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Philosophy

     "As you are reading these words, you are taking part in one of the wonders of the natural world. For you and I belong to a species with a remarkable ability: we can shape events in each other's brains with exquisite precision. I am not referring to telepathy or mind control or the other obsessions of fringe science; even in the depiction of believers these are blunt instruments compared to an ability that is uncontroversially present in every one of us. That ability is language. Simply by making noises with our mouths, we can reliably cause precise new combinations of ideas to arise in each other's minds. The ability comes so naturally that we are apt to forget what a miracle it is."

                               The Language Instinct, Stephen Pinker

    The acquisition of language is so closely connected to being human that some have called it instinctual or innate. Children arriving at school at age four already have an extensive listening vocabulary and a sophisticated knowledge of spoken language and its underlying grammar. This information is learned rather than taught.  

    The school's task is to enhance and extend the child's ability to listen and speak and to teach the child to read the ideas of others as well as to express his/her own ideas in writing. These skills of listening, speaking, reading and writing are the particular responsibility of the English department. It would be difficult to overstate their importance. Without them it is impossible to think clearly, communicate with others, or to explore deeply any branch of human knowledge.

      The English department strives to combine a strong instructional program with an environment rich in language and literature. Skills are taught in a thorough and systematic manner, keeping in mind what is appropriate for each child's level of readiness and development. Children are given ample opportunity to practice and apply these skills in assignments, activities and projects initiated by either the student or teacher.   

     Although it is possible to speak of listening, speaking, reading, and writing as distinct skills, they are, in fact, interdependent. Early listening experiences form a base upon which the acquisition of reading skills clearly depends. Similarly, oral language is a natural starting point for writing. We are mindful of these important relationships, and lessons are planned so that each component part of the English curriculum supports and strengthens the others.

     Since success in learning to read is so vital to overall school achievement special efforts are made to monitor children in this area. We strive to diagnose difficulties before they become an ingrained problem and immediately offer extra help to those children who require it both in class and through the remedial department.

     We are aware that the subject we teach pervades every aspect of the school curriculum. Children use their expository writing skills in history assignments. They take notes and categorize information in science class. They experience the sounds and rhythms of language in music class. They carefully follow written directions and look for exact meaning while solving word problems in math class. They experience the dramatic power of spoken language while participating in the school play. Children's achievement in English, therefore, depends not only on us, but also on the fine teaching and learning opportunities they receive from every teacher at Grace Church School.

English Department Faculty

Susan C. Cross

Department Head