LANGUAGE ACROSS THE CURRICULUM (1).pdf

LANGUAGE ACROSS
THE CURRCULUM
DR. C. BEULAH JAYARANI
M.Sc., M.A, M.Ed, M.Phil (Edn), M.Phil (ZOO), NET, Ph.D
ASST. PROFESSOR,
LOYOLA COLLEGE OF EDUCATION, CHENNAI - 34

OBJECTIVES
• 1. Understand the meaning and functions
of language.
• 2. differentiate between home language
and school language.
• 3. comprehend the language background
of the learner.
• 4. develop oral and written language
fluency.
• 5. recognize cultural diversity in the
classroom.
3/23/2022 Dr. C. BEULAH JAYARANI 2

LANGUAGE AND SOCIETY
UNIT 1
Language is a means of discovery; discovery
of the self and the world.
Dr. C. BEULAH JAYARANI 3

4

5
Present Teacher
Expected Teacher

Movement

LANGUAGE FUNCTIONS
For thought Problem solving Play and dreaming
Possibly to fulfil an
instinctive need for
symbolic behaviour
Displays of groups
solidarity
For deception
For certain specialized
literary modes such as
represented speech

WHAT LANGUAGE IS MOST COMMONLY USED?

FIND?

WHAT LANGUAGE WILL U USE?

INFORMAL LANGUAGE
• Language is not taught or
learnt for grammar but for
communication.
• The child develops language
skills for to speak, read,
listen, write effectively and
independently.

LANGUAGE AND SOCIETY

DEFINITION AND MEANING
“ Language is a system of arbitrary
sound symbols by means of which a
social group interacts”
- Bloch and Tragger

MEANING OF LANGUAGE
• Language is a living and dynamic
phenomenon, and people have
always found ways of expressing
their thoughts, feelings even in
the most tightly controlled and
oppressive societies. In fact
language is continuously creating
new words in order to define a
new concept.

RELATIONSHIP BETWEEN LANGUAGE
AND EDUCATION
M.R.K HALIDAYS
LEARNING LANGUAGE
LEARNING THROUGH LANGUAGE
LEARNING ABOUT LANGUAGE
LEARNING
ABOUT
LANGUAGE
18 - above
LEARNING
THROUGH
LANGUAGE
5 -18 yrs
LEARNING
LANGUAGE
0 to 5 yrs

The basic steps of
communication
1. The forming of communicative intent
2. Message composition
3. Message encoding and decoding
4. Transmission of the encoded message as a sequence of signals using a specific channel or medium
5. Reception of signals
6. Reconstruction of the original message
7. Interpretation and making sense of the reconstructed message
visual, auditory, tactile and
haptic, olfactory, Kinesics,
electromagnetic, or biochemical

LANGUAGE AND COMMUNICATION
visual, auditory, tactile and
haptic, olfactory, Kinesics,
electromagnetic, or
biochemical

CONCEPT OF LANGUAGE
• ‘Language is a mirror of mind in a
deep significant sense. It is a
product of human intelligence,
created a new in each individuals by
operations that lie far beyond the
reach of will or consciousness’.

CHARACTERISTICS OF LANGUAGE
Arbitrary
Social
Symbolic
Systematic
Vocal
Non-Instinctive and Conventional
Productive and Creative
Duality
Humanness
competence and performance

Arbitrary
• There is no inherent relation between
the words of a language and their
meanings or the ideas conveyed by
them.
• Why female adult human being be
called a woman in English, aurat in
Urdu, Zen in Persian and Femine in
French.

Language is Social
• Language in this sense is a
possession of a social group,
comprising an indispensable set of
rules which permits its members
to relate to each other, to interact
with each other, to co-operate with
each other; it is a social institution.

Language is Symbolic
• Language consists of various sound
symbols and their graph logical
counterparts that are employed to
denote some objects, occurrences or
meaning.
• The intelligibility of a language
depends on a correct interpretation
of these symbols.

Language is Systematic
• All languages have phonological and
grammatical systems, and within a
system there are several sub-systems.
For example, within the grammatical
system we have morphological and
syntactic systems, and within these two
sub-systems we have systems such as
those of plural, of mood, of aspect, of
tense, etc.

Language is Vocal
• Language is primarily made up of
vocal sounds only produced by a
physiological articulatory
mechanism in the human body.
• In the beginning, it appeared as
vocal sounds only. Writing came
much later, as an intelligent attempt
to represent vocal sounds

Language is Non-instinctive, Conventional
• Language is the outcome of evolution
and convention.
• Each generation transmits this
convention on to the next. Like all
human institutions languages also
change and die, grow and expand.
• Every language then is a convention in
a community. It is non-instinctive
because it is acquired by human beings.
Nobody gets a language in heritage; he
acquires it because he an innate ability.

Language is Productive and Creative
• Language has creativity and
productivity. The structural
elements of human language can
be combined to produce new
utterances, which neither the
speaker nor his hearers may
ever have made or heard before
any, listener, yet which both sides
understand without difficulty.
Language changes according to
the needs of society.

• Language is culturally
transmitted. It is learnt by
an individual from his elders,
and is transmitted from one
generation to another. Thus
using J. Firth’s term,
language is a
‘polysystametic’. It is also
open to be studied from
multifaceted angles.

CONCEPT OF LANGUAGE - based
on its purposes
Universal language
Standard language
Official language
Sister languages
Vernacular languages
International auxiliary language
Inter language
Constructed language

NATURE OF ENGLISH LANGUAGE TEACHING
As an associate official language
As a library language
As a passport to higher educational
opportunities and better economic gains
As a part of the school curriculum for 6 to 12
years

Universal language
• Universal language may refer to a
hypothetical or historical language
spoken and understood by all or
most of the world's population.
• Some religious and mythological
traditions state that there was
once a single universal language
among all people, or shared by
humans and supernatural beings

variety used by a group of people in their public
discourse. Alternatively, varieties become standard
by undergoing a process of standardization, during
which it is organized for description in grammars
and dictionaries and encoded in such reference
works.
• A standard language can be either Pluricentric (e.g.
Arabic, English, French, and Hindi Portuguese and
Spanish) or Monocentric (e.g. Italian, Japanese, and
Russian)
Standard language

Official language
• An official language is a language that is given
a special legal status in a particular country,
state, or other jurisdiction.
• Typically a country's official language refers to
the language used within government. Since
"the means of expression of a people cannot be
changed by any law", the term "official
language" does not typically refer to the
language used by a people or country, but by
its government.

Sister languages
• In historical linguistics, sister
languages, also known as sibling
languages or brother languages are
family languages; that is, languages
that descend from a common
ancestral language, the so-called
proto-language. Every language in an
established language family is a
sister to the others.

Vernacular languages
• Vernacular describes everyday
language, including informal
words, that is used by the people.
The vernacular is different from
literary or official language: it is
the way people really talk with
each other, like how families talk
at home.

International auxiliary language
• Inter-language is the term for an idiolect
that has been developed by a learner of a
second language (or L2) who has not yet
reached proficiency. A learner's inter-
language preserves some features of
their first language (or L1), and can also
over generalize some L2 writing and
speaking rules. These two characteristics
of an inter-language result in the
system's unique linguistic organization.

FUNCTIONS OF LANGUAGE
Informative
function
Directive
function
Expressive
function

Linguism - meaning
• Linguism is a division among members of a
society on the basis of language.
• When India got her independence, it was decided
that English should continue as official
language along with Hindi for a period of 15
years. But English has continued to remain till
today an associated official language mainly
because of the revolt by the South Indian states
against the compulsory learning of Hindi as
official and national language.

Plurilingualism
• Plurilingual education embraces all
language learning, e.g. home
language/s, language/s of schooling,
foreign languages, and regional and
minority languages.
• Learning a second language is
thought to stimulate someone's
plurilingualism.

PLURILINGUALISM
• Is the ability of a person who has
competence in more than one language to
switch between multiple languages
depending on the situation for ease of
communication.
• Plurilinguals practice multiple languages
and are able to switch between them when
necessary without too much difficulty.
• Have had contact with languages not
native to them through educational
institutions,
MULTILINGUALISM/
BILINGUALISM
• Multilingualism is connected to
situations wherein multiple
languages exist side-by-side in a
society but are utilized
separately.
• In essence, multilingualism is
the coexisting knowledge of
separate languages

• The census of 1961 listed as many as 1,652
languages and dialects. Since most of these
languages are spoken by very few people, the
subsequent census regarded them as spurious
but the 8′h Schedule of the Constitution of
India recognizes 22 languages. These are
• (1) Assamese, (2) Bengali, (3) Gujarati, (4)
Hindi, (5) Kannada, (6) Kashmir, (7)
Konkani, (8) Malayalam, (9) Manipuri, (10)
Marathi, (11) Nepali, (12) Oriya, (13) Punjabi,
(14) Sanskrit, (15) Tamil, (16) Telugu, (17)
Urdu, and (18) Sindhi, (19) Santhali, (20)
Boro, (21) Maithili and (22) Dogri.

• But four of these languages namely
Sanskrit, Kashmiri, Nepali and Sindhi are
not official languages in any State of the
Indian Union. But all these languages are
rich in literature Hindi in Devanagiri
script is recognized as the official
language of the Indian Union by the
Constitution. The second largest language,
Telugu, is spoken by about 60 million
people, mostly in Andhra Pradesh. Most of
the languages spoken in North India belong
to the Indo- Aryan family, while the
languages of the South namely Telugu,
Tamil, Malayalam and Kannada belong to
the Dravidian family.

• It is said that India is a “Veritable
tower of babel”. In the words of A.R.
Desai, “India presents a spectacle
of museum of tongues”. This
linguistic diversity notwithstanding,
there was always a sort of link
languages, though it has varied from
age to age. In ancient times, it was
Sanskrit, in medieval age it was
Arabic or Persian and in modern
times there are Hindi and English as
official languages.

CAUSES OF LINGUISM
• 1. Psychological causes: People of a particular region are attached to
the regional language which is their mother tongue. Hence they do not
easily accept to learn another Indian language
• 2. Historical causes: India had been invaded by numerous foreign
countries. e.g. French people invaded our country and established
their supremacy in Pondicherry, Portuguese in Goa. Mughals came
and brought Persian language. British spread English language all
over India. As a result Indian languages became subordinated to these
languages. This gave birth to linguism as people from different regions
promoted their own regional language in their states.

• 3. Geographical causes: Every language has its own
literature. This literature is influenced everywhere by
local geographical conditions such as plains,
mountains, local vegetation and local culture. It
reflects the life of the people who speak the language.
Hence an individual does not willingly accept it if the
language of another region is forced on him.
• 4. Economic causes: There are some economic
causes that also inspire linguism. Some languages
are financially assisted by the government for
their progress but people speaking other languages
object to this. (Sanskrit)

• 5. Political causes: Linguism is also inspired by the
political interest and aspiration of different politicians
and political groups. During elections in order to win
votes many communal political parties raise the
language issue to instigate their people and win their
votes.
• 6. Social causes: Linguism is encouraged by some social
factors. The language that is adopted by the society is
respected. On the contrary the languages that caters to
contradictory presumptions are objected, this leads to
linguism. e.g. Insistence on continuance of English as
Associate official language along with Hindi by South
Indian states like Tamil Nadu

Adverse Consequences of Linguism
Linguistic divide within the country
Influence on medium of instruction in different
parts of India
Negative political exploitation on the basis of
language
Threat to National Integration
Inadequate representation of Linguistic
Minorities

ROLE OF EDUCATION
• Education plays an important role in the
elimination of linguism.
• 1. Education for national integration
• 2. Inculcation of democratic principle
for language options in education
• 3. Creating interest for language study

• 4. Co-curricular activities: (a) Competitions, games,
dramas promoting respect for Indian Languages
(b) Appreciation of contributions of great poets and
authors to the development of Indian languages.
• 5. The 3 language formula is given by Kothari
Commission which is modified and revised form of
earlier policy, equalizes the language burden and also
develops the Indian identity in every in every citizens
through the learning of a common language and it has
been adopted by all the states

MODES OF HUMAN ACTIVITIES INVOLVING Language
Listening: comprehending oral input/intake
Speaking: constructing meaningful utterances
Reading: understanding written texts
Writing: producing written texts/coherent discourse
Viewing: attending to visual signs/information
Shaping
Watching
Moving

The relationship between language
and thinking
• As our minds learn language, that language
creates a framework that allows our mind to
form consistent and conscious thought.
Humans are amazingly self-reflective, thinking
about ourselves and our experiences and our
very existence. Language allows our minds to
process this information in a consistent way

• Benjamin Lee Whorf's linguistic
determinism hypothesis suggested
that language determines thought, it is
in fact more accurate to say that
language influences thought.
and thinking

• Thinking, learning, and language are
interrelated. They use language to
examine new experiences and
knowledge in relation to their prior
knowledge, experiences, and beliefs.
They make connections, anticipate
possibilities, reflect upon ideas, and
determine courses of action.
and thinking

• Thinking is essential for learning. Thinking
is inextricably intertwined with learning. Teaching
thinking refers to teaching critical and creative
thinking skills and problem solving tasks. Critical
thinking incorporates reasoning, logical judgment,
metacognition, reflection, and mental process in
course of learning.
• The art of deciding how to use one's knowledge is
thinking. When we think, we are able to make
connections (personal or with others). Once these
connections are made, we create.
The relationship between language & thinking

3/23/2022 55
Dr. C. BEULAH JAYARANI

FIND THE REAL NAMES FROM THE REEL

YELLOW TANG - BUBBLE

PINK SEA STAR - PEACH

FLAT PINK OCTOPUS - PEARL

SEA HORSE - SHELDON

CLOWN FISH - NEMO

YELLOW LONG NOSE BUTTERFLY FISH - TAD

MOORISH IDOL FISH - GILL

REGAL BLUE TANG - DORY

PUFFER FISH - BLOT

GREAT WHITE SHARK - BRUCE

DEVELOPMENT OF CONCEPTUAL LITERACY
• 3 Ways to Promote Conceptual Thinking.
• Using categorizing,
• Naming, and
• Sorting activities:
• In order to understand individual concepts,
students need to grapple with examples, non-
examples, and attributes of a concept. We can
ask students, “What is it like?” and invite them to
describe the key features.

• Conceptual learning enables them to
draw from what they have learned
and use it to grasp new topics. It
helps students and teachers alike to
develop a deep understanding of
how the concepts inter-relate with
each other and build an exemplar
that will empower them throughout
their education and career.

Importance of conceptual learning
• Conceptual learning enables them to draw
from what they have learned and use it
to grasp new topics. It helps students and
teachers alike to develop a deep
understanding of how the concepts inter-
relate with each other and build an
exemplar that will empower them
throughout their education and career

meaning of conceptual learning
• Conceptual Learning involves students
engaged in quality learning experiences
based around key concepts and central
ideas rather than using the more traditional
method of focusing on learning on topics.

• Concepts give shape and meaning to
individual facts, allowing students a far
deeper understanding of their
significance. ... With strong conceptual
teaching skills, talented teachers
create lessons in which everything
taught is meaningful. There are no
useless facts; rather, everything is
connected.

MICROBIOLOGY

BIODIVERSITY

HOME LANGUAGE
Language learnt
in mother's knee
Language learnt
from birth

Process of L1 Acquisition
• Cooing (3-6 months)
• Babbling (6-8 months)
• Holophrasic or One word stage
(9-18 months)
• Two word stage (18-24 months)
• Telegraphic speech (24- 30
months)
• Fluency (30 and above)

Characteristics
Instinct
Very Rapid
Very
Complete
Does not require
instruction

IMPORTANCE
Part of their
personal,
social and
cultural
identity
Learn
social
patterns
Enhances
language
competency

SCHOOL LANGUAGE
Any language
learned in addition
to the person's
first language
also known as
second language

5 principles of learning
Participation
Repetition
Relevance
Transference
Feedback
3/23/2022 100

Basic principles of language learning
Flexible methods
Eclectic approach
Provide Opportunities
Inquisitive method
Focus on specific skills
Use Experiences
Balance of teaching/learning
Peer Collaboration
3/23/2022 101

COMMUNICATION STRATEGIES USED
Circumlocution
Semantic avoidance
Word Coinage
Language switch
Asking for Clarification
Non verbal strategies
Avoidance

Hayne's process of L2 Acquisition
PRE - PRODUCTION
EARLY-PRODUCTION
SPEECH EMERGENT
BEGINNING FLUENCY
INTERMEDIATE FLUENCY
ADVANCED FLUENCY

Hayne's process of L2 Acquisition
PRE – PRODUCTION - the silent period
EARLY-PRODUCTION - begins to speak using short words and sentences
SPEECH EMERGENT - becomes more frequent, words and sentences are longer
BEGINNING FLUENCY - fluent in social situations with minimal errors
INTERMEDIATE FLUENCY - almost fluently in new situations or in academic areas
ADVANCED FLUENCY - vocabulary knowledge
3/23/2022 104

UNDERSTANDING THE BACKGROUND
KNOWLEDGE
Phonology
and phoneme
Morphology Syntax

STUDENT’S BACKGROUND KNOWLEDGE

Understanding Class room interaction
•Classroom interaction /
Teacher-learner interaction /
Learner- learner interaction
/ Small group interaction /
Entire classroom interaction
3/23/2022 107

Promote class room Interaction
•Questioning strategies
•Attending to learners linguistic
level
•Building positive teacher-
learner rapport
•Reduce classroom anxiety
3/23/2022 108

Promote class room INTERACTION
•Collaborative learning
•• discussion
•• debate
•• Role play
•• read aloud
•• tell a story
3/23/2022 109

Link between language and Subjects
• A branch of Applied
linguistics, designed
to develop language
skills and cultural
knowledge in a
foreign language as
a part of Academic
study”
Language differs from one
subject to the other based on
following categories:
• Sentence structure and
grammar based design
• Presentation of the text
• Genre variation
• Manner of Explanation
3/23/2022 110

Specific Purpose of language In Social
• SENTENCE STRUCTURE - Past tense
(history), Present tense (geography)
• PRESENTATION OF THE TEXT - Most texts are
multi lingual and are borrowed directly from
the geographical location
• GENRE VARIATION - autobiography,
biography, historical recount
• MANNER OF EXPLANATION - Explanation of
facts and consequences and is explained
sequentially
3/23/2022 111

Specific Purpose of language in Science
•SENTENCE STRUCTURE - Uses all forms of
tenses
• PRESENTATION OF THE TEXT - Inductive and
inquiry oriented
• GENRE VARIATION - Physical science, Chemical,
Zoological, Botanical
MANNER OF EXPLANATION - Multi modal -
includes prose as well as numbers, diagrams,
charts and visual representations
3/23/2022 112

Specific Purpose of language in Mathematics
SENTENCE STRUCTURE - Precise, Concise
and powerful
PRESENTATION OF THE TEXT - graphic
organizers, charts, diagrams, graphs
GENRE VARIATION – Numerical
MANNER OF EXPLANATION - uses
technical terms specific to maths . Everyday
words were used to describe unrelated ideas.
Eg: friction, expression area, etc.
3/23/2022 113

LANGUAGE SUPPORT IN HOME AND
SCHOOL

LANGUAGE POWER
COMPONENTS
1. An ability to speak
and be understood
2.An ability to listen
and Understand
“A measure of one’s ability to communicate
effectively in a given language”

Characteristics of Effective
language
Concrete and
Specific
Concise
Familiar
Precise and
Clear
Constructive
language

Using of L1 &L2 in Classroom
Choose
manageable
tasks
Use graded
tasks
Make L2 an
unavoidable
task
Repeat tasks
and Remind
Use non-
threatening
tasks

DEVELOPING ORAL AND WRITTEN
LANGUAGES IN CLASSROOM
NATIVIST APPROACH : Nativists suggest that language is too complicated
for a child to learn from environment and hence language is inherited
EMPIRICIST APPROACH : Children learn all about language and
grammar from people around them

Language learning theory
Skinners theory – He believed that children learn language through Operant
Conditioning – child receive rewards to use language in a functional manner.
Piaget theory – He suggested Schema theory, that child learns language
through assimilation and accommodation
Vygotskys Social theory – He suggested that language is learnt through social
learning
Noam Chomsky’s theory – He stated that children have a innate ability to learn
language

Developing Oral language of a child
Develop listening and speaking skills
Teaching variety of spoken texts
Conducive environment
Teaching and Extending vocabulary
Learn about environment

Distinguish between speech and
written language
SPEECH LANGUAGE WRITTEN LANGUAGE
Produced by articulating sounds
Produced only with vocal tracts
Meaning is determined by the
context
Emphasis is placed on
understanding
 Conveys subjective information
Innate human capability
Produced by writing
Produced with hands and face
Meaning is provided by the text
Emphasis is placed on logical and
coherent argument
 Conveys objective information
Cultural invention

WRITTEN LANGUAGE
“ It is the representation of a spoken or gestural language by means of a
language system. It is the written form of communication which includes
both reading and writing language”

Major writing systems
Logographic
Syllabic
Alphabetic
Featural
Ideographic

Steps in writing process
Pre-
writing
Drafting
Revising
Editing
Publishing

LANGUAGE
“A system of signs intended for
communication”
CULTURE
“Customs, civilizations and achievements
of a particular time or people”
Language and Culture

Understanding language
Tool for
communication
Self
expression
Integration
and social
adaptation
Social
control
Language
as a code
Language
as a social
practice

Understanding Culture
Communication
aspect
Cognitive
aspect
Material aspect
Behavioral
aspect

Relationship between language and
culture
Language and culture are the two sides of the same coin
The culture is often reflected through their language
Culture affects the structure and content of the language
Human culture cannot exist without language
Every society has a way of using their language
Through language we learn to identify or experience culture, their ideas and values
Language and society influence each other

Relationship between
language and culture
It is through the use of language, an individual is transformed as agent of culture
Culture has a powerful influence on verbal and non verbal encoding and decoding
process
Culture influences how language is used
Language expresses cultural reality- words used to express
Language embodies cultural reality – The medium (spoken, written or visual) people
use to communicate culture
Language symbolizes cultural reality – Language is seen as a symbol of cultural
identity

References
“Language across the
curriculum”
• TNTEU – Study Material
• Ram Publications
• Sri Krishna Publications
• Google Images

LANGUAGE ACROSS THE CURRICULUM (1).pdf

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