Module 2.1 Language and language frameworks
Module 2.1 provides a working definition of language, and describes the links between language, learning and cognition within and across the stages of schooling. Receptive and expressive language disorders and difficulties are defined and the concept of language frameworks is introduced. The broad categories within the ICPAL language framework are outlined at the conclusion of Module 2.1.
- What is language?
- Language learning in primary and secondary schools
- What is a language disorder?
- Language frameworks
Resources
- Table 2.1.1 Expressive and receptive language disorders and associated disorders (PDF - 42Kb)
- Appendix 3 The ICPAL language framework (PDF - 23Kb)
Other reference material
Glossary
- expressive language – The production of a message through speaking and/or gestures or writing. Also known as expression, or language production
- ICPAL language framework – Ideas, Conventions, Purposes and Ability to Learn in both the expressive and receptive areas of (oral) language
- language difficulties – Difficulties in acquiring or using language. May be expressive or receptive. These difficulties may involve one, some or all of the phonologic, morphologic, semantic, syntactic or pragmatic components of the linguistic system
- language disorder – Extreme language difficulties not accounted for by other factors such as ESL, hearing loss, intellectual disability or social/emotional factors. Diagnosis is made by a multidisciplinary team that includes a speech pathologist and a psychologist. Is also referred to as language disability, language impairment or specific language impairment
- metacognition – Conscious awareness of one’s thinking and learning processes; thinking about thinking
- metalinguistics – Conscious awareness of language processes. Ability to talk about language
- morphology – Linguistic study of patterns of word formation in a language; system of word-forming elements (morphemes) and processes in a language
- oral language – Verbal communication through spoken symbols; sounds, words, sentences and discourse that represent objects, actions and ideas
- phonology – Study of the sound system of a language
- pragmatics – Social use, purpose and implied meaning of oral language, which is dependent on situational context. See also Purposes
- receptive language – Ability to understand a message conveyed by another person via expressive language. Also known as language comprehension
- semantics – Aspect of language that deals with meaning
- syntax – Arrangement of words in a phrase or sentence to indicate relationships of meaning
Timing
90 minutes
Going further
There are numerous literacy teaching and learning theories and perspectives about which you may have heard or read. These include:
- Skills approach
- Critical discourse analysis
- Multiliteracies
- Instructivist approach
- Growth and heritage approach
- Constructivist approach
- Critical literacy
- Critical-cultural approach
- Genre theory.
There are also other language models to that developed by Dr John Munro. These include the Bloom and Lahey (1978) [2] model and the Stackhouse and Wells (1997) [28] model.
Professional learning activities
- Locate resources on the internet
If you are interested in finding out more about one or more of these theories, perspectives or models, use a reputable online resource to source information.
- Participate in collegiate professional development
Drawing on the information you have sourced, develop a presentation for other teachers on the main aspects of the theory, perspective or model.