Children's languages of learning are interconnected from "summary" of The Languages of Learning by Karen Gallas
In classrooms, children's languages of learning are not separate entities; rather, they are interwoven and interconnected. This interconnectedness is evident in the ways in which children use different languages of learning to make sense of their experiences and construct meaning. For example, a child may draw upon their linguistic and spatial languages to create a visual representation of a story they have read, incorporating both words and images to convey their understanding. Furthermore, children's languages of learning are not static or fixed; instead, they are dynamic and fluid, constantly evolving and shifting in response to the contexts and experiences in which children find themselves. This dynamic nature of children's languages of learning reflects their adaptability and flexibility, allowing children to draw upon a range of resources and strategies to navigate and make sense ...
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