Language Arts
Language conveys thought, and from a baby's first wailing expression of need, to the creation of the finest works of literature, language is of the greatest importance.
Speaking and listening, reading and writing skills are taught sequentially throughout our school. English is our medium of teaching and learning. We value other languages. We also teach Sesotho and French.
We provide many opportunities for creative expression, not the least of which is through the promotion of drama.
What do we want children to learn?
- The reading process
- The writing process
- The effective use of language as a valuable life skill
- Internal structures of languages
- The complexity of languages
- That communicative competence comes before emphasis on accuracy
How Best Will Students Learn?
This is what a PYP Language classroom looks like:
- Inquiry-based, where everyone appreciates both the aesthetic and functional uses of language.
- Language is clearly in evidence in all its forms.
- There is a busy hum of discussion.
| Inquirers: | They use language as the primary medium of inquiry to learn about language and through language |
|---|---|
| Thinkers: | They use language precisely and skillfully in the context of higher-level thinking. |
| Communicators: | They are confident users of oral and written language forms, in a variety of situations. |
| Risk Takers: | They are willing to attempt to read, write or speak in situations where they may not feel totally competent. |
| Knowledgeable: | They understand the internal structure of language and the various influences on its development. They have experienced a wide range of literature. |
| Principled: | They are aware that language is powerful, that it can have a profound effect, and that it must therefore be used responsibly |
| Caring: | They show responsible, caring attitudes toward the use of language and they value literature for the insight it gives into the feelings of others. |
| Open minded: | They respect differences and similarities between language and dialects. They are aware of the use of language as an expression of bias and strive to maintain an objective stance. |
| Balanced: | They are aware of the need for an educated person to be an effective communicator. They use literature of learning and leisure |
| Reflective: | They reflect on their own levels of language development in their mother tongue and other language. They consciously work at improving their language proficiency. |