need to ensure we respect individuals within our classes who have another language as their first langue, a different culture as these students have a different way of creating meaning and understanding reality (Emmit et al, 2010). Teachers strive to cater for these students and the learning styles in which they may prefer.
Emmit et al. suggests that ones social class can determine ones language use. According to Bernstein, “the middle class uses a formal or ‘elaborated’ code whereas the working class uses a public or ‘restricted’ code” (2012, p.58). This highlights the power associated with ones language and literacy understandings and capabilities, which can ultimately affect ones place in society in relation to their language use. It is therefore essential that students be exposed to a range of texts and resources in order to provide and encourage a wide variety of language use through exposure and immersion. This is evident in the learning objectives within the English domain of the AusVELS curriculum.
As there are thousands of languages in the world, it is important to recognise the diverse groups within society and the power of language in forming ones identity. Emmit et. al. believes that “it is through language that we generally describe and define ourselves to others. Our language enables us to belong to a group and exclude others from the group” (2010, p.50). Each child brings his own experiences of culture and language to the classroom. As teachers, we need to ensure we respect individuals within our classes who have another language as their first langue, a different culture as these students have a different way of creating meaning and understanding reality (Emmit et al, 2010). Teachers strive to cater for these students and the learning styles in which they may prefer.
Language deficit and language difference hypothesis
Towards the end of the twentieth century, extensive research about language variation and diversity led to the evolution of two views: the language deficit hypothesis and the language difference hypothesis (Emmit et al. 2012).
- Language deficit hypothesis holds a view that some kinds of language can be more logical, and thus better for further
education. Bernstein (2010) explains that the difference in language in terms of ‘restricted’ and ‘elaborated’ code and how
different social structures develop different linguistic codes. He explains how in restricted code; is generally implicit, where
as explicit in an elaborated code. Bernstein (2010) goes on to state that working class people have minimal use for elaborate
codes where as middle class individuals use the two codes. An elaborated code is necessary for abstract thinking and ideal
for school learning, therefore students from middle class backgrounds have a distinct advantage in the school system, and
other students are often labeled linguistically deficient.
- Language difference hypothesis suggests that deficiencies do not exist within the child or their families, rather are found in
the educational environment. A common example is schools not understanding Aboriginal English or other languages and
as a result these students are seen as deficient in their abilities to learn and communicate. Parents need to be aware that
not all teachers will be knowledgable of all cultures and languages, however they strive to understand these differences
and provide the appropriate teaching strategies for each child.
Towards the end of the twentieth century, extensive research about language variation and diversity led to the evolution of two views: the language deficit hypothesis and the language difference hypothesis (Emmit et al. 2012).
- Language deficit hypothesis holds a view that some kinds of language can be more logical, and thus better for further
education. Bernstein (2010) explains that the difference in language in terms of ‘restricted’ and ‘elaborated’ code and how
different social structures develop different linguistic codes. He explains how in restricted code; is generally implicit, where
as explicit in an elaborated code. Bernstein (2010) goes on to state that working class people have minimal use for elaborate
codes where as middle class individuals use the two codes. An elaborated code is necessary for abstract thinking and ideal
for school learning, therefore students from middle class backgrounds have a distinct advantage in the school system, and
other students are often labeled linguistically deficient.
- Language difference hypothesis suggests that deficiencies do not exist within the child or their families, rather are found in
the educational environment. A common example is schools not understanding Aboriginal English or other languages and
as a result these students are seen as deficient in their abilities to learn and communicate. Parents need to be aware that
not all teachers will be knowledgable of all cultures and languages, however they strive to understand these differences
and provide the appropriate teaching strategies for each child.
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