EDF1151 Assignment 1: Reflecting on my language and literacy

learning
PART 1:
Envisage a life without language or literacy. Imagine not being able to express your feelings,
or assist others with theirs. Imagine lacking the ability to chat for pleasure or gossip with
companions. Imagine being refrained from being taught anything; imagine no gestures; no
questions and no answers. Can we even begin to visualise this kind of foreign world of which
we have never been nor ever will be exposed to? Personally, I cant. Language is everywhere,
all the time. Language is the graffiti you walked past on your way to work and is the song
youre listening to right now on the radio. It is the STOP sign at the end of your street and the
arm you extended to shake your bosses hand. In this essay, I will be concentrating on
depicting a detailed view on what language really is and the many reasons why and how we
use it. Furthermore, I will be relating several historical and theoretical views associated with
language all whilst linking back to my own experiences of language and literature.
Language holds sheer significance in our lives and serves for many purposes in todays
dynamic society. Michael Halliday developed seven language functions to illustrate how
children use language from a young age. These include: instrumental, regulatory,
interactional, personal, heuristic, imaginative and informative functions (Campbell, & Green,
2003), some of which will be discussed in later paragraphs. Most commonly, however,
language is linked to the production, comprehension and sharing of knowledge and
information. Within language, there is great emphasis on verbal speech, reading and writing.
Language is not always associated through articulation, however. Non-verbal cues; such as
gestures or sign language are examples of other ways language can be communicated
(Emmitt, Zbatacki, Komesaroff, & Pollock, 2015). In 2011 I had the privilege of travelling to
France as part of a French exchange program. My host family spoke little English and a very
obvious language barrier was formed. I often felt out of place because of my limits in
conversation (due to my inability to communicate fluently). In saying this, however, I was
quick to establish ways around the language barrier. Non-verbal cues became the prominent
means of communication and, for a short while, my life resembled a game of charades! That
is the beauty of non-verbal communication it is a universal language that can be accessed
and performed by anyone at any time. This was the first time in my life that I truly
appreciated the importance of language.
In 2001, I began school as an eager preppie, ready to learn. My teacher, Mrs Haites, adopted a
regulatory role, instructing every move we made because at such a young age, we needed to
be guided and filled with knowledge (Varnado, 2011). I remember having special handwriting
books, which, through wrote learning, focused on copying letters and numbers within the
lines, repeatedly to essentially improve our handwriting skills. This is a clear example of a
didactic approach to learning where there is little opportunity for advanced or imaginative
thinking and wrote rote learning is the key element to success (Kalantzis, & Cope, 2008).
Each week, after we had completed the tasks within our handwriting books, our teacher
would reward us with a sticker. This is an example of behaviourism, a theory developed by
B.F Skinner that involved observing changes in the students behaviours to allow teachers to
measure their learning (Bush, 2006). This theory supports the idea that children react to
stimuli within their environment (in this case, the handwriting book) and formulate
appropriate responses to react to such stimuli (the completion of the work) (Cox, 2011).
Skinner also supports the notion of positive or negative reinforcement, as evident through the

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EDF1151 Assignment 1: Reflecting on my language and literacy

learning
stickers. The behaviorist theory proved effective for a short time only as it did not cover
cognitive thoughts, however, only observable actions (Bush, 2006).
At the opposing end of my schooling career, secondary school, there were some differences in
the way language was used and taught. For instance, my Year 12 French class was a small
class, comprising of 13 students. This provided greater opportunity for interaction and
classroom discussion and replicated an authentic environment, steering away from the
didactic one size fits all dimension and more toward child-centered learning based on the
concept of neuro-diversity (Watagodakumbura, 2013). My teacher implemented regulatory
do as I tell you functions of language, particularly around examination periods and tests,
however, due to the small class size and the relaxed structure of every lesson, he tended to use
interactional, personal and heuristic functions of language to encourage us to involve
ourselves in classroom activities. The small class size resulted in more interactions which
leads me to my next point Lev Vygotskys interactionism approach to learning. This theory
follows the belief that it is nurture that shapes a childs knowledge of language. Vygotsky
developed the term a Zone of Proximal Development (ZPD), which ultimately focuses on the
concept that children have an ability to learn what they do not understand under the influence
of an adult or another classmate (Levykh, 2008). Personally, my language development
improved thoroughly with the active and supportive assistance of my teacher, my assistant
teacher (whom only spoke French) and my fellow peers (most of whom, were more fluent
than I was).
Language can be used in many different ways depending on the circumstance. For example,
the way I use language in front of family differs from how I portray verbal messages to
friends. This, Im sure, is common for the majority of people and relates to the growth
paradigm of English. This historical view of English proposes that English broadens a childs
development, both socially and psychologically and assists them in generating personal
understandings related to the world in which we live (Simpson, & White, 2013). For instance,
when describing a date night to my family I might phrase it like so: Our date was nice
thanks; I ordered spaghetti and afterwards he walked me home; compared to how I might
phrase it for my friends: OMG, it was so cute, I got the spaghetti because its my fave, and
then he totes walked me home. It is only through formulating an understanding for the
context in which we speak that we can appropriately choose when to use particular verbal
jargon. Hallidays language functions can be used to compare and contrast how children use
language in relation to their environment (Campbell, & Green, 2003). For example, in most
languages, (English included) we speak formally to those regarded as authoritative figures as
they speak to us in a regulatory, instrumental and informative manner, often instructing us to
do something. In comparison, our friends are more likely to speak to us in an interactional,
personal and heuristic manner, which we deem more relaxed and hence formulate a casual
response (Emmitt et al., 2015).
To conclude, language is all around us and has huge impacts on the people we become. We
are forever using language, learning language, and developing our language and literature
skills. There are several theoretical and historical views related to language that allow us to
analyse past theories in terms of their success or failure and grasp an understanding on what
language was like in the past and how it has evolved since then. Based on this, alongside
continual advancements in technology, we are even able to predict where language will lead

Emily Greenberg - 26005123

EDF1151 Assignment 1: Reflecting on my language and literacy

learning
us into the future. Ultimately, language is the most incredible phenomenon to ever exist; for it
is language that allows us to achieve anything we set our minds to.

PART 2:
Personally, as an adult who has been raised by a journalist, and ultimately, a grammar
fanatic, I am both ashamed and embarrassed in of my own grammatical ability. Grammar is
the concept of which I need to focus most of my attention on in order to become an effective
and knowledgeable practitioner. Throughout my schooling career I came across many
teachers of whom knew very little about grammar themselves, and as a result, could not
acknowledge grammatical errors in their students work. This ultimately meant that the
students did not realise they were making these errors, which lead to the mistakes being made
repeatedly, formulating bad habits that eventually would be very difficult to break. For
example, I have always had an issue with dreaded apostrophes yet this was not picked up in
my work until year 12. Luckily it was eventually noticed; otherwise I may have never known
that I was in the wrong. As a result of this experience, I am determined to improve my
grammar skills so that I can ensure I never put any of my students in a position where they are
unaware of their own grammatical imperfections.
According to Akcan (2014), the most effective way to learn, and ultimately, teach grammar is
through incorporating concepts of grammar into activities which children can relate to. These
activities could include stories or games and are linked to the overall meaning of language.
This allows students to practice grammar within context. As a student learns something new,
he or she integrates this new element into their use of language. Since grammar and language
use ultimately go hand in hand, grammar holds a significant purpose within young childrens
cognitive capacity (Cameron, 2001). This is related to Chomskys cognitivist theory where
children are perceived as creating their own rules and knowledge about language based on
individual thought processes and cognition. For example, within a learning activity game,
children have to be thinking about language and relating meaning across different contexts
(Painter, 1998).
Most grammar-based activities allow for students to carry out tasks in pairs. This is a very
interactive way of learning and can be linked back to Vygotskys concept of interactionism
(Campbell, & Green, 2003). As a pair, students can initiate language interactions such as,
formulating questions together, answering each others questions, and ultimately, learning off
one another in a social context to resolve any conceptual gaps associated with grammar
(Akcan, 2014).
Ultimately, by connecting grammar to meaning through fun and fresh learning activities,
children have the opportunity to practice using their grammar and improving on their skills
first hand. By linking these learning activities to certain contexts, students can begin to
comprehend how we use grammar in our everyday lives. Moreover, modifying learning
activities so that they are cultural based allows teachers to support the diversity within their
classroom and highlights interest in their students backgrounds. This assists in increasing
levels of student motivation, interests and overall language-use (Akcan, 2014). Encouraging
children to use grammar in different contexts from an early age will familiarise them with

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EDF1151 Assignment 1: Reflecting on my language and literacy

learning
different grammatical elements, concepts and methodology and will allow them to carry this
knowledge with them into their secondary schooling years and well into the future.

References:
Akcan, S. (2014). Connecting Grammar to Meaning for Children Learning English as a
Foreign Language. YC Young Children, 69.3, 22-27.
Bush, G. (2006). learning about learning: from theories to trends. Teacher Librarian, 34.2(1418).
Cameron, L. 2001. Teaching Languages to Young Learners. Cambridge Language Teaching
Library series. Cambridge, UK: Cambridge University Press.
Campbell, R., & Green, D. (2003). Literacies & Learners current perspectives: Pearson
Education Australia Pty Limited.
Cox, R. (2011). PRIMARY ENGLISH TEACHING: AN INTRODUCTION TO LANGUAGE,
LITERACY AND LEARNING. London, England: SAGE Publications Ltd.
Emmitt, M., Zbatacki, M., Komesaroff, L., & Pollock, J. (2015). Language and learning (6th
ed.). South Melbourne, Victoria: Oxford University Press.
Kalantzis, M., & Cope, B. (2008). New Learning: elements of a science education. New York,
United States of America: Cambridge University Press.
Levykh, M. G. (2008). Personality, emotions, and behavioural mastery in the thought of Lev
Vygotsky. Simon Fraser University.
Painter, C 1998 'Preparing for schooL Developing a semantic style for educational
knowledge'. In F Christie (ed.) Pedagogy and the shaping of consciousness. Cassell, London.
Simpson, A., & White, S. (2013). Language, Literacy & Literature. Australia: Oxford
University Press.
Varnado, J. (2011). An Analysis of Didactic and Inquiry-Based Teaching and Learning on
Student Achievement in Urban Elementary Schools. from UMI Dissertations Publishing
Watagodakumbura, C. (2013). The Need for a Deeper Perspective of Education to Make Way
for an Authentic Learning Experience. Journal of Education and Learning, 2.4, 31-39.

Rubric
High Distinction

Emily Greenberg - 26005123

Distinction

Credit

Pass

EDF1151 Assignment 1: Reflecting on my language and literacy

learning
Demonstrates
connections between the
historical ideas explored
in the readings,
workshops, discussion
forums and their own past
present and future
experiences of learning
and using language.
10 marks
Demonstrate connections
between theoretical ideas
explored in the readings,
workshops, discussion
forums and their own
past, present and future
experiences of learning
and using language.
Includes ideas relating to
the importance and
functions of language
10 marks
Reflects on current
strengths in relation to
knowledge of language
and how to use language
and what needs to be
done to work towards
becoming an effective and
knowledgeable
practitioner.
10 marks
Work is presented well
including proofreading for
spelling and grammatical
errors and consistent and
accurate referencing.
10 marks

Makes critical relevant

connections between the
historical ideas explored
in the readings,
workshops, discussion
forums and their own past
present and future
experiences of learning
and using language.

Makes very good informed

connections between the
historical ideas explored
in the readings,
workshops, discussion
forums and their own past
present and future
experiences of learning
and using language.

Makes good connections

between the historical
ideas explored in the
readings, workshops,
discussion forums and
their own past present
and future experiences of
learning and using
language.

Attempts
connecti
historica
in the re
worksho
forums a
present
experien
and usin

Makes critical relevant

connections between
many of the theoretical
ideas explored in the
readings, workshops,
discussion forums and
their own past, present
and future experiences of
learning and using
language. Includes ideas
relating to the importance
and functions of language

Makes very good informed

connections between the
theoretical ideas explored
in the readings,
workshops, discussion
forums and their own
past, present and future
experiences of learning
and using language.
Includes ideas relating to
the importance and
functions of language

Makes good connections

between the theoretical
ideas explored in the
readings, workshops,
discussion forums and
their own past, present
and future experiences of
learning and using
language. Includes ideas
relating to the importance
and functions of language

Attempts
connecti
theoretic
in the re
worksho
forums a
past, pre
experien
and usin
Includes
the impo
function

Critically reflects on
current strengths in
relation to knowledge of
language and how to use
language and what needs
to be done to work
towards becoming an
effective and
knowledgeable
practitioner.

Reflects well on current

strengths in relation to
knowledge of language
and how to use language
and what needs to be
done to work towards
becoming an effective and
knowledgeable
practitioner.

Reflects on current
strengths in relation to
knowledge of language
and how to use language
and what needs to be
done to work towards
becoming an effective and
knowledgeable
practitioner.

Makes a
reflect o
strength
knowled
and how
and wha
done to
becomin
knowled
practitio

Work has been proofread

for spelling. Shows an
excellent understanding
of grammar. Ideas are
expressed very clearly
and succinctly. Correct
use of paragraphs.
Accurate referencing and
consistent style.

Work has been proofread

for spelling. Shows a very
good understanding of
grammar. Ideas are
expressed clearly. Correct
use of paragraphs.
Accurate referencing and
consistent style.

Work has been proofread

for spelling. Shows a good
understanding of
grammar. Cohesive
writing style. Use of
paragraphs. A deliberate
attempt to acknowledge
sources and consistent
referencing style.

Work ha
for spelli
understa
gramma
writing is
Use of p
delibera
acknowl

Thank you for your assignment. You show an excellent

understanding of the importance of language and its many
functions.
Through your analysis of your own language learning you
demonstrated a solid understanding of both historical and
theoretical concepts we have covered so far this semester. You have
obviously read widely and as a result have been able to make many
important and relevant connections to the required readings as well
as those personally sourced.
There are further comments on your work.
Well done, Emily. DISTINCTION

Emily Greenberg - 26005123