The development of guidelines for promoting language as an aid to the learning process

• Main Author: White, George H.
• Other Authors: Memorial University of Newfoundland. Faculty of Education
• Format: Thesis
• Language: English
• Published: 1985
• Subjects: English language > Study and teaching; Children > Language; Learning; Newfoundland studies; University of Newfoundland
• Online Access: http://collections.mun.ca/cdm/ref/collection/theses2/id/61142

Thesis (M.Ed.)--Memorial University of Newfoundland, 1985. Education Bibliography: leaves 62-65. In order to give students an opportunity to reach their potential, it is important that teachers be aware of the power of language in learning. They must realize that promoting the development of children's language will help the children to become critical thinkers and increase their capacity to learn. In the busy atmosphere of a regular classroom with all of its immediate demands teacher sometimes overlook the fact that it is through language that students learn. For some teachers the word language is strictly related to the surface structure of language, as something to be corrected rather than as an aid to the construction of thought. -- This study was undertaken to survey the literature related to the nature of language and to the promotion of learning in the students. The purpose was to develop guidelines to broaden teachers' views of language so that they would incorporate a greater variety of language uses in their teaching. Another purpose was to focus on methods of teaching (other than the lecture method) which would give greater consideration to students' becoming more actively involved in their learning. -- The set of guidelines provided for teachers include relevant background material and general language statements as well as guidelines for exploratory talk, small groups, teacher questioning, large group discussions, and writing. In these guidelines emphasis is placed in allowing students to formulate their own language rather than just to repeat what someone else said. A second chapter of Part II deals with the implementation of the guidelines. Two main headings of this chapter include a discussion of the roles of key people responsible for implementing the guidelines and key factors related to the implementation of the guidelines. The need for more analysis of classroom interaction between teachers and students has been suggested. A selected bibliography is provided for teachers who wish to do additional reading on the subject.