The document discusses several topics related to language arts development in primary ESL classrooms including:
1) The roles of language arts in engaging learners and supporting language development through activities.
2) The purposes of language arts in tutoring students, providing learning tools, exploring language, and serving as a communication medium.
3) Key aspects of linguistic, aesthetic, and moral development that relate to language arts instruction.
The document discusses several topics related to language arts development in primary ESL classrooms including:
1) The roles of language arts in engaging learners and supporting language development through activities.
2) The purposes of language arts in tutoring students, providing learning tools, exploring language, and serving as a communication medium.
3) Key aspects of linguistic, aesthetic, and moral development that relate to language arts instruction.
The document discusses several topics related to language arts development in primary ESL classrooms including:
1) The roles of language arts in engaging learners and supporting language development through activities.
2) The purposes of language arts in tutoring students, providing learning tools, exploring language, and serving as a communication medium.
3) Key aspects of linguistic, aesthetic, and moral development that relate to language arts instruction.
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.