Murphy,

Neal & Williams 33

III. Child Development (C.): Language & Literacy

By the time children enter Middle School, most have learned to read and

should have been reading to learn for over three years (Kids Count, 2009). Having mastered the basics, older children start focusing on how to use language, giving attention to different writing and speaking styles (Meece and Daniels, 2008). As with so many other developments during this time, middle school students begin using skills and knowledge previously learned to find and proclaim their unique voice. In speech, this can be acutely seen in the use of atypical language, slang,

where words or phrases are either created or given different connotations by particular social groups. Because language is a flexible communication system, middle schoolers use their words to identify members of the same community. Instructively, slang should warrant real scholastic attention and is responsible for many words in Merriam-Websters today. Indeed, more generally, research shows that

students at this age must exercise their voice and tastes, with the support of teachers. By adolescence,
Slang plays a role in social identification and communication development.

students are struggling to find their identity and seek

creative outlets for personal expression. In writing, poetry allows adolescents to give shape and voice to their tumultuous experiences (Atwell, 1987). Around the age of 11, children begin understanding multiple meanings. They are more prepared to

Murphy, Neal & Williams 34

explain metalinguistic reasoning (such as metaphor and satire) and authors intent. For language, this means children are adept at catering speech to different social situations and should be given, opportunities to experiment with many different language forms and linguistic styles (Meece and Daniels, 2008). Whats more, some explicit instruction on vernacular registers may be appropriate for struggling learners (Payne, 2004). Critically for educators, students at this age seek

Students must practice language in many different forms, such as class speeches.

independence and variety in their reading choices. As recent research has shown a rapid decline in the number of middle school students reading for fun, it is important for educators to foster a love for reading. In the classroom, teachers should have plenty of time allotted for both individual and group reading. They should provide a wide selection of meaningful reading material (both fiction and non-fiction, novel and periodical) and allow easy access for ample self-selected reading. It is also appropriate to explicitly teach comprehension strategies, as texts become more complex. This can boost confidence, a key indicator in future motivation and achievement (Meece and Daniels, 2008). Specific instruction

should also be used for writing, where middle school students are becoming increasingly concerned with composition and audience. They must be taught self-
Students in middle grades start writing for a variety of reasons. Language becomes a means of learning, expressing and presenting.

Murphy, Neal & Williams 35

regulation strategies and asked to revise works. By age 12, written sentences should be precise, detailed and condensed. Importantly, children at this age are writing expository texts, in addition to narratives, and must be taught to acknowledge both the form and function of their works. Generally, as students age, they employ writing for a wider variety of

purposes, ranging from note passing to essay writing. They also begin writing for more abstract functions, such as arguing, analyzing and problem solving. English teachers should foster these skills by having students write often and for authentic purposes. However, it behooves the entire school faculty to have students write convincing essays as a means to practice their writing skills and retain information.