respond to discussion 1AM

Emily

Language arts is the term typically used by educators to describe the curriculum area that includes four modes of language: listening, speaking, reading, and writing. Language arts teaching constitutes a particularly important area in teacher education, since listening, speaking, reading, and writing permeate the curriculum; they are essential to learning and to the demonstration of learning in every content area.  There are three basic models that have given rise to variations in language arts teaching over the years. Each model comes with their own belief systems. The three models are the Heritage model, the competencies model and the process model. 

Some of the issues in teaching language arts goes back to the three models. The Language arts standards are process oriented, for the most part. Many individual state departments of education have developed their own language arts standards for students at various grade levels; these range from rigidly imposed standards and controlled curricula in the tradition of the skills-based model to process oriented standards and a good deal of local control over the curriculum. Educators are left with the task of reconciling such differences and designing curriculum and assessments that reflect their highest priorities.  Scaffolding is a way to support children's learning of language. It helps a child move from simple language to more complicated language. Scaffolding language means helping a child learn a new skill by building on skills that they already have. Adults give support by talking to children in different ways.

Kimberly

The current trends and issues in 21st century teaching of language focuses on educators creating a collaborative and engaging literacy curriculum that incorporates the 6 components of language arts teaching including listening, reading, talking, writing, viewing, and visually representing without reducing students’ agency and undermining the literacy with high stakes testing. A highly effective teacher creates a stimulating environment with classrooms rich with print, books, and visuals and where students are working in collaboration with their peers. Whole class activities coupled with mini lessons foster an environment for students to build their cognitive skills and deepen their connection with novels while developing strategies to decode complicated text. The emphasis is on proactive teaching via scaffolding so that students can work within their zone of proximal development and progress to independent work. The issues that create roadblocks include the notion of a “one size fits all” curriculum, a lack of differentiation and personalization, lecture format classes, and teaching to the test.