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the teaching of language and literacy. Discuss how children’s literature can be
used to develop an understanding of the components of language?
Children’s literature is a resourceful tool in the development of understanding
components of language. Phonology is a language component entailing the sound of
language, a foundational aspect to Children’s literature. It is in with these sounds and
other language semantics comes into play. The understanding of semantics creates
a deeper understanding of the text. This deeper understanding is also developed in
syntax, how language is arranged. The language used refers to vocabulary and the
language not used but anticipated refers to pragmatics. All five basic yet pivotal
components of language are investigated through the “simple, interesting plots” of
children’s books as “(they) are an ideal way to learn a language” (Liedel, 2014.)
Children’s literature in the classroom, due to its simplistic narrative nature, is the
starting point to linguistics. By introducing young students to basic components of
language through children’s literature, an engaging and creative ignition, the
foundation to further literacy development is laid.
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they understand it does not alter a sentences structure. It is through syntax that
allows us to independently combine words and phrases, a skill in which comes
naturally to those who speak English natively.
In interacting with literature, we recognise words, beginning to understand them and
work on concept of vocabulary. Vocabulary is the contextual meaning, exclusive to
audiences, of language. An example of exclusivity lies within many Australian Picture
books such as Wombat Stew by Marcia K. Vaughan (1984.) Incorporate specific
language or ‘slag’ that only readers with enough “Australian context” shall
understand. This tool may be used to narrow the authors target audience. To bring
vocabulary as a component of language to the student’s attention cover up the
nouns, adjectives, verbs and adverbs from Scary Night by Lesley Gibbs (2014). Ask
the students to use their imagination to fill in the blank as you read, then suggest a
more complex synonym of the word and explain its meaning. Vocabulary is
something that flourishes along with the student, the most basic vocabulary is
explored in early learning through children’s literature.
Pragmatics is a subfield of semantics that studies language that is not directly
spoken, abundant and uncomplicated in children’s literature. Relating to the context
of language, pragmatics can be described in the title of some of philosopher L. J.
Austin’s work; ‘How to Do Things with Words’ (1955) or to focus how the context of
chosen words is suggestive or implying meaning. Make cards with words from Daisy
All-Sorts by Pamela Allen. Cards an individual word that have strong connotations
from the text each and cards with connotations that match one of the word card
each. Students are asked to join the words with the implied meaning. The use of
pragmatics generates layers in meaning with fewer words, one of the five
components that are pivotal aspects to children’s literature.
Linguistics lies at the heart to literacy success; Children’s literature is a gateway for
early learners to develop an awareness and understanding. An understanding of
language components such as phonology, semantics, syntax, vocabulary and
pragmatics. The simplicity and basic language of Children’s books breaks down
these language components to their foundational skeletons and rulings. Once the
bases are understood a child has the potential to flourish in the complexity of
language and literature, beyond Children’s books.
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References
Emmitt et al (2015). Language and learning. Chap. 2: Doing things with language.
(p.29-59)
Liedel, E. (2014) Why children’s books are a good way to learn languages.
http://www.thebabeltimes.com/content/why-you-should-read-childrens-books