"Writing should be meaningful to children…an intrinsic need should be aroused in them" -Vygotsky (1978)
Writing is something that we all do every day and written language is probably something that you don't think about too much as it just comes naturally to you. It is because of years of learning and practice that written language is just part of your daily life without too much thought. So how do we go about teaching and assisting our children when it comes to written language? It is my aim, through this website, that you will have a better understanding of written language and the theories behind it and to suggest some ways to help your children in their writing.
What is Written Language?
Written language is the visual representation of oral language. It can be defined as 'the skill or activity of producing words on a surface' (Cambridge Dictionary, 2017) and put into simple terms writing is the putting together of words in a cohesive and fluent manner to convey meaning. For the most part, writing is a form of communication. We communicate with others by means of written language through emails, text messages and letters. We can also use written language for our own needs such as for shopping lists, diaries and notes. The main difference between written and oral language is that where oral language can be picked up by children from their parents, written language needs to be specifically taught.
If we analyse written language, we can break it up into many different skills: holding a pencil, formation of letters, spelling, grammar and punctuation, understanding meaning of words and much more. It is the understanding of these components that allow us, as adults, to create coherent pieces of writing in many different forms. Also, without even knowing it, we all use the seven aspects of language; which are:
If we analyse written language, we can break it up into many different skills: holding a pencil, formation of letters, spelling, grammar and punctuation, understanding meaning of words and much more. It is the understanding of these components that allow us, as adults, to create coherent pieces of writing in many different forms. Also, without even knowing it, we all use the seven aspects of language; which are:
- Phonology refers to the way sounds of a language work (Hill, 2014) . They are 'the basic sound units of a language'
- Morphology refers to the units of 'meaning within words' and the 'way words are formed'
- Syntax refers to the structure of sentences and is concerned with them making sense
- Semantics refers 'to the way language conveys meaning'
- Pragmatics refers to communicating effectively through appropriate word choice and consideration of context
- Orthography refers to spelling patterns
- Vocabulary refers to the meaning and pronunciation of words
The seven aspects of language above were ideas and direct quotes taken from:
L.C. Moats (2000) and Burns, Griffin and Snow (1999)
as cited by Carabott, Cronin and Lyons (n.d.)
L.C. Moats (2000) and Burns, Griffin and Snow (1999)
as cited by Carabott, Cronin and Lyons (n.d.)
When teaching a child written language, all of these things need to be considered. In the very beginning of teaching written language to children you need to teach them the small building blocks that make up the larger concept of written language. This involves developing their fine motor skills in order to be able to hold and use a pencil and also teaching them the basic shapes that form letters. As children get older they will be able to learn how to put the letters together to make words and then be able to use words to make coherent sentences.
Much like many theories of childhood development, the development of writing for children progresses in predictable stages. Once children can learn how to hold and use a pencil, they begin to make repetitive squiggles and lines on the page. This is called the recurring principle (Hill, 2014). Next, children start to comprehend that letters and other symbols have meaning; the sign principle (p.314). The flexibility principle follows with children understanding that only some symbols are letters ('T' is a letter but '>' is not) and also that the same letter can be written in different ways; Aa or Gg (p.314). The linear principle is where children learn that English is written from left to right and from the top of the page to the bottom (p.315). Finally, children comprehend that words require spaces between them. Children can become confused about where one word ends and another begins. Many children have difficulty grasping the concept of leaving empty space between words so instead they put full stops between each word (p.315).
Much like many theories of childhood development, the development of writing for children progresses in predictable stages. Once children can learn how to hold and use a pencil, they begin to make repetitive squiggles and lines on the page. This is called the recurring principle (Hill, 2014). Next, children start to comprehend that letters and other symbols have meaning; the sign principle (p.314). The flexibility principle follows with children understanding that only some symbols are letters ('T' is a letter but '>' is not) and also that the same letter can be written in different ways; Aa or Gg (p.314). The linear principle is where children learn that English is written from left to right and from the top of the page to the bottom (p.315). Finally, children comprehend that words require spaces between them. Children can become confused about where one word ends and another begins. Many children have difficulty grasping the concept of leaving empty space between words so instead they put full stops between each word (p.315).
Why is Written Language important in childhood?
"Being able to write allows people to be able to fully participate in life, communities and in wider society" (Teaching Early Writing-Part 1, s.2, n.d.)
Writing, or the ability to use written language, is very important for everyday life, therefore, it is something we should make important to our children. For children, the most vital thing about written language is that they see a purpose for their writing (Hill, 2014). Without this purpose, teaching children will become very difficult so it is up to the teacher and the parents to help the children find this purpose (through their teachings). For teachers and parents, a child's writing provides insight into their thinking processes and problem solving (p.321). Also, drawings, the beginning stages of learning to write, show a child's 'knowledge of book layout, format and spatial awareness' (p.321).
Another way in which written language is important is that it is closely linked to reading; writing affects reading and reading affects writing.
Writing influences reading:
Reading influences writing:
Writing, or the ability to use written language, is very important for everyday life, therefore, it is something we should make important to our children. For children, the most vital thing about written language is that they see a purpose for their writing (Hill, 2014). Without this purpose, teaching children will become very difficult so it is up to the teacher and the parents to help the children find this purpose (through their teachings). For teachers and parents, a child's writing provides insight into their thinking processes and problem solving (p.321). Also, drawings, the beginning stages of learning to write, show a child's 'knowledge of book layout, format and spatial awareness' (p.321).
Another way in which written language is important is that it is closely linked to reading; writing affects reading and reading affects writing.
Writing influences reading:
- As children are faced with 'various print conventions' (Hill, 2014), they develop an understanding of letter-sound relationships when they begin to play around with spellings of particular words (p.319)
- For Durkin (1989) and Montessori (1914), 'writing was the foundation of reading' (p.319) and although children learn to read before they can write, they 'develop contextual, visual and auditory cues (and skills and strategies) to decipher their own writing' (p.319) which they can use when learning to read
Reading influences writing:
- Children learn to replicate the 'structures and language features of the texts they read' (p.319); that is, they write what they know and what they have learnt from the books they have read independently and with an adult
- Children learn about different styles of text (narratives, instructions, reports) from their readings; they can then incorporate the features of different genres into their own writing
- "What is being learned in beginning reading overlaps with, and informs, what is being learned in beginning writing" (Clay, 1998 [p.135], as cited by Hill, 2014 [p.320])
- By Caitlin Borthwick