Michelle’s input on language was very engaging and led to me reflecting on my own experiences of learning English. I expect most native speakers like me take this ability for granted, and because the initial processes began so early in life I can’t really remember the actual process. I was also quite literate before attending primary school so have always felt very confident in using language. This instinctive or at least early development of the understanding of how to communicate is marvellous in and of itself, but does not help me analyse the process in terms of teaching it to others. On reflection one of the key aspects is repetition, or practice, along with immersion in real world use of language and exposure to vocabulary, initially with parents/care givers and then broadening out from there.
With reference to children achieving second level outcomes, I would be hoping to observe engagement and confidence in using language, and the ability to summarise, discern between facts and opinion and to explain the purpose of an instance of communication. Bloom’s Taxonomy (represented graphically below) suggests the kind of language to use when assessing learners’ stages.
Another method might be to use ‘hot’ and ‘cold’ tasks, which give teachers an insight into learners’ stages and give their pupils an opportunity for self-assessment, reflection and benchmarking.
As literacy underpins attainment in all other aspects of the curriculum, and therefore one’s role in society, I am a keen exponent and practice what I preach. I read a great deal from a wide variety of sources, both professionally and for pleasure. This is a habit which both my own young children have adopted by osmosis and one which I hope to pass on to young learners in my charge. For if young people can express themselves, communicate and comprehend effectively, then there is no limit to their potential.
