The nature of the English Curriculum has placed questions about the language and knowledge about language at the forefront of educational debates in Australia.
What does KAL stand for?
KAL stands for Knowledge About Language
This definition appears frequently and is found in the following Acronym Finder categories:
- Organizations, NGOs, schools, universities, etc.
See other definitions of KAL
We have 27 other meanings of KAL in our Acronym Attic
- Degrees Calvin (French; temperature; Canadian mining)
- Kadýköy Anadolu Lisesi (Ýstanbul, Turkey)
- Kalamazoo (Amtrak station code; Kalamazoo, MI)
- Kalamazoo City (Michigan)
- Kalendae (Latin: the Kalends, the first of each month)
- Kallmann's Syndrome
- Kaltag, AK, USA (Airport Code)
- Key Area of Learning (NZ curriculum)
- Key Asset List
- Kocaeli Anadolu Lisesi (high school)
- Korean Air Lines
- Kurdistan Alliance List
- Kallmann Syndrome 2
- Kalaupapa National Historic Park (US National Park Service)
- Kansas Association of Legal Assistants (est. 1981)
- Kent Association of Local Authorities (UK)
- Kentucky AIDS Life Alliance (Louisville, KY)
- Kenya Adult Learners' Association
- Kerala Association of Los Angeles (Los Angeles, CA)
Samples in periodicals archive:
The disappearance of knowledge about language from the study of English makes shuttling between these two poles of the disciplinary continuum very difficult.
xii) of making or sharing a text, and that increasing their own knowledge about language will help them to do that.
Thus, grammar instruction comprises a major portion of the Knowledge about Language content.
Curriculum content here is built around the three interconnected Strands: Language, which addresses the kind of knowledge about language and literacy required by students; Literature, which addresses students' abilities to interpret, appreciate, evaluate and create literary texts; and Literacy, which addresses students' abilities to comprehend, interpret and create a growing repertoire of spoken, written and multimodal texts.
Introduction In Australia, as in New Zealand, the United Kingdom and North America, teachers are becoming increasingly aware of the relationship between their own knowledge about language and their students' ability to appreciate and create the texts they encounter in school English.
Judith Rivalland and Anne Thwaite discuss a unit of work in a teacher education course where pre-service teacher's knowledge about language was developed in order to assist them in reflecting on their own practice.
In Australia most state English syllabus documents maintain that knowledge about language contributes to literacy development and they recommend explicit teaching about language (e.