Table Of ContentLanguage Learning Component
of the Program of Studies
for Elementary Schools
February 1991
A DRAFT FOR REVIEW AND RESPONSE
LB
1576
A332
1991
ECS-gr .6
CURRICULUM BRANCH
CURRGDHT
'
/dlbcrTa
Feb 1 91
U EDUCATION
Ex
LIBRIS
UNIVERSITATIS
ALBERT7ENSIS
LANGUAGE
LEARNING
RATIONALE AND PHILOSOPHY
A.
Language is an integral part oflearning, both in teaching decisions ensure that these
and out of school. As students use language to expectations are attained. Teachers organize
recall, describe and interpret their learning instruction and shape the learning environment,
experiences, they develop additional language which directly influences the course of students'
skills and discover new uses for the skills they language learning.
already have. In the process, they learn about
how language works in their learning and in The language learning component of the
their lives. These complex relationships are at program of studies is built around a set of
the core ofstudents' language learning. fundamental principles. These principles relate
to the multiple dimensions ofstudents' growth as
In addition to the role it plays in students' language learners and to the conditions that
learning and personal development, language is support this growth. Teaching decisions are
integral to our cultural identity. Embedded in guided by these fundamental principles as well
the social uses of language is a heritage of as an understanding of the general and specific
meaning which provides the basis for shared learner expectations setout in this document.
understandings and values. Because of their
cultural background, the abilities of some Learning and language growth are closely
students to use language to learn may be interwoven.
complicated by a need to also understand the
• Students begin school with a functional
cultural meanings inherent inlanguage.
knowledge oflanguage.
Language learning takes place within and across • The learner'sexperience and motivation play
content areas, as students use language to think importantroles in language learning.
and learn. This component of the elementary
• Learning experiences and situations that
program of studies sets out expectations for the
challenge the learner are essential to
language learning of students as they proceed
language development.
through school. As a result of their educational
experiences, students develop increasing • Language learning is a lifelong enterprise
expertise and sophistication in the knowledge, and, in school, it is initiated, applied,
skills and attitudes essential to language reinforced and extended in all subjectareas.
learning. Thus, the language learning
• In language learning, the processes of
expectations focus directly on what students are
listening, speaking, reading and writing are
able and willingto do withlanguage itself.
interrelated and mutually supportive.
Throughout elementary school, students are • In their response to literature, learners
expected to use language to learn. Informed develop and extend their ability to think
imaginatively.
Language Learning A.l
(Revised 1990)
2
Meaning is central to language learning. Language is learned in supportive
environments.
• Students' motivation for language learning
comes from their need to make sense of the • Learning environments characterized by
world and to express their understanding of mutual trust and respect encourage learners
it. to explore and experiment with new
dimensions oflanguage use.
• Language skills and strategies develop when
learners attempt to communicate meaning • Independent language learning is facilitated
and tryto understandthe meaningofothers. when learners are encouraged to write and
talk about their ideas and opinions.
• The ability to monitor and correct
misunderstanding is essential to • Students acquire language skills and
independentlanguage learning. strategies more readily when they are
encouraged to assume responsibility for their
• Through literature, students learn about own learning.
themselves and their lives and develop
empathetic understanding of other people's Language learning is enhanced through
lives and cultures. interaction.
Language learning builds on what learners • Talking and writing provide opportunities
already know about and can do with for learners to test and affirm their
language. understanding and to gain insight into the
thinkingofothers.
• Language develops as learners use it to
connectexperiencesand ideas. • Feedback through talk enriches reading and
writingabilities.
• Language learning is reinforced and
extendedthrough practical application. • As learners become sensitive to language
purposes and audiences, they recognize the
• Learners develop language competence at need for clarity and precision in the language
individual rates, which are influenced by the they use to communicate.
guidance and direction provided by teachers
and significant others. • Through literature, learners vicariously
experience the breadth and depth of human
Language is learned from demonstrations of experience and thought.
language in use.
In and of itself, language can be a source of
• In the early years, literacy development is satisfaction and delight.
enhanced through listening to, reading and
talking about stories. • In addition to the meanings it conveys,
language, with its constituent sounds,
• Experience with a wide range of fiction and rhythms and cadences, has the power to
non-fiction demonstrates to students the enrich lives and cultures.
power of language to transmit thought,
emotionandexperience. • Language learning is enriched by exposure
to a range of accents, dialects and forms of
• Practical understanding of the conventions expression.
of language develops through implicit and
explicitdemonstrations.
Language LearningA.
RARY
(Revised 1990) i
RTA
GENERAL LEARNER EXPECTATION
B.
The general expectationfor students' language learning is that:
Students will demonstrate increasingconfidence and competence in their
abilities to use languageto explore, construct and communicate meaning.
This general learner expectation provides the • Students are expected to develop increasing
focus for students' language learning in the competence in their abilityto use language.
elementary years. It encompasses the following
critical dimensions of students' language As students progress through elementary
learning. school, they must grow in their abilities to
use language skilfully, purposefully and
• Language learning is demonstrated by fluently. Not only do students need to
students using language. expand their repertoires of language skills
and strategies, they must be able to apply
In the elementary years, language learning these skills and strategies in a variety of
centres on students' ability to use language, settings and situations. The specific learner
not on learning about language. By using expectations demonstrate the continuum of
language to get things done, students grow growth in students' language competence.
in their knowledge and appreciation of how The specific expectations also illustrate the
language works in their learning and their important notion that once students have
lives. The specific learner expectations attained independence in a particular skill,
indicate the forms and range of language they need to retain and strengthen these
uses that students are expected to abilities throughout their elementary school
demonstrate. experiences.
• Students are expected to develop increasing • Students are expected to develop language
confidence in their ability to use language. abilities that will help them explore new
ideas and experiences.
Students need to develop and retain those
attitudes and dispositions essential to In school, combining the personal and
language learning. This means that at all exploratory functions of language is
stages of learning, students must be willing essential to learning. This facet of the
to try new vocabulary and language general learner expectation reflects the key
structures as they come to grips with new role that curiosity and inquiry play in
ideas and experiences. Confidence and learning. It embraces the idea that students
competence are essential aspects ofstudents' need to use language to predict, project,
ability to use language independently. speculate, hypothesize, imagine and
question. It also includes their need to
understand how ideas and information can
be formed through language, so that they
may better construct meaning in their
reading, writing and talking.
Language Learning B.1
(Revised 1990)
• Students are expected to develop the • Students' language learning focuses on
knowledge, skills and attitudes needed to meaning.
construct meaning in their reading, writing
andtalking. As they attempt to make sense of their
learning experiences, students use language
As they learn, students use language to to explore, construct and communicate ideas
think. This dimensionofthe general learner and information. The learning process,
expectation stresses the integration of through its focus on meaning, enlarges the
language and thinking. Students use possibilities for the natural integration ofall
language to make connections between what modes and strands of language. These
they know and what they are trying to learn, connections are essential to effective and
to analyze and synthesize information and efficientlanguage learning.
ideas, to monitor their evolving
understanding, to evaluate their learning
andtoreflect onitssignificance.
• Students are expected to develop the
knowledge, skills and attitudes needed for
effective communication.
Students need to develop control over all
aspects of written and oral communication.
This aspect of the general learner
expectation stresses that students need to
coherently organize and precisely express
their ideas. Effective communication also
requires an awareness of audience and
purpose in language use, and, consequently,
an understanding of how language
conventions facilitate communication.
Language LearningB.2
(Revised 1990)
SPECIFIC LEARNER EXPECTATIONS
C.
The specific learner expectations detail the Because students differ from each other in their
knowledge, skills, strategies, attitudes and pace of learning or development along the
dispositions that make up students' language continuum, the level or "grade" is considered
learningin the elementary years. Because ofthe independent of age or the amount of time spent
nature of language learning, these expectations in school Thus, grade is used in this
vary in their degree ofspecificity; however, each document to describe the status of a
one is stated in such a way that teachers should student's language learning not the
be able to use a wide variety of learning student's year in school. The continuum
activities and instructional and assessment format is intended to assist teachers as they
techniques, depending on their teaching style identify the status of their students' language
andthe particularneeds oftheirstudents. learning and, subsequently, make decisions
about what comes next in their students'
ORGANIZATION OF THE SPECIFIC language development.
LEARNER EXPECTATIONS
READING THE SPECIFIC LEARNER
The role of language in exploring, constructing EXPECTATIONS
and communicating meaning (reflected in the
Connecting the Specific Learner
general learner expectation) provides a
framework for the specific learner expectations. Expectations to the General Learner
Because these functions are interrelated, Expectation
teachers are encouraged to viewthem aspartofa
The specific learner expectations are organized
continuous, connected process. Thus, even
though instruction may focus on a particular into three sections:
language skill or concept in any learning
EXPLORING
sequence, all ofthese functions may be operating ^§>
in the students' learning. For the purposes ofthe (£ CONSTRUCTING
program this relationship is shown by the
following model. ^§> COMMUNICATING
Each of these sections is further divided into a
series of concepts. These concepts are intended
to serve as bridges for teachers as they connect
the specific learner expectations to the general
learnerexpectation.
Attitudes and Dispositions
Specific learner expectations related to the
development of attitudes or dispositions are
highlighted by shading and are introduced by
the statement"Students are willingto .".
. .
Knowledge, Skills and Strategies
THE CONTINUUM OF LANGUAGE
LEARNING Specific learner expectations related to the
development of knowledge, skills or strategies
are not shaded and are introduced by the
The specific learner expectations are set out as a statement"Students are able to .".
continuum in order to reflect the developmental . .
nature of language learning. The continuum is
divided into zones or grades, each of which
identifies a level of language learning beyond
the previous one.
LanguageLearning C.l
(Revised 1990)
LanguageLearning C.2
(Revised 1990)
F
2
o
cl
>
w o
H
o r
5
H
3
© HH
5!
O
X
"0
H
O
5" cc
s
O1
QD
W
o
h|I
o
1
P^
>
w a > > A CO
eg 19 •5
to CO <8 ^) ro
-"O" ro
PJ
T5©O<O-"i -CrOpoeC[rnO0e*- v»p5*a*"^gPp«^p£5©V: Cpcc©pC-ODf ©©oP To©CO2©o3O.§Po"oS©p<n~I: Dpw*-^pp1§sp© c<CP-rCr3<Oee*O np©roe OwXhr!3 •orp3rHaoo
<J » HQ © 5S'- 1 - t-H oro
P©" 53"©2 is 5S pST
pP- TpO © j-• <© P U/J^ 3<o*
ooo- ©< *©p c^e pD© 3 ©P^ 3c_ p3P".1r—e I CO
p if pp ap ©o 1ro rC"ei pr1e
cPP©r*o- —£©to• 3o©r*c- »re <I*' . <©pCPr«<tn6-.:: T«5?O.'rtCpgo"
P •^cwp<a+:•§£o5•©n—* •5p.<p©R « : , aPP. : *g?
©
re * g © © PP CPG'
P o•n C P
© 3 ©P P £
2.
© CO*
P Cft TO P
CD f<f. CO
3* © CO
P
TO
o >^
H ©"'
P
to c ' p©*
p
c p-:
3 p<
©
n
© © ©
p
2© cM PCfl pp t")* © © Cc-
3Sr 2© P© : pI^"SE. $=rt5c* o pp-
tf
' psx oC"*. sftj?S*T -©'© ©i'
3 P ..o££•0
TO oan. s *oc* C? ©
o s ':-©. *t ©
© f© .ST ® Pft Pp..
Po 3- 5, P c-
O
©ft © to 3
.. rr0-s2*- Xc©*- ;p\-c-t--; .© .,5fcrr,.
O P ©
<-i D~ 3. 5 p :
©pE" O . <t P p-
© ST ©
on ©P :
p©- ©rPt*- S- P ©
<< *•« ©
r©aj ©K ••' 5P5". FCA i OCq
opac2aS>.-"TPP2o3rEf*.*L : :: >t5•Sn©<-f*•ta oP©«PCnu cS3„ OD350oq}T
TOO p P- R. P
. •—.C-Q
to O
