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Introduction To Language Arts

The document discusses several key topics in language arts: 1) It defines language arts as subjects like reading, spelling, literature, and composition that develop students' comprehension and use of written and oral language. 2) It explores the role of language arts in developing intrapersonal communication, interpersonal communication, linguistic skills, aesthetics, and moral values in young ESL students. 3) It notes that language arts provides opportunities to discuss values and cultural beliefs through reading and writing activities, allowing students to explore ideas safely.

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588 views4 pages

Introduction To Language Arts

The document discusses several key topics in language arts: 1) It defines language arts as subjects like reading, spelling, literature, and composition that develop students' comprehension and use of written and oral language. 2) It explores the role of language arts in developing intrapersonal communication, interpersonal communication, linguistic skills, aesthetics, and moral values in young ESL students. 3) It notes that language arts provides opportunities to discuss values and cultural beliefs through reading and writing activities, allowing students to explore ideas safely.

Uploaded by

blankgenevieve
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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1.

Introduction to Language Arts

 Definition of Language Arts


i. the subjects (such as reading, spelling, literature, and
composition) that aim at developing the student's
comprehension and capacity for use of written and oral
language

 Role and purpose of language arts in the primary ESL classroom


i. Intra and inter personal development

 Intrapersonal communication is the communication that occurs


within an individual.
 An individual uses this type of communication for various
purposes such as analyzing situations, clarifying concepts, and
reflecting upon phenomena.
 There are three elements that govern intrapersonal
communication, namely self-concept, perception and
expectation.
 An individual employs certain methods to communicate within
themselves and these are internal discourse where thinking,
concentration and analyzing occur, solo vocal communication
which involves speaking out aloud to oneself, and solo written
communication that encompasses writing not intended for
others

 Interpersonal communication on the other hand is the type of


communication that takes place between people.
 People communicate with each other for a number of reasons
such as to explain, to teach, to inquire, and to inform.
 The channel of interpersonal communication consists of four
basic elements; sender, message, medium and receiver.
 There are verbal and non-verbal forms of communication that
are used to conduct interpersonal communication and
these include letters, signs, notes, text messages, e-mails,
memos as well as face-to-face conversations
ii. Linguistic development
 Language development or Linguistics Development is a
process starting early in human life. Infants start without
language, yet by 10 months, babies can distinguish speech
sounds and engage in babbling.

ROLES
 Helps in triggering ideas for the learner to learn Language
Arts interestingly. (EXAMPLE: MUSICAL CHAIR)
 Helps in the teacher plans and supports activities that allow
children to do those things one naturally does with
literature/language art (Routman, 1991)
 Helps in the Phonic development of the Children

PURPOSES
 Tutors. They can individualize instruction, provide learning
material at a controlled pace, and record student progress.
 Tools. They aid in reading, allow students to produce and
format texts easily, facilitate revision of texts, and check for
spelling errors. They store in a compact and easily accessible
form all sorts of information that learners need, from style
sheets to encyclopedic data.
 Ways to explore language. They make the regularities, the
beauties, and the difficulties of language something that
students can examine and interact with in new ways.
 Media. They make possible new modes of communication and
"hypertexts," or "hypermedia," which allow the intermixing of
tables, charts, graphs, pictures, sounds, video, and text.
 Environments for communication. They are a new social
realm that permits new forms of meaningful communication
and reconfigures the relationships among students and
teachers

iii. Aesthetics development


 Aesthetic development in children is the emergence of the
ability to appreciate and critically evaluate art. Art pertains
to any form of artistic expression. Aesthetic appreciation is
usually a reflection of the senses rather than of artistic
ability
 As children develop a sense of aesthetics, they begin to
recognize the importance of:
 Patterns
 Arrangement
 Proportion
 Use of light and colour and even theme as they pertain to art
as a form of communication.
 Children who have parents with a highly developed sense of
aesthetics are likely to develop a sense of aesthetics at an
early age. This is primarily due to exposure and the importance
placed upon the arts within the home.
 With aesthetic development comes the ability to interpret an
environment.
 They begin to associate ugly places with things that are bad
and beautiful ones with things that are good.
 They also apply aesthetics to the people found in "ugly" or
"beautiful" places. Conversely, ugly places attract ugly people
and beautiful places attract beautiful people.
 They can also apply those terms to themselves based on their
own surroundings. Depending on whether the environment is
an ugly or beautiful one, this can have a healthy or an
unhealthy effect on self-esteem

iv. Moral values


 Jamie has been teaching fourth grade for three years, and she
has started to notice that when she teaches reading and
writing, big issues often come up.
 She sometimes shies away from hard discussions, thinking
that this is really the purview of families and not school.
 However, after discussing it with a colleague, Jamie comes to
understand that literacy instruction or the teaching of reading
and writing, is the perfect place to have discussions
about values, or what people care about, believe in and find
important.
 Values are often impacted strongly by a student's cultural
background and belief system, but by discussing them in
relation to books and other texts, Jamie finds that students feel
safe exploring big questions, determining and questioning their
points of view, and coming to terms with how to articulate their
own beliefs.

2. Selection and Adaptation Criteria of Materials/Activities and Techniques for


Young Learners

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