Language 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! 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Language learning component of the program of studies for elementary schools

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