TLSB 3093

LANGUAGE ARTS IN THE PRIMARY ESL

CLASSROOM

EXAMINE THE ROLE AND PURPOSE OF LANGUAGE

ARTS IN THE PRIMARY ESL CLASSROOM
PRESENTED BY,
AHMAD AMINUDDIN, GABRIEL, MAXWLLELLLLLLLLLLL
JOSEPH & MOHD NUR HIFZHAN
PISMP TESL JUNE 2015 INTAKE (S2Y2)
INSTITUTE OF TEACHER EDUCATION RAJANG CAMPUS
 INTRAPERSONAL
DEVELOPMENT
• Intrapersonal communication is the communication that occurs within an individual.
• An individual uses this type of communication for various purposes such as analyzing
situations, clarifying concepts, and reflecting upon phenomena.
• There are three elements that govern intrapersonal communication, namely self-concept,
perception and expectation.
• An individual employs certain methods to communicate within themselves and these are
internal discourse where thinking, concentration and analyzing occur, solo vocal
communication which involves speaking out aloud to oneself, and solo written
communication that encompasses writing not intended for others
 INTERPERSONAL
DEVELOPMENT
• Interpersonal communication on the other hand is the type of communication that takes
place between people.
• People communicate with each other for a number of reasons such as to explain, to teach, to
inquire, and to inform.
• The channel of interpersonal communication consists of four basic elements; sender,
message, medium and receiver.
• There are verbal and non-verbal forms of communication that are used to conduct
interpersonal communication and these include letters, signs, notes, text messages, e-mails,
memos as well as face-to-face conversations
 LINGUISTIC DEVELOPMENT
Language development or Linguistics
Development is a process starting early in
human life. Infants start without language, yet
by 10 months, babies can distinguish speech
sounds and engage in babbling.
 ROLES
• Helps in triggering ideas for the learner to learn Language Arts
interestingly. (EXAMPLE: MUSICAL CHAIR)
• Helps in the teacher plans and supports activities that allow
children to do those things one naturally does with
literature/language art(Routman, 1991)
• Helps in the Phonic development of the Children
 PURPOSE

• Tutors. They can individualize instruction, provide learning material at a

controlled pace, and record student progress.
• Tools. They aid in reading, allow students to produce and format texts easily,
facilitate revision of texts, and check for spelling errors. They store in a
compact and easily accessible form all sorts of information that learners need,
from style sheets to encyclopedic data.
• Ways to explore language. They make the regularities, the beauties, and the
difficulties of language something that students can examine and interact
with in new ways.
• Media. They make possible new modes of communication and "hypertexts,"
or "hypermedia," which allow the intermixing of tables, charts, graphs,
pictures, sounds, video, and text.
• Environments for communication. They are a new social realm that permits
new forms of meaningful communication and reconfigures the relationships
among students and teachers
 AESTHETIC DEVELOPMENT
• Aesthetic development in children is the emergence of the ability to appreciate and critically evaluate
art. Art pertains to any form of artistic expression. Aesthetic appreciation is usually a reflection of the
senses rather than of artistic ability
• As children develop a sense of aesthetics, they begin to recognize the importance of:
• patterns
• Arrangement
• Proportion
• use of light and colour
• and even theme as they pertain to art as a form of communication.
• Children who have parents with a highly developed sense of aesthetics are likely to develop a sense
of aesthetics at an early age. This is primarily due to exposure and the importance placed upon the
arts within the home.
• With aesthetic development comes the ability to interpret an environment.
• They begin to associate ugly places with things that are bad and beautiful ones with things
that are good.
• They also apply aesthetics to the people found in "ugly" or "beautiful" places. Conversely,
ugly places attract ugly people and beautiful places attract beautiful people.
• They can also apply those terms to themselves based on their own surroundings. Depending
on whether the environment is an ugly or beautiful one, this can have a healthy or an
unhealthy effect on self-esteem
 MORAL VALUES
• Jamie has been teaching fourth grade for three years, and she has started to notice that
when she teaches reading and writing, big issues often come up.
• She sometimes shies away from hard discussions, thinking that this is really the purview
of families and not school.
• However, after discussing it with a colleague, Jamie comes to understand that literacy
instruction, or the teaching of reading and writing, is the perfect place to have
discussions about values, or what people care about, believe in and find important.
• Values are often impacted strongly by a student's cultural background and belief
system, but by discussing them in relation to books and other texts, Jamie finds that
students feel safe exploring big questions, determining and questioning their points of
view, and coming to terms with how to articulate their own beliefs.