VELS Level 1 and 2 – Language and Learning

‘Children learn to make choices: how to use language most appropriately to serve a particular purpose or function; how to change language for the audience to whom it is directed; to build up texts; and to make meaning.’

Michael Halliday 1976

Thirty years ago, researchers proposed that the development of language in children began at very early age. Researcher Michael Halliday completed a study of his son’s language development and his observations and findings were supported and extended by the work of Clare Painter.

With regard to the relationship between language and thinking, Halliday has argued that the development of ‘language’ in the individual is the same as the development of ‘learning’ in the individual. This is because language is essential for knowing.

Language is essential for knowing because it is:‘the process by which experience becomes knowledge.’ ( Halliday 1993, 94)

The English domain of the Victorian Essential Learning Standards stresses the importance of developing students’ knowledge, skills and behaviors about purpose, audience and form. This focus is drawn directly from Halliday’s research.

The language and learning triptych

Another important contribution to literacy learning is Halliday’s triptych:

• learning language
• learning about language
• learning through language

Halliday’s focus on early language acquisition has implications for all teachers:

• planning for focused teaching of language
• developing students’ meta-awareness of language, its elements, purposes and forms
• allowing opportunities for students to develop knowledge through sustained dialogic interactions.

Related materials

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