LANGUAGE ACROSS THE CURRICULUM
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The document outlines the meaning and definition of language, its functions, and the differences between home language and school language, emphasizing the development of oral and written communication skills. It discusses the relationship between language, culture, and education, highlighting the importance of motivation and comprehension in reading, as well as vocabulary development. Additionally, it explains first and second language acquisition, their impact, and the mastery needed for effective language learning within educational contexts.
LANGUAGE ACROSS THE CURRICULUM
- 2. TCP 2020 A NATIONAL LEVEL INTERCOLLEGIATE PPT 2TCP PRESENTO-2020
- 3. Content • 1.Meaning & Definition of Language. • 2.Language System • 3.Language Function. • 4.Home Language & School Language. • 5.Steps to develop oral & written skills of language • 6.Reading skills • 7.Language and Culture • 8.Variety of texts • 9. Language & culture • 10. FL & S L definition, differences and relations. • 11.Aspects of schooling & Mastry in FL 3TCP PRESENTO-2020
- 4. Meaning & Definition of Language. • Language means is the discovery of the self and the world. • Language is a series of words and sounds for communicating with other people and living being to share our ideas and thoughts. 4TCP PRESENTO-2020
- 5. Language system Only people can able to communicate, interact, share their feelings and emotions using languages such as biligalism,multilingallism. 5TCP PRESENTO-2020
- 6. Language functions • to share thoughts • to solve problem • to play & draw • to display of groups solidarity • to specialized modes such as represented speech 6TCP PRESENTO-2020
- 7. Home Language & School Language • Home language or informal language is NOT taught or learnt for grammar BUT for only casual communication. • Ex. Children learn to communicate with parents at home using mother tongue • School language or formal language is taught or learnt for grammar and encouraged to communicate in and out side of the classroom. • Ex. Children learn to communicate with people using English language 7TCP PRESENTO-2020
- 8. Steps to develop oral & written skills of language • Competence to understand what she hears. • Ability to read with comprehension. • Effortless expression. • Creativity • Coherent writing. • Control over different registers. • Scientific study of languages. • Sensitivity 8 Objective of Language: In terms of Listening, Speaking, Reading, Writing (LSRW) skills LANGUAGE is developed as communicative skills, accent neutralization, and voice training. TCP PRESENTO-2020
- 9. Reading skills • Oral skills are: • Perceptive skills: means of perceiving, recalling and articulating in the correct order the sounds and structure of a language. • Interaction skills: means to transfer his knowledge from a language – learning situation to a language using situation. • Reading skills: A strand of literacy is reading. It is complex and multi dimensional. 9TCP PRESENTO-2020
- 10. FIVE variety of text 10 2 1 34 5 Phonological awarness Vocabulary Comprehension Attitude Reading Fluency TCP PRESENTO-2020
- 11. Language & culture • Language: across the curriculum, a modern approach that is Language learning should be occurred through out the school hours in language classrooms as well as other subject classrooms. • Culture: the primary position of human development is language invention in the life of mankind, used to describe as HUMANS 11TCP PRESENTO-2020
- 12. About attitude & motivation Attitude: Refers to child’s eagerness & willingness to read. Motivation : Motivation is self-generated process happens within the child which is not done to the child. • Working with unmotivated students: – 1.show genuine interest in the child. – 2.encourage to write in their achievement. – 3.create a supportive interpersonal relationship with the student. – 4. create learning situation with interest meets great success. – 5.provide a situation to take risk without a fear of success. – 6.Value & praise children • Ways to motivate reading: 1.Reading time, 2. Sharing books among peers, 3. Read to students, 4.Read with a friend, 5.Book discussion groups etc… 12TCP PRESENTO-2020
- 13. About reading • Reading Fluency: An ability to read aloud with expression to demonstrate an understanding of the author’s message. • Three key components of reading fluency: 1.Accurate word recognition 2.Automaticity 3.Appropriate rhythm &intonation of speech 13TCP PRESENTO-2020
- 14. Types of reading • Choral Reading : Children read a portion of text together chorally in a class. • Tapped Reading :Teacher tapes the children reading and listen back to their voicefor self assessing over reading. • Echo Reading : Teacher models fluent reading and the children repeat the reading back to the teacher for perfection. • Buddy Reading :An older children are paried to young ones for friendly comfortable reading. 14TCP PRESENTO-2020
- 15. About Comprehension • Comprehension: defined as the mental processes that good readers use to understand text. It is like reconstructing the meaning Reading strategies are: Predicting , connecting, comparing, inferring,creating images, self-questioning, skimming, scanning, determining importance, summarising & paraphrasing. 15TCP PRESENTO-2020
- 16. About vocabulary • Vocabulary: It is the development in the enrichment and extensions of the pupil. Hear & read are receptive vocabulary. Speak & write are expressive vocabulary 16TCP PRESENTO-2020
- 17. Types of vocabulary • ListeningVocabulary: words we need to know to understand what we hear. • SpeakingVocabulary: words we use when we speak. • ReadingVocabulary: words we need to understand what we read. • WritingVocabulary: words we use in writing Strong correlation in vocabulary & reading: ## RichVocabulary: Practicing to read develops vocabulary knowledge expands accordingly. ##PoorVocabulary: Struggling to read limits vocabulary knowledge and its growth. 17TCP PRESENTO-2020
- 18. About Phonological • Phonological awarness: An ability to recognize, combine & manipulate the differnent sounds of spoken words. Phonics: A combination of letters in written language & sounds in spoken language use the corressponding way to read and spell. Levels are: 1.syllabic awareness 2.onset and rime 3. phoneic awarness 18TCP PRESENTO-2020
- 19. First Language acquisition • Mother tongue or home language • Activities which is not specially designed and also it is not more planned and organised. • Acquisition rich environment: Besides formal language learning in the classroom learner has access to the target usung the mother tongue. 19TCP PRESENTO-2020
- 20. Second Language acquisition 20 • New language introduction from school or neighborhood language • Activities which is specially designed and also it is more planned organized, associated with schooling or formal education. • Acquisition poor environment: Besides informal language learning the access of new language is difficult TCP PRESENTO-2020
- 21. • First Aspects of schooling: • Specially designated people functions as TEACHERS & children got to specially set up places called as CLASSROOMS where teaching & learning is experienced to take place. • Second Aspects of schooling: • Specific types of knowledge and skills are covered in the programme of instruction followed here. • Third Aspects of schooling: • An older children teaches the younger one may be to draw or to ride a cycle which is highly informal but very purposeful and effortful setting for learning. 21TCP PRESENTO-2020
- 22. First Language & Second Language differences • FL (i.e) L1 is Home Language or Mother tongue or Informal Language, which is natural process. • Children first language develops through communication which attain as native proficiency. • SL (i.e) L2 is not as MotherTongue or Formal Language, which is due to class activity process. • Children second language through instruction which attain through as universal grammar. 22TCP PRESENTO-2020
- 23. Impact of first language and second language • Due to behaviourism and psychologist there occur a change in simplified learning process and underestimated the role of creativity of human ideas. • Some of the impacts are: • 1.age • 2.sex • 3.intelligence • 4.intelligent test • 5.aptitude • 6.resesrch on aptitude • 7.cognitive styles • 8.types of cognitive styles • 9. reflective impulsivity • 10.personality • 11.attitude 23TCP PRESENTO-2020
- 24. Relationship between language mastery & subject mastery. • Learners make errors which is a part of learning. • Learners us contexts clues, prior knowledge and interaction to comprehend language. • Learners proficiency can vary across situations. • Learners overgeneralize vocabulary or rules. • Learners need comprehensible input and opportunities to learn language to increase the proficiency. 24TCP PRESENTO-2020
- 25. Mastry in FL • NCF (National Curriculum Framework) defines the objectives of FL teaching … 1.Competence to understand what they hear. 2.Ability to read with comprehension. 3.Effortless expression. 4.Coherent writing. 5.Creativity. 6.Sensitivity. MotherTongue:As a medium of instruction can eliminate the linguistic and cultural gaps caused by the difference between school language & home language especially at primary level. Education in MT gives rich interaction in learning. 25TCP PRESENTO-2020
- 26. Referenced books & links Books referred Language across the Curriculum by M.Kalaivani, S.Kirthika Links choosed 1.www.edutap.com 2.slideshare.com 3.Pininterest link 26TCP PRESENTO-2020