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Learning Languages Essence Statement
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DEFINITION Languages are forms of human communication. Languages vary in ways which reveal some of the diversity and differences between groups. By revealing the unique experiences of cultural groups, languages are a source of personal, group, national, and human identity. Language is the human capability that enables us to communicate, think, know, reflect, create and to articulate our perception of experience. Learners choose from a range of languages, each of which is distinctive and has its own intrinsic value. Unique to Aotearoa-New Zealand, te reo Maori is the source of our nation's self-knowledge and identity. New Zealand Sign Language (NZSL), a complete visual language, is the language of Deaf New Zealanders. Pacific languages are used throughout Aotearoa-New Zealand as well as in their countries of origin. Classical languages provide access to origins of western thought and civilisation. Other world languages such as those of Asia, Europe and the Americas link us globally. For some languages, Aotearoa-New Zealand has a critical role to play in their survival. Learning languages gives learners new ways of thinking, questioning, and interpreting the world and their place in it. These capabilities enable learners to participate as citizens of the world in which many languages are spoken and most people can use more than one language. APPLICATION Learning a language is a dynamic, developmental process which engages learners' minds and emotions as they develop personal and independent ways of responding to multiple linguistic and cultural perspectives. As learners experiment with moving between languages, communities and cultures, they reflect on their identity and heritage and those of others. Learners develop their range of skills for making meaning from situations, texts and technologies. They acquire different forms and patterns of language and discover new ways in which sound, symbol, non-verbal cues and meaning are linked and organised. As they use this new knowledge to exchange ideas, learners gain an understanding of differences in meanings and value systems, and increase their awareness of how languages work and evolve. Learners develop multi-literacy skills that enable them to function more effectively in their own language(s), and to learn other languages more easily in the future. Each learner is able to achieve positive results at different stages of language development. At the beginning stage, the learner is able to recognise and participate in simple communicative routines with developing awareness of how the new language differs from their own language(s). At an advanced stage it is possible to communicate effectively in writing, speech and presentations in a variety of contexts and have a deep appreciation of linguistic and cultural differences. AIMS The teaching of a new language and culture develops the learner's ability to communicate across languages and cultures. Learners develop an understanding of their own language/s and culture/s in relation to an additional language and culture. Learners can then engage directly, confidently and responsibly, to communicate in a world with diverse peoples, languages and cultures. They have the capability to learn additional languages, the literacy understandings that enhance the use of their own language/s, and the capacity for ongoing reflection and learning about languages and cultures. STRANDS Learning languages has three interdependent strands: Language The language strand involves a range of learning processes such as recognizing, identifying, explaining, applying and comparing language features, conventions and patterns, and understanding language as a system. These processes can apply to each level depending on the complexity of language, demands of task and degree of support provided.  
The communication strand involves developing in learners the procedural knowledge for recognizing, valuing, and responding to linguistic and cultural variability through processes of inferring, comparing, interpreting, discussing, and negotiating meaning in a non-judgemental manner. Learners increasingly apply their knowledge of languages and cultures to understand, participate and convey meaning effectively, confidently and responsibly to other users of the language in specified linguistic and socio-cultural contexts. This involves the receptive skills of listening, reading and viewing, and the productive skills of speaking, writing and presenting.  Culture The culture strand involves a range of learning processes such as recognizing, analysing, explaining, applying, comparing, reflecting on and evaluating cultural features, conventions and patterns, and understanding culture as a system. These processes can apply to each level depending on the degree of cultural complexity, demands of task and nature of support provided. |
He taonga nga reo katoa All languages are to be treasured |
Ministry of Education DRAFT, 2 September 2005
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