Whose language is it anyway?
We’ve all learned new words and terms over the past two years (Covid, R Number, Social Distancing, lockdown, partygate etc). It’s been a time when educational and economic inequalities have been magnified and laid bare. Now, with the possibility of a return to something like ‘normality’, we educators face even greater challenges as we address word poverty. The Oxford Language Reports highlighted the issue pre-Covid: the situation is much more serious now and demands that we find ways to address language deficits. In this presentation, I will address two key issues:
- How can we make learning about language engaging and interesting?
- How can we develop an appreciation of language appropriateness?
I will draw upon some theoretical underpinnings to justify teaching and learning approaches which I have deployed in classrooms for many years, and will describe some of the strategies I have used in writing two novels with groups of children.
England’s National Curriculum has a strong focus on phonics, spelling, punctuation and grammar. In books and articles I have written about these aspects of language, I have argued that children can learn about the more formal aspects of their language through a range of engaging activities, which will not only enhance their vocabularies, but will also enable them to be confident about using language in different situations. I will emphasise the importance of recognising that language is constantly evolving and that access to a broad and growing vocabulary is essential for successful communication. As Wittgenstein stated: “The limits of my language are the limits of my world.”
Linguistics and Knowledge about Language in Education 