Section 4 - Objectives, Thinking & Literacy
1:10 Language Objectives¶
Definition
'Objective' means something towards which effort is directed. It refers to the purpose to be achieved or the targets to be reached in language learning.
1:10:1 Objectives of Language Learning (NCF 2005)¶
National Curriculum Framework (2005)
NCF 2005 specifies the following as the objectives of language learning:
| # | Objective | Description |
|---|---|---|
| 1 | Comprehension | Develop the competence of learners to understand what they hear |
| 2 | Reading Ability | Develop the ability to read with comprehension |
| 3 | Effortless Expression | Develop communicative skills in a variety of situations |
| 4 | Creativity | Develop children's creativity |
| 5 | Sensitivity | Develop sensitivity towards surroundings (gender, environment, etc.) |
Exam Tip 📝
NCF (2005) list often appears as a short note—memorize these 5 bullets.
1:10:2 Language Objectives as per LAC Approach¶
Definition
The LAC approach identifies language objectives as:
- How students must use the language to comprehend the content
- The language required to express understanding of the content
Key Distinction¶
| Type | Focus | Question |
|---|---|---|
| Content Objective | WHAT of the lesson | What will students learn? |
| Language Objective | HOW of the lesson | How will students access/express content? |
Important
Without a language objective, students may not be clear about:
- What they are supposed to do with the content
- How to access the content
Students should master both content and language objectives to be successful in school education.
1:10:3 Constructing Language Objectives¶
Definition
The first step in developing language objectives is to determine social and academic language needs based on content objectives.
Five Categories of Language Needs¶
| # | Category | Examples |
|---|---|---|
| 1 | Vocabulary | Concept words and general words related to content. E.g., words beginning with 'be', words ending with 'logy', parts of a plant, concept words like velocity, condensation, refraction |
| 2 | Language Functions | What students can do with language. E.g., define, describe, explain, compare, interpret, read for main idea, listen and give opinion, edit |
| 3 | Grammar | Language structure—how words are put together. E.g., tenses of verb, sentence structure, punctuation, question formation, prepositional phrases |
| 4 | Discourse | Ways students use language. E.g., genres such as autobiography, persuasive writing, plays, speeches, newspaper articles, research reports |
| 5 | Language Learning Strategies | Systematic plan to learn language. E.g., determining patterns, previewing texts, taking notes |
flowchart LR
CO["📚 Content Objective"] --> LN{"🔍 Language Needs"}
LN --> V["1️⃣ Vocabulary"]
LN --> F["2️⃣ Functions"]
LN --> G["3️⃣ Grammar"]
LN --> D["4️⃣ Discourse"]
LN --> S["5️⃣ Strategies"]Exam Tip 📝
Mnemonic: V-F-G-D-S (Vocabulary, Functions, Grammar, Discourse, Strategies)
1:10:4 Simplified and Detailed Learning Targets (Medina)¶
Medina's Four-Step Process
According to Medina, there are four steps in developing a language learning target:
| Step | Action | Description |
|---|---|---|
| Step 1 | Choose an academic verb | Indicates what students have to do (recall, explain, describe, discuss) |
| Step 2 | Identify the content | Select discipline-specific topics, concepts or knowledge from curriculum |
| Step 3 | Include interaction form | How students will interact—article, video, experiment? Partner, groups, or whole class? |
| Step 4 | Specify language strategy | Optional—add the strategy students will use (results in detailed target) |
Types of Learning Targets¶
| Target Type | Components | Example |
|---|---|---|
| Simplified Target | Steps 1-3 (Verb + Content + Interaction) | Students will orally describe geometric shapes to a partner |
| Detailed Target | Steps 1-4 (Simplified + Strategy) | Students will orally describe geometric shapes in class and identify the category to which a given object belongs |
flowchart TB
S1["Step 1: Academic Verb<br/>(describe, explain, discuss)"] --> S2["Step 2: Content Topic<br/>(geometric shapes)"]
S2 --> S3["Step 3: Interaction Form<br/>(partner, group, class)"]
S3 --> ST["📋 Simplified Target"]
S3 --> S4["Step 4: Language Strategy<br/>(identify categories)"]
S4 --> DT["📋 Detailed Target"]Key Terms 📌
- Simplified target = Verb + Content + Interaction
- Detailed target = Simplified + Strategy
Bridge → With objectives set, let's explore how language and thinking influence each other.
1:11 Relationship between Language and Thinking¶
Definition
Language provides the structure to express our thoughts. Language is symbolic of our thinking or cognitive processes. Language and thinking (cognition) are tightly interrelated, influencing each other bidirectionally.
Understanding the Development¶
| Stage | Description |
|---|---|
| Early Infancy (< 6 months) | Infants receive sense impressions and form imageries, but memory, perception, and interpretation (cognitive process) do not begin |
| Few Months After Birth | Cognitive process is limited to registering sensory and motor input impressions in the brain |
| Language Acquisition | As the child hears words from parents and people around, it tries to utter them |
| Understanding Development | Words generated in the mind go back and are matched with respective images already stored, thus understanding develops |
Key Ideas¶
| Concept | Explanation |
|---|---|
| Word-Image Mapping | Early language links words to stored images; understanding develops as words map to experiences |
| Bidirectional Exchange | Information flows both ways between language and each component of cognitive process (perception, memory, consciousness) |
| Chomsky's LAD | Innate Language Acquisition Device supports language learning; languages share universal principles |
| Thinking Without Language | Possible (e.g., aphasia, sign language); language refines and clarifies thought |
flowchart LR
L["🗣️ Language"] <--> C["🧠 Cognition"]
C --> P["👁️ Perception"]
C --> M["💾 Memory"]
C --> A["🎯 Consciousness"]Chomsky's Views on Innateness¶
Language Acquisition Device (LAD)
According to Chomsky:
- Human beings have evolved a brain whose neural circuits contain linguistic information at birth
- The child's natural pre-disposition to learn language is triggered by hearing speech
- The child's brain interprets what it hears according to principles and structures it already contains
- This natural faculty is called the Language Acquisition Device (LAD)
- All human languages share common principles (e.g., all have words for things and actions—nouns and verbs)
- It is the child's task to establish how the specific language expresses these underlying principles
Thinking Without Language¶
Evidence
Research studies show that thinking continues without verbal language:
- People with 'Aphasia' (disability to speak due to brain damage) can express thoughts in non-verbal language
- Deaf and dumb children learn through signs and gestures without verbal language
- Vygotsky stated that thought and language have different routes to operate and different points of origin
Conclusion on Language-Thinking Relationship¶
| Point | Explanation |
|---|---|
| Possibility | Thinking without language is possible |
| Refinement | Use of language refines one's thinking |
| Vehicle | Language is the vehicle of thought or tool for expressing thinking |
| Enhancement | Language elaborates and sharpens one's thinking |
| Alternative Expression | People with speech problems can express thoughts using non-verbal modes |
| Beyond Language | People can think about concepts that do not exist in their language |
Summary
Language and thinking are closely related, each affecting the other. Though thinking without language is possible, language brings accuracy and elaboration to one's thinking. Language helps individuals reflect upon their thoughts mentally (interacting with oneself).
Exam Tip 📝
Include both: Chomsky's LAD AND thinking without language examples for balanced answers.
Bridge → Strong thought–language links underpin the idea of conceptual literacy.
1:12 Development of Conceptual Literacy¶
1:12:1 Meaning of a Concept¶
Definition
A concept refers to a generalized image or idea which stands for a group of objects that have some common characteristic. It is the generalized idea which stands for all our experiences with regard to a particular object, person or event.
Features of a Concept¶
| Feature | Description |
|---|---|
| Generalization | Fuses common characteristics of many objects under one category |
| Labeling | Makes use of a word to stand for this unity |
| Organization | Helps arrange and organize experiences in understandable sequences and patterns |
| Inference | Enables making inferences |
| Transfer | Allows transfer of understanding to related concepts |
Example
A student who possesses a conceptual understanding of fractions can work easily on:
- Percentages
- Decimals
- Ratios
They see these as varied representations of the same subject.
1:12:2 Meaning of Conceptual Literacy¶
Definition
Conceptual literacy is a cognitive skill involving the ability of a person to think clearly about concepts with the help of language. It involves understanding something by identifying the important elements (attributes) in terms of words and phrases.
Example
If a student understands that:
- A three-sided closed figure is a triangle
- The sum of angles equals 180°
Then we can say they have understood the concept of triangle—this is conceptual literacy.
Key Terms 📌
- Concept — Generalized idea representing a category
- Attributes — Essential characteristics that define a concept
- Definition — Verbal expression of attributes
- Transfer — Applying understanding to new contexts
1:12:3 Developing Conceptual Literacy¶
Enablers of Conceptual Literacy
Conceptual literacy is facilitated by:
- Conceptual Knowledge
- Concept-based Curriculum
- Use of Conceptual Metaphors
- Conceptual Domain Mapping (Schema Theory)
1:12:3:01 Role of Conceptual Knowledge¶
Definition
Conceptual knowledge involves understanding the interrelationships among the essential elements, enabling them to function together. It includes knowledge of categories, principles, models, and structures.
Relationship Between Conceptual Literacy and Knowledge¶
| Aspect | Description |
|---|---|
| Conceptual Literacy | Understanding essential elements that constitute a given thing with use of language |
| Conceptual Knowledge | Understanding interrelationships among those essential elements |
| Building Blocks | To get conceptual knowledge, it requires conceptual literacy of many things |
Example: Archimedes' Principle
To form the conceptual knowledge of Archimedes' Principle in physics, students require conceptual literacy of:
- Density
- Free immersion
- Relative density of substances
- Equilibrium
- Condition of floating
- And the interrelationship among them
Once students understand Archimedes' Principle, it becomes easier to understand laws of floatation.
Key Insight
Development of conceptual knowledge necessarily involves the promotion of conceptual literacy.
1:12:3:02 Concept-based Curriculum to Promote Conceptual Literacy¶
Definition
Concept-based curriculum is designed to help pupils comprehend transferable understandings about any concept.
Key Points¶
| Point | Description |
|---|---|
| Focus | Teach transferable understandings |
| Teacher Skill | Teachers need skill of conceptual teaching |
| Support Tool | Concept Based Literacy Lessons (CBLL) provide practical support for teachers |
Key Term 📌
CBLL = Scaffolded lessons to practice conceptual understanding via language
1:12:3:03 Use of Conceptual Metaphors or Cognitive Metaphors¶
Definition
Cognitive metaphor refers to understanding one idea or concept in terms of another simple idea.
Examples
| Complex Concept | Metaphor | Understanding |
|---|---|---|
| Communication theory | Conduit | Viewing communication as functioning of a conduit helps understand communication networks |
| Electric current | Water flow | Understanding current flow like water in pipes |
Exam Tip 📝
Give 1 fresh example from your subject for extra marks when explaining conceptual metaphors.
1:12:3:04 Conceptual Literacy and Schema Theory¶
Definition
According to Schema Theory, conceptualization is a construct where ideas understood by the learner are:
- Divided into units
- Mapped to show relationships with one another
How Schema Theory Promotes Conceptual Literacy¶
| Aspect | Description |
|---|---|
| Technique | Linking new ideas to prior information |
| Application | Students apply this technique in reading, listening, speaking, or writing |
| Transfer | Knowledge gained in one situation is transferred to new contexts |
| Goal | This transfer is what conceptual literacy aims to achieve |
flowchart LR
CK["📚 Conceptual Knowledge"] --> CL["💡 Conceptual Literacy"]
CL --> TU["🔄 Transferable Understanding"]
TU --> AP["🎯 Application in New Contexts"]Key Outcome 📌
Emphasize transfer: from known → new contexts
Exam Tip 📝
When asked "how to develop conceptual literacy," cite:
- Conceptual knowledge
- Concept-based curriculum/CBLL
- Metaphors
- Schema mapping
Bridge → With literacy foundations set, let's list LAC's basic tenets.