Introduction Clear student learning outcomes and high learning standards in the program of studies are designed to prepare students for present and future language requirements. Changes in society and technology have affected, and will continue to affect, the ways in which people use language to think, to communicate and to learn. Students must be prepared to meet new literacy demands in Canada and the international community.
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The ability to use language effectively enhances student opportunities to experience personal satisfaction and to become responsible, contributing citizens and lifelong learners. Language Acquisition and Development Language learning is an active process that begins at birth and continues throughout life. Children learn language as they use it to communicate their thoughts, feelings and experiences; establish relationships with family members and friends; and strive to make sense and order of their world. They may come to school speaking more than one language or learn another language in school. It is important to respect and build upon a child's first language.
Experience in one language will benefit the learning of other languages. In their early years, children develop language informally. Long before they understand explicit language rules and conventions, children reproduce the language they hear, and use language to construct and to convey new meaning in unique ways. Later, language learning occurs in specific contexts for specific purposes, such as learning about a specific subject, participating in the community, and pursuing work and leisure activities. Language development is continuous and recursive throughout a student's life. Students enhance their language abilities by using what they know in new and more complex contexts and with increasing sophistication.
They reflect on and use prior knowledge to extend and enhance their language and understanding. Arabian Love Poems Nizar Qabbani Pdf Printer. By learning and incorporating new language structures into their repertoire and using them in a variety of contexts, students develop language fluency and proficiency. Positive learning experiences enable students to leave school with a desire to continue to extend their knowledge, skills and interests. Language Learning: A Shared Responsibility Responsibility for language learning is shared by students, parents, teachers and the community. Students require ongoing opportunities to use language in its many forms. Opportunities to learn language occur first at home and are extended as children move into the larger community.
Schools provide environments where students develop language knowledge, skills and strategies to achieve academic, personal and social goals. Language development is the responsibility of all teachers. For example, subject area teachers teach the specialized language and forms of each subject. English language arts teachers; however, have a special role because of their focus on language, its forms and functions. They help students develop and apply strategies for comprehending, composing and responding in a variety of situations.
Thinking and Learning through Language Thinking, learning and language are interrelated. From Kindergarten to Grade 12, students use language to make sense of and bring order to their world.
They use language to examine new experiences and knowledge in relation to their prior knowledge, experiences and beliefs. They make connections, anticipate possibilities, reflect upon ideas and determine courses of action. Language enables students to play an active role in various communities of learners within and beyond the classroom.