Early in life, babies produce the “simplest” of human language, crying sounds like “neeeh,” “owhh,” “hhhe-e-e-h,” “eairrr,” and “waaaaa!” Little by little, they learn to “understand” sounds made by others, then combinations of sounds in meaningful words, and later phrases and sentences in their native languages. As learning occurs naturally, the language of communication and expression naturally moves from “elementary” to “higher levels.”
As in “real life,” the use of language in education ranges from the simplicity of spoken sounds like “Ow!” or one-word directives such as “Stop!” to the complexity of elaborate literary works or intricate technical treatises. “Simple language” is most suited to the expression of basic, universal human needs, while language at increasing “levels of difficulty” goes in many directions with many functions and purposes.
Subject to the limitations or requirements of its overriding philosophy or approach, a language course or curriculum designed for pre-literate or rank beginners is likely to begin with aural and oral lessons in sounds (phonemic awareness and pronunciation) in commonly used words.
Vocabulary acquisition (items, meanings, uses in context) starts early and continues throughout the language-learning process.
Progressing from basic and beginning through intermediate to advanced levels of fluency usually means attending to grammar, the study of the way words are combined and sequenced in sentences.
Attention to grammatical forms, patterns, and rules continues as learners come to understand and produce connected discourse in conversations, discussions, presentations, and other forms of oral communication.
Instruction in written English can start with the English (Roman/Latin) alphabet, probably the names and order of the 26 letters. It may proceed to phonics (the correlations between the printed letters and the 40 or more sounds they represent), move to decoding in reading and spelling in writing, and advance to reading for meaning and writing meaningful messages—in sentences, paragraphs, letters and e-mails, compositions, and so on.
With the intent of “doing it right,” appealing to people at all levels of language proficiency, offering something to everyone, and covering all the bases, Authors & Editors’ products and offerings start out at the “Pre-Word Level” (gestures, body language, letters and sounds). As arranged in its Online Authors & Editors Creative Language Teaching & Learning Catalog its other categories of “Language Focus” are “Word Level” (phonics, spelling, vocabulary), “Phrases & Sentences” (phrasing, paraphrasing), “Grammar & Structure” (morphology, syntax), “Oral Language” (listening, speaking, accent improvement), “Written Language” (decoding, reading for meaning, writing), “Integrated Language Skills” (listening/speaking, reading/writing, grammar, and vocabulary combined) and “Content & Culture” (subject areas).
The items in the Authors & Editors Online Store are more loosely organized "from simple to complex." Many of its products, notably Initial Consonants, Rhyming Words, Vowel Sounds & Spellings, Phonics Bingo, Phonics & Spelling Puzzles, Everyday Spelling Workbooks, Picture This (Too!), Homophones, Verb Forms, HandsOn English ETC, What's the Point? (Books One & Two), and the various (Before) Speaking programs were designed and created to be (what is known as) multi-leveled, scaffolded, or differentiated. This means that their various elements (books, chapters, lessons, card decks, activities, games, etc.) may be most useful with learners at roughly matched levels of language or learning proficiency, typically Basic, Beginning, Intermediate, and/or Advanced. Such "leveling" may be based on the components of language (sounds, spellings, vocabulary frequency, sentence structure, organization of discourse, etc.) and/or on the complexity of the abilities necessary to complete the involved tasks.
