The Language Strand of the National Curriculum English

By Williams, Leanne; Lawson, Sarah | Practically Primary, February 2012 | Go to article overview

The Language Strand of the National Curriculum English


Williams, Leanne, Lawson, Sarah, Practically Primary


LANGUAGE

I have been a believer in the magic of language since, at a very early age, I discovered that some words got me into trouble and others got me out.

--Katherine Dunn, author and poet

In the Language strand of the Australian Curriculum English, students develop their knowledge of the English language and how it works. Through the following sub-strands, children develop their understanding and skills of:

* Language variation and change

* Language for interaction

* Text structure and organisation

* Expressing and developing ideas

* Sound and letter knowledge

The curriculum in the Foundation Years uses the range of experiences and knowledge that children bring to school as a rich base for further learning. It aims to extend these abilities and to provide the foundation needed for continued learning.

In the early childhood years the focus of language development moves from non verbal to verbal communication. Outcome 5 in Belonging, Being and Becoming--The Early Years Learning Framework for Australia states that:

   Children are effective communicators with the first
   indicator being that children interact verbally and
   non-verbally with others for a range of purposes.

ORAL LANGUAGE IN THE EARLY YEARS

Language development in young children is a vital indicator for success in later life. Oral language in conjunction with phonological processing and print awareness has a great influence on the ability to learn to read in the early years of school. In fact, reading regularly with young children is the single most important activity that a parent or carer can undertake to develop a child's ability to read and write.

The Australian Curriculum English Strand 5.2.3 states

   the development of oral language proficiency is important in its
   own right. It is also important when learning to read and write.
   The teaching of listening and speaking is essential in the early
   years, and continues to be important throughout the years of
   schooling.

In Belonging, Being and Becoming--The Early Years Learning Framework for Australia, it highlights the importance of children using their home languages as well as Standard Australian English. In early childhood settings and the early years of primary school the ability for young children to experiment with oral language is most evident in play situations.

Playing with rhymes and rhythms from an early age enables children to build auditory competencies needed to master language. Nursery rhymes help introduce phonological awareness in a fun and interactive way. Mem Fox in Reading Magic (2005) cites research that claims that 'Experts in literacy and child development have discovered that if children know eight nursery rhymes by heart by the time they're four years old they're usually among the best readers by the time they are eight.'

ENGAGING WITH LANGUAGE

Books, rhymes and conversations provide the perfect vehicle for children to explore language. The Little Big Book Club's programs support families and educators to make the most out of sharing a book. Talking, singing and playing are all important ways that children learn. Sharing a book with a child presents many teachable moments.

Janet Mclean, author of Let's Go Baby-o! states in the introduction of this delightful children's book 'From the beginning, babies enter into a world of people, animals, things, places and events. As they grow, they watch and listen to what is happening around them. And they respond--they squeal and shout, and learn to talk; they jiggle, bounce and clap; they smile and laugh and cry. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

The Language Strand of the National Curriculum English
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.