The NSW English k - 6 Syllabus Essay Example | Topics and Well Written Essays - 1500 words

The NSW English k - 6 Syllabus - Essay Example It is believed that language goes beyond tangible meanings and explores the meanings of less tangible. In the education context, language is vital for comprehensive and utilization of knowledge. Stone, et al (2004) also noted that language is used to solve problems as a tool through its application in both written and spoken words. In fact, language is used as a learning tool which aids understanding. In light with these deliberations, language is viewed as a vehicle for educational development, which is categorized among the most crucial components for the acquisition of knowledge (Raban, Brooks, and Wolfendale 1995). Development is a necessity in learning, and which is facilitated by language through interaction and socialization. The verbalization of both personal and vicarious experience makes individuals evaluate and structure representations of reality. The role of language in learning Characteristically, children go to school with some degree of commonsense understanding of th eir environment. Once in school, children start engaging with books and other children both of their age and older children and even adults. This forms a distinction between utterances and meanings of things said at home and ones made at school. Studies have enumerated the importance of language in education, with many citing that when children learns a language, they not only engage in one kind of learning, but also ensures that, through learning language, they learn how to mean (Raban, Brooks, and Wolfendale 1995). It is also apparent that the language enables students to focus on the object of learning and distinguish it crucial features. Language is critical in structuring student’s awareness in order to become intellectually aware of learning. Language also makes meaning. The ability of teachers and students to negotiate to bring out meaning is well articulated through language (National Languages & Literacy Institute of Australia 1993). Language widens a, shared common ground between teachers and students. It is believed that there are specific conditions required for the learning of a specific object of learning. The manner in which these objects of learning are tackled, and the extent to which required conditions are expressed through language during a lesson or crucial in the learning of students (Raban, Brooks, and Wolfendale 1995). It is also worth noting that apart from general conditions such as light, space, some levels of learning activities necessary for learning, the element of language is of much help. Some students may be in a position to learn certain things through symbolic meaning while others may learn through affective guidance and explanation. The place of interaction in learning and the supporting role of the adult Interaction between the child and adult during early learning is of primary importance. Adults act as guidance in almost all activities undertaken by the children (Stone, et al 2004). Adults are supposed to encourage children to act decisively in their undertakings. In this regard, teachers may find it necessary to take advantage of play situations to teach children different concepts. Physical involvement of adults during play attracts children attention as they complement roles adults in the play. Sometimes children may create and assign adults roles, and this is the best opportunity for adults to interact with the children. Some social and emotional aspects of children may not be reflected during normal conversation or in classroom (Stone,