Even though many teachers share common beliefs and philosophies about language learning, no two classrooms will look and sound the same. When they translate their beliefs into practice, teachers make decisions which create unique learning environments to support both their own needs and those of their students. The first decisions teachers make include ways of providing a range of authentic language activities. The First Steps publications developed by the Education Department of Western Australia provide teachers with useful information about all aspects of the language modes. The introduction to the Writing Resource Book explains the complex decisions that teachers must make about interrelated skills of writing in a particularly thought provoking way.
Writing is an amazingly complex activity.
The writer is simultaneously involved with thinking of what to write, coherence and cohesion of the text, formation and legibility of individual letters, spelling, grammar including punctuation, layout, tone and register, organisation and selection of appropriate content for an intended audience. It is impossible to control all aspects of writing at once. Children need a clear framework within which they can express and order their ideas, thus reducing the complexity of the task and the demands on their memory. They also need to be able to focus on one or two aspects of writing at one time so that they can practise new skills until they become automatic. The teacher who demands neat writing, correct punctuation and perfect spelling while children are learning to master new skills runs the risk of promoting the creation of short boring texts written by children who have no interest in the message only in what the teacher demands.