LANGUAGE
ACROSS
THE CURRICULUM-BEd Notes
Unit 2 – Understanding language across the curriculum
Prepared by
Sabarish P
Contents
Need for supporting resources at the affective and cognitive levels for teacher and learner.
- Use of additional language materials
Need for supporting resources at the affective and cognitive levels for teacher and learner
The learner interacts with the material to be learned by manipulating it mentally (as in making mental images or relating new information to previously acquired concepts or skills) or physically (as in grouping items to be learned in meaningful categories or taking notes on or making summaries of important information to be remembered). The learner either interacts with another person in order to assist learning, as in cooperation or asking questions for clarification, or uses some kind of affective control to assist learning.
Use of additional language materials
A print-rich environment
A variety of pre-literacy activities can be undertaken in a print-rich environment; the classroom must display signs, charts, and notices that organise its work, even as a middle-class home does (thus giving its child an edge over the first-generation learner), for recognition “iconically”, as semiotic signs. Movies that would be interesting to children, extracts from newspapers which contain social issues and interactive CDs could be used for language learning.
This will be of help in deciding the mode of study of each learner and once the mode of study is identified, learning becomes enjoyable.
Primary level - simple discourses such as conversation, rhymes and story need to be focused.
At the Upper Primary level, comparatively higher discourses like story, poem, conversation, proverb, notice, letter, poster, report and diary could be included.
At secondary discourse forms like one act play, autobiography, travelogue, screenplay and biography could be attempted, apart from the ones envisioned in the upper primary level. At the secondary level the learner has to be given opportunities to realise the possibilities of these discourses in the visual and print media. At this stage higher order discourses like novel, essay, screenplay, script and seminar could be included along with the discourses that are included.
Prepared by
Sabarish P
(MSc Physics, MEd, NET)Contact: pklsabarish@gmail.com
