English Language And Literacy

We know talk about Englishes rather than English and multiliteracies rather than literacy

Language cannot be defined so that it relates to just one particular element of human evolution. Language can be looked at as a cognitive development in which educators teach their students to speak using grammatically correct language. However, it can also be looked at as something which is physically present and can be manipulated to suit the requirements of the speaker. This can be done through elements of communication including speech, audio recordings, and written text, thus making it similar in properties to material objects (Gee & Hayes, 2011, p.6). Furthermore, there is the requirement of developing the context of written and oral language, due

With that much variation with modern-day English, attention must be made by educators to how the variation has occurred. Accordingly, they must also respond in a manner that exemplifies equal learning opportunities for all classes and cultures (Boyd & Brock, 2014, p.19). Educators also acknowledge that literacy is an enhancement of the written and spoken language (Gee & Hayes, 2011, p.11). Rich-meaning literacy lessons encourage students to become engaged with all literacies; these literacies encompass the elements of the written word, visual and audio media, digital and multimedia texts (Green & Campbell, 2006, p.6). The period in time, geographical location, cultural influences and social-standing, all play an equally important role in the creation of the English language. This results in multiple Englishes being spoken around the world; creating multi-literacies that encompass the creation of language variation. An understanding of the role that Englishes and multi-literacies play in the modern-day classroom is essential in ensuring meaning-making, language-learning opportunities for all students. This understanding provides for

As explained by Gee & Hayes (2011, p.3), regardless of which generation an individual belongs to, there are many individuals’ that are unable to write as well as they can read. It is forgivable to think that the education system has failed them as up until now, the modern-day classroom has focused on just reading and writing. Those two skills alone do not complete the literacy profile of a modern-day student. The ever-increasing presence of digital technology in the classroom is providing students an additional opportunity to successfully complete the requirements of the curriculum. The inclusion of digital technology exposes the students to methods of learning which will enable them to compete with their reading and writing literate counterparts. The Australian Curriculum, Assessment and Reporting Authority ([ACARA], 2015) explains that the aim of digital technology in the classroom is to assist students to make informed decisions on the attainability of sustainable living. However, the opportunity for equality in a digitally-focused classroom is jeopardized where particular groups, and individual’s, have better access to that digital technology than others. This often results in a heightened social-status and societal success (Gee & Hayes, 2011, p.4). Due to the